Pre- Service Science Teachers' Academic Preparation, Physics Content Knowledge, Science Inquiry Skills, and Digital Competence

Abstract

Academic preparation serves as the foundation for developing competent teachers, enhancing their ability to master subject content and deliver instruction effectively. Using a convergent parallel mixed-methods design, this study examined whether academic preparation, defined as senior high school strands, including RBEC, was associated with differences in physics content knowledge (PCK), science inquiry skills (SIS), and digital competence (DC) among 229 pre-service science teachers. Gender and university admission test results were analyzed to determine their influence on these competencies. The Physical Science Survey and TIPS II were adopted to assess PCK and SIS, respectively, while a researcher-developed questionnaire measured the DC. Findings revealed that academic preparation significantly affects the acquisition of three competencies (p < .05), with STEM and ABM graduates consistently outperforming graduates from the other strands. TVL and RBEC graduates ranked bottom and had low PCK levels. Generally, pre-service science teachers exhibited average proficiency in PCK, medium-level SIS, and average DC. Gender analysis indicated no significant differences in PCK and DC among pre-service science teachers, and a weak significant difference was observed in SIS. The admission test performance showed significant positive relationships (p < .05) with PCK, SIS, and DC. Strong positive intercorrelation was found among the three competencies (p < .01). The findings underscore the role of academic preparation in shaping the competencies for future science teachers. It recommends early diagnostic assessments, bridging programs, and curriculum adjustments to support underprepared students.