scholarly journals PEDAGOGICAL CONTENT KNOWLEDGE DEPELOPMENT OF SCIENCE PROSPECTIVE TEACHERS IN PROFESSIONAL PRACTICE PROGRAM

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Diana Rochintaniawati ◽  
Ari Widodo ◽  
Riandi Riandi ◽  
Lina Herlina
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Professional Practice ◽  
Prospective Teachers ◽  
Junior High School ◽  
Lesson Study ◽  
Study Data ◽  
External Factors ◽  
Internal Factors ◽  
Pedagogical Content

The study of “Pedagogical Content Knowledge Development of Science Prospective Teachers in Professional Practice Program” was conducted in one junior high school located in Bandung. The purpose of the study was to analyze the level and pattern of science prospective teachers’ PCK development as measured by CoRe. The study involved students who enrolled professionals practice program. Mixed methods, quantitative and qualitative research was utilized as a method in the study. Data collected by the coding and scoring of the CoRe instruments were analyzed  quantitatively; and data gained from observation, documentation, and interviews were analyzed qualitatively. The results showed that the PCK of prospective teachers are in the maturing PCK (level 3) and growing PCK (level 2). There are two patterns of PCK development showed by prospective teachers i.e. rising and fluctuative. The prospective teachers who are in the mature PCK show the pattern of rising, whereas prospective teachers who are in the growing PCK show fluctuative pattern. The study reveals that external and internal factors influenced the development of PCK. The pattern of guidance, lesson study activities, and intensity guidance are external factors that influenced the pattern of prospective students’ PCK development. Psychological effect that exists between teachers and students, the motivation of self to expand the horizons of knowledge, communication skills, and teaching experiences are the internal factors that influenced the development of prospective teacher PCK. The study suggests that the development of prospective teachers PCK in the program can be improved when supervisor and prospective teachers put consideration to those internal and external factors that influence the development of PCK.

LESSON STUDY AS A PROCESS FOR DEVELOPING THE PEDAGOGICAL CONTENT KNOWLEDGE OF PRE-SERVICE PHYSICS AND CHEMISTRY TEACHERS

2019 ◽  
Author(s):  
Teresa Conceição ◽  
◽  
Mónica Baptista ◽  
, João Pedro da Ponte ◽  
◽  
...  
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Study ◽  
Participant Observation ◽  
Study Data ◽  
Initial Teacher Education ◽  
Pedagogical Content ◽  
Individual Interviews ◽  
8Th Grade ◽  
Teachers Professional Development

This research aimed to understand what physics and chemistry pre-service teachers learn within pedagogical content knowledge in a lesson study with the topic speed of sound, 8th grade. Participants were three pre-service teachers. This was a qualitative and interpretative study. Data were collected from participant observation, individual interviews and individual written reflections. Results showed that the participants developed their pedagogical content knowledge, when they identified the students’ prior knowledge and when they discussed strategies to help students overcome their difficulties. Keywords: initial teacher education, lesson study, pre-service teachers, professional development, science education.

scholarly journals Analisis Kompetensi Guru Sebagai Bagian Dari Pedagogical Content Knowledge Guru Dalam Menerapkan Pendekatan Saintifik Dalam Program PLPG

2020 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Veronika Fitri Rianasari ◽  
Beni Utomo ◽  
Marcellynis Andy Rudhito
Keyword(s):  
High School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Research Method ◽  
Professional Training ◽  
Learning Material ◽  
Pedagogical Content ◽  
Scientific Approach

AbstractThe purpose of this research is to analyze the competence of teachers as part of the teachers’ pedagogical content knowledge in applying scientific approach in Mathematics PLPG (in-service teacher education and professional training) program rayon 138 Yogyakarta, Indonesia, in 2014. The research method used is descriptive with quantitative approach. The subjects of the study consisted of 23 mathematics teachers including mathematics teachers of junior high school, high school and vocational school from Kebumen, Purworejo, and Magelang. Data was collected by filling in a questionnaire at the beginning and end of the training, observing microteaching activities, and documenting the learning material arranged by PLPG participants. Based on the analysis, it can be concluded that PLPG especially PLPG rayon 138 Yogyakarta, Indonesia, in 2014 gives benefits for the development of teachers’ PCK, especially in terms of teachers’ competence in applying scientific approach. Based on the analysis of learning materials arranged by the teachers and analysis of learning videos, it is known that the majority of the teachers have been able to construct a learning material using scientific approach and implement it properly.  Keywords: teacher’s competence, pedagogical content knowledge, scientific approach, PLPG

scholarly journals Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge – An Institutional Perspective

2019 ◽  
Vol 21 ◽  
Author(s):  
Yukiko Asami-Johansson ◽  
Iiris Attorps
Keyword(s):  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Institutional Perspective ◽  
Pedagogical Content ◽  
Mathematics Teacher Educators ◽  
Structured Problem Solving ◽  
Area Determination

The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators’ pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators’ PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers.

scholarly journals EXAMINING PROSPECTIVE TEACHERS’ BELIEF AND PEDAGOGICAL CONTENT KNOWLEDGE TOWARDS TEACHING PRACTICE IN MATHEMATICS CLASS: A CASE STUDY

2019 ◽  
Vol 10 (2) ◽  
pp. 185-202 ◽  
Author(s):  
Muhtarom Muhtarom ◽  
Dwi Juniati ◽  
Tatag Yuli Eko Siswono
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Pedagogical Content ◽  
Good Communication ◽  
Good Communication Skill ◽  
Two Factors ◽  
The Relationship

Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research.

scholarly journals The development of research supervisors’ pedagogical content knowledge in a lesson study project

2020 ◽  
pp. 1-20
Author(s):  
Bas T. Agricola ◽  
Marieke F. van der Schaaf ◽  
Frans J. Prins ◽  
Jan van Tartwijk
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Study ◽  
Pedagogical Content
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