scholarly journals PEDAGOGICAL CONTENT KNOWLEDGE (PCK) ABILITY OF PRE SERVICE BIOLOGICAL TEACHERS BASED ON LESSON PLAN AND TEACHING PRACTICE

EDUSAINS ◽  
2019 ◽  
Vol 11 (1) ◽  
pp. 86-92
Author(s):  
Risya Pramana Situmorang
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Pedagogical Knowledge ◽  
Contextual Learning ◽  
Biology Teachers ◽  
Pedagogical Content ◽  
Subject Material ◽  
Constructing Knowledge

PEDAGOGICAL CONTENT KNOWLEDGE (PCK) KEMAMPUAN GURU BIASA PRA PELAYANAN BERBASIS RENCANA PELAJARAN DAN PRAKTEK PENGAJARAN AbstrakPenelitian ini mengidentifikasi empat aspek berbeda dari pengetahuan pedagogi dan tiga aspek dari pengetahuan materi, serta terkait di antara aspek-aspek PCK. Penelitian ini menunjukkan bahwa skor PCK calon guru biologi dalam menyusun rencana pelajaran dan praktik mengajar berada dalam kategori baik, dengan hasil persentase skor CK 70,83% (baik), hasil persentase skor PK 75,70% (baik), dan hasil persentase skor PCK 66,67% (sangat baik). Temuan dalam penelitian ini adalah kemampuan smahasiswa calon guru mulai berkembang mengenai PCK melalui cara penyampaian materi pelajaran biologi dengan menghargai ide-ide siswa sebelumnya dalam pembelajaran, meskipun kedalaman pemahaman bervariasi. Selain itu, hasil PCK menunjukkan banyak perkembangan dalam perancangan rencana pelajaran melalui pengetahuan konstruktivis. Pengembangan terhadap pengetahuan pedagogi, konten dan PCK berkaitan dengan keterampilan mengajar merupakan aspek yang sangat penting. Penggunaan rencana pelajaran yang mudah diakses dapat meningkatkan kemampuan PCK untuk mengembangkan prinsip-prinsip pedagogis. Meskipun pengembangan konten dan PCK terkait pedagogis, mungkin cukup untuk memungkinkan mahasiswa calon guru untuk membuat dan menghubungkan konteks materi pelajaran biologi yang memfasilitasi siswa dalam pembelajaran kontekstual. AbstractThis study identified four distinct aspects of pedagogical knowledge and three aspects of content knowledge, as well as related among these PCK aspects. This study shows that the PCK scores of pre service biology teachers in preparing lesson plan and teaching practice are in good category, with result of CK score percentage 70.83% (good), result of PK score percentage 75.70% (good), and result of PCK score percentage 66.67% (very good). Finding in this study were pre service students ability about PCK began to develop an understanding of the way to deliver biology subject material that values students’ prior ideas in learning, eventhough the depth of this understanding varied. In addition, PCK show as much growth in their lesson plan with respect to the constructing knowledge. In developing a pedagogy and content knowledge of PCK, relating to skills about teaching, appears to be critical. Using lesson plan that is simple accessible seems to increase PCK ability to develop pedagogical principles. Although development of content and pedagogical related PCK, it may be enough to allow pre-service student to create and relate the biology subject material contexts that facilitate students in contextual learning.

Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia

2016 ◽  
Vol 6 (2) ◽  
pp. 167 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Mahizer Hamzah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Information And Communications Technology ◽  
Primary Science ◽  
Pedagogical Content ◽  
Technology Application ◽  
Teachers Perceptions

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

scholarly journals Kompetensi Teknologi, Pedagogi, dan Konten Guru SD Negeri dan Swasta di Kota Cimahi, Jawa Barat

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Endi Rochaendi ◽  
Andi Wahyudi ◽  
Riki Perdana
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Partial Least Square ◽  
Least Square ◽  
Pedagogical Content ◽  
Knowledge Content

<p class="abstrak"><em>Guru SD dituntut untuk memiliki pengetahuan konten (content) mata pelajaran, pengetahuan pedagogi (pedagogy), dan pengetahuan teknologi (technology) dalam bentuk pengetahuan yang integratif dalam pengelolaan pembelajaran. Penelitian ini bertujuan melihat dan menganalisis faktor-faktor apa saja yang paling dominan dalam membentuk kompetensi guru tersebut dalam aspek pengetahuan konten, pengetahuan pedagogi dan pengetahuan teknologi yang pada gilirannya dapat mengembangkan model pengembangan Technological Pedagogical and Content Knowledge (TPACK) yang sesuai untuk guru SD. Penelitian ini dirancang menggunakan pendekatan kuantitatif, dengan metode deskriptif dan verifikasi. Data dianalisis menggunakan statistik deskriptif dan analisis faktor konfirmatori (CFA) berdasarkan Partial Least Square (PLS). Hasil penelitian menunjukan bahwa </em><em>faktor-faktor yang pengaruhnya paling dominan adalah pedagogical knowledge (0,944), technological content knowledge (0,942), dan technological pedagogical knowledge (0,935). Sedangkan,  pedagogical content knowledge, content knowledge, dan technological knowledge  tidak sepenuhnya membentuk TPACK guru SD tersebut.</em></p>

scholarly journals Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Fitri Suraya Mohamad
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Science Content ◽  
Extensive Experience ◽  
Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

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 Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses

2019 ◽  
Vol 18 (4) ◽  
pp. ar48 ◽  
Author(s):  
Tessa C. Andrews ◽  
Anna Jo J. Auerbach ◽  
Emily F. Grant
Keyword(s):  
Active Learning ◽  
Pedagogical Content Knowledge ◽  
Learning Strategies ◽  
Content Knowledge ◽  
Qualitative Content Analysis ◽  
Pedagogical Knowledge ◽  
Theoretical Frameworks ◽  
Pedagogical Content ◽  
Teaching Knowledge ◽  
Generative Instruction

Not all instructors implement active-learning strategies in a way that maximizes student outcomes. One potential explanation for variation in active-learning effectiveness is variation in the teaching knowledge an instructor draws upon. Guided by theoretical frameworks of pedagogical content knowledge and pedagogical knowledge, this study investigated the teaching knowledge instructors used in planning, implementing, and reflecting on active-learning lessons in large courses. We used a preinstruction interview, video footage of a target class session, and a postinstruction interview with stimulated recall to elicit the teaching knowledge participants used. We then conducted qualitative content analysis to describe and contrast teaching knowledge employed by instructors implementing active learning that required students to generate their own understandings (i.e., generative instruction) and active learning largely focused on activity and recall (i.e., active instruction). Participants engaging in generative instruction exhibited teaching knowledge distinct from that of participants focused on activity. Those using generative instruction drew on pedagogical knowledge to design lessons focused on students generating reasoning; integrated pedagogical content knowledge and pedagogical knowledge to plan lessons to target student difficulties; and created opportunities to develop new pedagogical content knowledge while teaching. This work generated hypotheses about the teaching knowledge necessary for effective, generative active-learning instruction.

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