scholarly journals Microteaching Guided by an Expert Secondary English Teacher: The Effect on Pre-Service English Teachers’ Pedagogical Content Knowledge

Pedagogika ◽  
2020 ◽  
Vol 139 (3) ◽  
pp. 111-135
Author(s):  
Siti Aimah ◽  
Dwi Rukmini ◽  
Mursid Saleh ◽  
Dwi Anggani Linggar Bharati
Keyword(s):  
Time Series ◽  
Content Knowledge ◽  
English Teachers ◽  
English Teacher ◽  
Single Group ◽  
Secondary English ◽  
Pedagogical Content ◽  
Series Design ◽  
Equivalent Time ◽  
Before And After

This study aims to determine the effect of microteaching guided by an expert secondary English teacher on pre-service English teachers PCK, focusing on the changes before and after expert-guided microteaching. The equivalent time-series design involves a single-group, repeatedly assessed, with the treatment introduced between the measurements. Expert-guided microteaching significantly affects pre-service English teachers’ PCK and triggers them to know what to teach and how to teach for students.

Digital Storytelling and Its Tools for Language Teaching

2018 ◽  
pp. 1005-1020
Author(s):  
Asuman Aşık
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Quantitative Methods ◽  
Digital Storytelling ◽  
English Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Qualitative And Quantitative Methods ◽  
Young Learners ◽  
Language Classrooms

This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.

Digital Storytelling and Its Tools for Language Teaching

2016 ◽  
Vol 6 (1) ◽  
pp. 55-68 ◽  
Author(s):  
Asuman Aşık
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Quantitative Methods ◽  
Digital Storytelling ◽  
English Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Qualitative And Quantitative Methods ◽  
Young Learners ◽  
Language Classrooms

This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.

scholarly journals Pengembangan Model Pembelajaran Sorting Predict-think Discovery untuk Meningkatkan Kemampuan Mengenal Pola

2020 ◽  
Vol 5 (1) ◽  
pp. 303
Author(s):  
Elvira Khori Ulni ◽  
Suparno Suparno
Keyword(s):  
Time Series ◽  
Rank Test ◽  
Wilcoxon Sign Rank Test ◽  
Series Design ◽  
Time Series Design ◽  
Equivalent Time ◽  
Wilcoxon Sign Rank ◽  
Sign Rank Test

Kemampuan mengenal pola merupakan kemampuan dasar yang harus dimiliki anak dalam memahami matematika awal, termasuk pola warna dan bentuk. Penelitian ini bertujuan untuk menghasilkan model pembelajaran sorting predict-think discovery yang layak untuk meningkatkan kemampuan mengenal pola warna dan bentuk anak usia 5-6 tahun, dan mengetahui efektivitasnya dalam meningkatkan kemampuan mengenal pola warna dan bentuk anak usia 5-6 tahun. Penelitian pengembangan mengadaptasi model penelitian pengembangan Borg dan Gall dan uji efektivitas dilakukan dengan equivalent time series design menggunakan uji wilcoxon sign rank test. Hasil penelitian mengungkapkan bahwa model pembelajaran sorting predict-think discovery dinyatakan layak berdasarkan kriteria kelayakan oleh ahli, guru, dan respon anak dengan kategori berkembang sesuai harapan; model pembelajaran sorting predict-think discovery efektif untuk meningkatkan kemampuan mengenal pola warna dan bentuk pada anak usia 5-6 tahun.

scholarly journals Exploring Online Teachers’ Pedagogical Content Knowledge in Business English Teaching: A Hermeneutic Study

2021 ◽  
Vol 4 (4) ◽  
pp. 71-81
Author(s):  
Ana Mariel A. Moreno ◽  
Constantino T. Ballena
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
English Teachers ◽  
The Philippines ◽  
Business English ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
English Teaching ◽  
Online Teachers ◽  
Online Business

This study explored the online Business English teachers’ pedagogical content knowledge (PCK) to understand its essence in Business English teaching.  It sought to uncover what they thought about PCK in Business English lessons and how they developed their PCK as they engaged themselves in the everyday teaching of Business English. Hermeneutic phenomenology was employed since the purpose of the study concerns the reflection and interpretation of the online Business English teachers' experiences. The participants of the study were six online Business English teachers from one ESL Company in the Philippines catering to business professionals. They were chosen through homogeneous purposive sampling. The data collection included in-depth interviewing following semi-structured interviews and observations to gather rich descriptions of the participants' reflection and interpretation of their experiences. The data were analyzed using the six-step data analysis of Smith et al. (2021) due to the interpretive nature of the study. The results of the analysis revealed that the online Business English teachers thought of PCK as knowledge of strategizing, knowledge of Business English as the language in the workplace, and knowledge of Business English being distinct from General English. Additionally, the findings reported that teachers developed their PCK through several sources such as their encounter in the field, growth processes, and perceived need for further PCK development in Business English teaching. A creative synthesis captures the essential themes. Despite the online Business English teachers’ patent consciousness of their PCK in Business English, they still demonstrated the need to be exposed more to the business field and broaden their knowledge of business phrases and expressions.  Teacher interaction with various types of students, and feedback from senior colleagues helped develop and widen their PCK in Business English.

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