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 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.

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.

scholarly journals IMPLEMENTASI TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE SEBAGAI MODERNISASI DI BIDANG PENDIDIKAN

NIAGAWAN ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 159
Author(s):  
Nayla Rizqiyah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
New Order ◽  
Pedagogical Content ◽  
Additional Information ◽  
Learning Content ◽  
The World ◽  
Qualitative Descriptive ◽  
The Relationship

Technological pedagogical content knowledge (TPACK) is a relatively new learning model in the world of education. The practice of implementing this method includes mastery of technology, pedagogy and knowledge of learning content. TPACK is involved in the process of compiling learning designs, learning models and strategies, assessing and rearranging connected curricula and making technology the basis of reference for educational development. The research was carried out randomly on college students and the results of the research were described using a qualitative descriptive method. The relationship between TPACK and modernization in the world of education are two inseparable things, the inclusion of technology in elements of Indonesian education has had a significant effect and has changed the conventional order with a new order of methods and is expected to bring Indonesian education to a more advanced direction. It is hoped that research can provide benefits for developing the field of the education system as well as as additional information for other research.

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