Comparison of Pedagogical Content Knowledge between Expert and Novice Lecturers in Teaching and Learning Process

2014 ◽  
Author(s):  
Nor Hasniza Ibrahim ◽  
Johari Surif ◽  
Abdul Halim Abdullah ◽  
Nur Amira Syafillin Sabtu
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Learning Process ◽  
Teaching And Learning ◽  
Pedagogical Content ◽  
Expert And Novice

scholarly journals What Makes A Good Teacher? Needs and Necessities-A Survey of Recent Literature on Teacher’s Subject Matter Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge

2016 ◽  
Vol 6 (2) ◽  
pp. 241 ◽  
Author(s):  
Amirreza Karami
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Learning Process ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Past Research ◽  
Vital Role ◽  
Subject Matter Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content

<p>This paper provides an overview of some entailed issues in efficacious teaching. First section focuses upon teacher’s subject matter knowledge and the way it affects teaching. The results of the review in this part suggest the efficacy of the teacher’s high subject matter knowledge on significant improvement in teaching and learning process. Second part reviews pedagogical knowledge and its importance on effective teaching. The significance of pedagogical knowledge to the teaching and learning process has been reaffirmed, too and the last part concentrates on pedagogical content knowledge. The findings of the past research discover its vital role in language teaching and learning. <span style="font-size: 10px;">This review serves to highlight paramount findings from the recent investigations that have implications for the development of teacher education, teaching and learning enhancement.</span></p>

scholarly journals KNOWLEDGE OF ASSESSMENT: AN IMPORTANT COMPONENT IN THE PCK OF CHEMISTRY TEACHERS

2014 ◽  
Vol 62 (1) ◽  
pp. 124-147
Author(s):  
Marina Miyuko Akutagawa Tacoshi ◽  
Carmen Fernandez
Keyword(s):  
General Education ◽  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Content Knowledge ◽  
Learning Process ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Structured Interviews ◽  
Chemistry Teachers ◽  
Pedagogical Content

Assessment of learning plays a central role in the teaching-learning process, and it has been extensively investigated due to the recognized necessity of adjusting didactic models to the new curricula and social demands. The knowledge of assessment is considered one of the components of pedagogical content knowledge (PCK) by some authors and for other authors is considered one component of the knowledge base for teaching. It is also recognized the strong link between knowledge of the educational ends, goals, purposes and values and the knowledge of assessment procedures. In this work, results focused on ten chemistry teachers are presented with the main goal of assessing and describing the knowledge of assessment practices and its close relationship with the purposes and educational aims. The results of the current study are based on semi-structured interviews, schools’ educational projects, questionnaires, evaluations and teacher lesson plans. The data suggest that there exists an inconsistency in the discourse regarding general education and chemistry education. Although the discourse at all levels, including educational projects, planning and interviews, can be considered as innovative, in actual practice we observed a strong tendency toward the teacher-centered approach and summative assessment. The results show that, in general, the investigated chemistry teachers lack the intrinsic knowledge to elaborate questions that assess students´ higher-order thinking, to use assessment results to improve teaching and learning, to inform planning, and ultimately, to perform assessments for learning that regulate and promote the learning process, in line with their own beliefs regarding the objectives of chemical education. As a result, we can infer problems in other PCK components of these teachers. Keywords: assessment, chemistry teacher education, knowledge base of teaching, pedagogical content knowledge.

PENGETAHUAN KONTEN PEDAGOGI (PCK) DAN URGENSINYA DALAM PENDIDIKAN GURU

2010 ◽  
Vol 15 (2) ◽  
pp. 87
Author(s):  
Mrs Widi Purwianingsih ◽  
Nuryani Y. Rustaman ◽  
Mrs Sri Redjeki
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Learning Process ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Pedagogical Content ◽  
Qualified Teachers ◽  
Learning Content ◽  
Teacher Needs ◽  
Main Components

A serius effort to reach students aspects of content, syntactically and substantively, will not be achieved without being accompanied by the knowledge of teaching strategies adopted appropriate by the teachers. Teachers should understand and be able to integrate content knowledge into knowledge about the curriculum, learning, and especially students. Such knowledge is expressed as Pedagogical Content Knowledge (PCK). To identify and assess developments of their PCK, a teacher needs a rich conceptual understanding as well as integrate with expertise in using teaching procedures, strategies and approaches, to be implemented in the classroom. PCK is considered as a strategic answer for transforming of content/subject matter into a form of presentation in the classroom. Because of PCK is one of the main components in teaching, to produce qualified teachers, equip ability PCK becomes a crucial thing to be done by the teacher-producing institutions. This is due to the PCK is important in improving teaching and learning process which aims to provide [a] better understanding of students. PCK is as important as knowledge about subject matter which is used as the subject of any learning process. Without PCK, the process of transformation of a subject matter in the effort to construct students' knowledge, will not take place very well.Keywords: pedagogical content knowledge (PCK), learning, content knowledge, teaching and learning process.

scholarly journals Employing Technological Pedagogical Content Knowledge (TPACK) Skill Among Teachers in Preparing Online School Assessment for Home-Based Learning

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Muhammad Sabri Bin Sahrir ◽  
Abdul Razif Zaini ◽  
Yaakob Hassan ◽  
Zulkefli Hamat ◽  
Taufik Ismail
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Online Assessment ◽  
School Teachers ◽  
Learning Session ◽  
Pedagogical Content ◽  
Essential Components

The Technological Pedagogical Content Knowledge (TPACK) framework is crucial for every educators and teachers when dealing with teaching and learning by using technology. There are three essential components of TPACK which have to be fully mastered in order to conduct any teaching and learning session via whatever technological means and platforms, especially in the current situation of COVID-19 pandemic which requires the teacher to adapt with suitable teaching and learning remote strategies including online assessment. This study is conducted to investigate the level of technological pedagogical content knowledge (TPACK) skill among Arabic school teachers in preparing online assessment for remote teaching and learning prior to a training workshop organized by the Malaysian branch of Islamic World Educational, Scientific and Cultural Organization, ICESCO-KUIS and Islamic Education Unit, Ministry of Education, Malaysia. The main author has been conducting the TPACK training module among 56 Arabic school teachers in Johor, Malaysia on 5-6 October, 2020 from selected all districts, while only 40 of them responded to the survey after the workshop via Google Form. Moreover, all participants were responding concurrently to the open-ended survey during the workshop via Mentimeter.com. This research instruments were investigating the teachers’ knowledge about three essential components of TPACK, which include technology, content, and pedagogy as well their suggestions and feedbacks towards employing online assessment and effectiveness of conducted workshop. The findings are expected in contributing towards the understanding of the teacher’s level of knowledge in technology, pedagogy, and content among Arabic school teachers in Malaysia especially for online teaching and assessment. The study may also beneficial to other similar settings where the technology has not been effectively utilized by teachers in schools.

Teaching and Learning in the Digital Age

2019 ◽  
pp. 1-23
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Description ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

“Virtual Inquiry” in the Science Classroom

2011 ◽  
pp. 109-119
Author(s):  
Eva Erdosne Toth
Keyword(s):  
Instructional Design ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Science Classroom ◽  
Inquiry Teaching ◽  
Design Decisions ◽  
Pedagogical Content ◽  
Research Findings ◽  
Classroom Inquiry

The article examines prior research on students’ difficulties with inquiry learning and outlines research-based decisions for the consideration of software-based scaffolds for inquiry teaching and learning. The objective is to detail research findings in a way that assists teachers in their development of pedagogical content knowledge as relevant to the selection and use of technological tools for classroom inquiry in the high school biology or college introductory biology classrooms. Employing a worked-out-example in the popular domain of DNA science, the article illustrates the research-based integration of instructional design decisions coordinated with the features of selected software tools. The coordination of software-design with instructional design has the potential of significantly enhancing students’ learning while also supporting the development of teachers’ technological pedagogical content knowledge.

scholarly journals Persepsi Mahasiswa dan Instruktur tentang Technological Pedagogical Content Knowledge (TPACK) Instrukstur Bahasa Inggris di Indonesia

Teknodika ◽  
2019 ◽  
Vol 17 (1) ◽  
pp. 76
Author(s):  
Badi'atul Azmina ◽  
Mar’atus Solihah
Keyword(s):  
University Students ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Positive Response ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Self Perceptions ◽  
Collecting Techniques ◽  
The Right

<em>In recent years, the development of ICT inevitably influences the teaching and learning process. The instructor should be able to integrate Technological Pedagogical Content Knowledge (TPACK) in the classroom. Hence, few studies investigate perceptions of university students and self-perceptions of English instructor’s TPACK, especially in Indonesia. The primary purpose of this study was to find out university students’ perceptions of English Course Instructor’s TPACK, Instructor’s self-perceptions of TPACK, and whether they shared the same perceptions or not. This study was qualitative research in one of the universities in Indonesia. The data collecting techniques were a questionnaire, interviews, and document analysis. This study adopted Jang &amp; Chang questionnaire of TPACK perceptions. The results revealed that university students had a positive response toward the instructor’ TPACK. Similarly, instructor’s self-perceptions also showed that instructor confidently declared that she knew well about the content of the teaching, and the right pedagogy used to deliver the content well. They shared the same perceptions of the English course instructor’s TPACK in Subject Matter Knowledge (SMK) and Instructional Representation &amp; Strategies (IRS). However, they had different perceptions of Technology Integration and Application (TIA). The research implications of this study were as assessment examples of instruction of TPACK by university students and self-perceptions.</em>

scholarly journals ANALISIS PEDAGOGICAL CONTENT KNOWLEDGE (PCK) MAHASISWA PGSD PESERTA PROGRAM PENGALAMAN LAPANGAN KEPENDIDIKAN (PPLK) UNIVERSITAS SULTAN AGENG TIRTAYASA

2018 ◽  
Author(s):  
Trian Pamungkas Alamsyah ◽  
A Syachruroji ◽  
Ujang Jamaludin
Keyword(s):  
Primary School ◽  
Pedagogical Content Knowledge ◽  
Cognitive Ability ◽  
Content Knowledge ◽  
Learning Process ◽  
School Education ◽  
Survey Method ◽  
Research Subjects ◽  
Pedagogical Content ◽  
Research Instrument

Mastery of pedagogical content knowledge ability becomes capital for individual to achieve mastery in learning process in class either cognitive ability or teaching ability. The purpose of this research is to describe and examine the mastery of pedagogical content knowledge of PGSD students PPLK 2017 participants. The method used in this study is the survey method and research subjects are students majoring in Primary School Education that became PPLK 2017 participants. The research instrument consists of pedagogical content knowledge. The result of the research shows that the mastery of PCK (Pedagogical Content Knowledge) of PPLK participant is 80,8% and this shows that PPLK student of PGSD UNTIRTA Department has excellent ability in that case.

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