Physics Teachers’ Technological Pedagogical Content Knowledge and Problems in the Instructional Management under the Secondary Educational Service Area Office Sukhothai in the Situation of Coronavirus Pandemic

Abstract

The COVID-19 pandemic has changed education to integrate more technology in classroom. Technological Pedagogical Content Knowledge (TPACK) is an essential framework that teachers need to know in order to teach with technology effectively. This study examined the TPACK and problems in the instructional management during the COVID-19 pandemic held by 16 physics in-service teachers who teach at schools under the secondary educational service area office Sukhothai. Data sources consisted of questionnaires from 16 teachers and semi-structured interview with 5 teachers. Content analysis was used in data analysis and peer debriefing was used for ensure the trustworthiness in this study. This result revealed that these in-service physics teachers do not have appropriate technological pedagogical content knowledge. They have content knowledge, pedagogical knowledge, pedagogical content knowledge and technological knowledge at good level but, they have technological content knowledge, technological pedagogical knowledge and technological pedagogical content knowledge at low level. In addition, while the COVID-19 pandemic, most schools offered online teaching. Most physics teachers have incomplete level of technological pedagogical content knowledge. The problems that the teachers identified that they encountered in their teaching are 1) In terms of learning management, teachers are unable to manage teaching and learning that emphasizes students' inquiry because the students could not do the experiment or do activities that focus on inquiry, thus the teaching focus solely on Lecture 2) Teachers are unable to integrate the technology in their teaching. and 3) Students are not ready for online teaching, due to lack of learning equipments including computers, telephones and internet.