THE COMPETENCE OF APPLYING INFORMATION AND COMMUNICATION TECHNOLOGY IN DEVELOPING LESSON PLANSOF PHYSICS PRE-SERVICE TEACHERS

Abstract

Developing a lesson plan (LP) is a critical task for pre-service teachers, and the quality of the LP directly impacts instructional effectiveness and helps organize student-centered learning activities. Consequently, lesson planning research has attracted significant attention globally. Current research directions focus on the LP framework, lesson planning competence, Information and Communication Technology (ICT) integration, and factors influencing LP development. Despite its importance, the competence of pre-service physics teachers in applying ICT to lesson planning has received little scholarly investigation. The study aims to propose ICT applications in physics LPs that align with the Technological Pedagogical Content Knowledge (TPACK) model, empowering pre-service teachers to effectively integrate ICT into their design. Furthermore, it proposes a rubric to assess ICT application competence in physics LPs. The research methodology utilized the e-Delphi method to develop the assessment rubric and theoretical analysis to identify behavioral indicators for developing LPs that meet TPACK standards. Additionally, a pedagogical experiment was conducted to validate the alignment between these behavioral indicators and student competencies. The research results have identified a rubric for assessing ICT application indicators and defined specific indicators within the TK, CK, PK, TCK, PCK,TPK, and TPACK components when developing physics LPs. These findings are significant as they provide physics education students with a framework for self-assessment and guidance. Moreover, the results contribute to improving teacher training programs by providing a standardized basis for evaluating lesson planning competencies through specific behavioral indicators described in the TPACK model.