Antuni Wiyarsi, Sumar Hendayana, Harry Firman, Sjaeful Anwar
Differences in the nature and purpose of learning chemistry in general schools and vocational schools have implications on the need to prepare specific capabilities for pre-service chemistry teachers. This study aims to examine the basic ability of pre- service chemistry teachers to design learning through the development of pedagogical content knowledge (PCK) in the context of vocational training. This study was designed as a descriptive study. Participants (36) in this study were students of third level on chemistry education study programs of Yogyakarta State University in Indonesia who are taking the subject of vocational chemistry. Preparation of pre-service teacher’s ability was conducted through collaborative learning in small groups, class discussions and ends with an independent assignment. There are three instruments used in this study. They are assessment sheet of the ability to analyse the chemistry content appropriate in vocational context, to construct content representation (CoRe) and to construct pre-pedagogical and professional experience repertoires (p-Pap-eRs). The results showed that pre-service chemistry teachers have a pretty good ability in designing chemistry learning in vocational context. The main implication of this research is the need for restructuring of the curriculum for pre-service chemistry teacher education programs that are more concerned with professional development in the context of vocational schools. © 2017, Foundation Journal of Science Education. All rights reserved.
Chemistry Education Department of Yogyakarta State University, Indonesia; Chemistry Education Department of Indonesia Education University, Indonesia
