TPACK in mathematics teacher education: Are teachers ready to teach for ICT literacy?

Abstract TPACK is an effective combination of technological content knowledge, pedagogical knowledge, and content knowledge to understand the understanding of how the structure, representation, and adaptation of a topic, problem, and content are adapted according to the interests, technology, and abilities of teachers and presented in teaching. Mastery of teachers’ ICT literacy is not possible without the TPACK that underlies the use of ICT. This article employed the relationship between TPACK and ICT literacy among Indonesian Mathematics Teachers in Senior School background. This research used a quantitative approach which focused on the survey as the chosen research design. The research procedures: 1) finding factor analysis of each construct; TPACK and ICT literacy with Exploratory Factor Analysis; 2) constructs the instrument by Confirmatory Factor Analysis to get a fit model; 3) structural Equation Model for the relationship between TPACK and ICT literacy. The model criteria obtained the fit index test; Chi-Square, Chi-Square/df TLI, CFI, NFI, and RMSEA. The results of the study revealed that the TPACK construct consisted of 7 valid sub-constructs and ICT literacy consisted of 4 valid sub-constructs. Whereas, the analysis of the data shows a significant relationship between TPACK and ICT literacy with a strong contribution significant relationship between TPACK and ICT literacy (β = .566).