Developing a Need-Based Pedagogy of English Curriculum

2020 ◽  
Author(s):  
Vishwa Prasad Devupalli
Keyword(s):  
Student Teachers ◽  
Content Knowledge ◽  
Language Proficiency ◽  
English Language ◽  
Research Study ◽  
English Language Proficiency ◽  
Pedagogical Knowledge ◽  
Pedagogical Content ◽  
English Curriculum ◽  
Knowledge Content

This book is a research study, which deals with firstly, the English language proficiency levels of Pedagogy of English student-teachers and practicing government English teachers. Secondly, the knowledge base – pedagogical knowledge, content knowledge, and pedagogical content knowledge – the teachers should have. Thirdly, it reflects on the efficacy of the present preservice B.Ed. Pedagogy of English curriculum to address the needs of the student-teachers. Fourthly, the perceptions they hold regarding effective preservice B. Ed. Pedagogy of English, and finally, posit a Pedagogy of English curriculum based on the analyses to make the content more beneficial to Pedagogy of English student-teachers.

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 The Effects of Scientific Reasoning Skills, English Language Proficiency and other Factors on the Acquisition of Chemistry Content Knowledge

KIMIKA ◽  
2016 ◽  
Vol 27 (2) ◽  
pp. 28-37
Author(s):  
Manolito, Jr. G. Ybañez ◽  
Charmaine Sagayap ◽  
Vic Marie I. Camacho
Keyword(s):  
Content Knowledge ◽  
Science Teachers ◽  
Language Proficiency ◽  
Scientific Reasoning ◽  
English Language ◽  
English Language Proficiency ◽  
Primary Language ◽  
Significance Level ◽  
Reasoning Skills ◽  
Scientific Reasoning Skills

This paper aims to examine the effects of English Language Proficiency, Scientific Reasoning Skills, and other factors such as primary language at home, subject interests, type of school graduated, family monthly income, and available studying materials on acquisition of Chemistry content knowledge of fifty-four (54) randomly selected pre-service science teachers from a state university. Using One-way Analysis of Variance (ANOVA) and Pearson r formula, the results of this 2-way interaction showed an F ratio of 1.025 with a significance level of 0.445. This finding is significant as it implies that combined high levels of English language proficiency and reasoning skills enhance students’ abilities to learn science content. In addition, a significant main effect for the variable scientific reasoning skills, an F ratio of 0.550 with a significance level of 0.815 show that English Proficiency does not significantly affect the Chemistry Skills of the Science Students. Science Reasoning Skills is correlated with Chemistry performance. Further, higher scientific reasoning skills are attributed to better Chemistry Skills. Primary language significantly affects language proficiency while subject interest affect the students skills in subject areas.

scholarly journals Informal Order, Needs Analysis, and the EAP Curriculum

2017 ◽  
Author(s):  
Faisal Al-Maamari
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Research Study ◽  
Academic Literacy ◽  
Education Institution ◽  
English Language Proficiency ◽  
Needs Analysis ◽  
Small Scale ◽  
Qualitative Research Study ◽  
The Public

The academic curriculum is developed through a systematic process whereby content is created through the alignment of needs to stakeholder or target group. This qualitative research study features a small-scale, English for academic purpose (EAP) needs analysis (NA) of three credit-bearing EAP programs and the corresponding departmental programs conducted at a Language Center at a higher education institution in Oman. Based on interview, observational and documentary data, the analysis showed divergences in academic literacy (writing and reading) between the EAP and content programs. Principally, the findings pointed to the presence and operation of a group of informal orders and the emergence of two interrelated stories: public and real. The public story purported to blame the learner’s English language proficiency for unfavorable performance at EAP and Departmental levels, whereas the real story revealed that institutional factors were equally responsible. The paper ends by making a few conclusions about the importance of heeding informal order when carrying out needs analysis.

scholarly journals Integrasi CoRe Framework dan Strategi Metakognitif dalam Pengembangan Pedagogy Content Knowledge Calon Guru Kimia pada Pembelajaran Telaah Kurikulum Kimia

2018 ◽  
Vol 8 (1) ◽  
pp. 43-52
Author(s):  
Ella Fitriani ◽  
Yuli Rahmawati ◽  
Nurbaity Nurbaity ◽  
Sukro Muhab
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content ◽  
Core Content ◽  
Content Representation ◽  
Knowledge Content ◽  
Core Framework

Penelitian ini terfokus pada analisis Pedagogical Content Knowledge (PCK) calon guru kimia menggunakan CoRe (Content Representation) Framework dan strategi metakognitif  pada mata kuliah Telaah Kurikulum Kimia.  PCK merupakan representasi gabungan antara isi materi pelajaran dan pedagogik yang dimilik oleh guru sehingga siswa tertarik dan mudah untuk memahami suatu materi (Shulman, 1987). Oleh karena itu, CoRe framework dan strategi metakognitif pada penelitian ini digunakan untuk mengembangkan penguasaan konsep kimia dan cara menyampaikan konsep tersebut. Penelitian ini menggunakan pendekatan kualitatif, dengan studi interpretif kualitatif hingga menghasilkan profil PCK calon-calon guru kimia terkait dengan penguasaan konsep-konsep kimia. Data diperoleh dari rubrik PCK, MAIT (Metacogitive Awareness Inventory for Teachers), wawancara, observasi, nilai tes konsep, dan kertas refleksi. Hasil penelitian ini menunjukkan bahwa tingkat PCK calon-calon guru kimia tergolong tinggi. Terlihat bahwa Content Knowledge (CK) yang mereka miliki sedikit lebih tinggi daripada Pedagogical Knowledge (PK). Hasil MAIT (Metacogitive Awareness Inventory for Teachers) juga menunjukkan bahwa calon-calon guru tersebut memiliki kesadaran metakognitif yang sangat tinggi sehingga mereka mengetahui kelemahan dan kekuatannya sendiri dalam mengajar.   Kata kunci: Pedagogical Content Knowledge, Content Representation, Strategi Metakognitif, Telaah Kurikulum Kimia

scholarly journals Mathematics Teachers’ Technological Pedagogical and Content Knowledge and their Capacity for Differentiated Instruction

2021 ◽  
Vol 2 (7) ◽  
pp. 574-586
Author(s):  
Joey S. Patalinghug ◽  
Alvic A. Arnado
Keyword(s):  
Pedagogical Content Knowledge ◽  
Elementary School Teachers ◽  
Differentiated Instruction ◽  
Content Knowledge ◽  
Pedagogical Knowledge ◽  
Learning And Development ◽  
Lesson Design ◽  
Pedagogical Content ◽  
Design And Implementation ◽  
Knowledge Content

The primary goal of this study was to determine the trainings in the teachers’ learning and development for differentiated instruction to enhance the instructional strategies of the elementary school teachers in North Butuan District of the Division of Butuan City, Agusan del Norte. The participating teachers completed the TPACK survey which consisted of the demographic profile of teachers and the TPACK components namely: Technology Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), Technology Pedagogy and Content Knowledge (TPACK) and Differentiated Instruction survey instrument about mathematics. In addition, both surveys were analyzed based on how the teachers performed in TPACK and differentiated instruction and percentage of the capacity of teachers based on the two different methods of teaching. Among the four components of TPACK, the technological knowledge, content knowledge, pedagogical knowledge, and pedagogical content knowledge, pedagogical knowledge had the highest mean. The level of differentiated instruction of the participants in terms of lesson design and implementation revealed that learning activities are varied got the highest mean. In addition, the differentiated instruction in terms of lesson design and implementation, content, procedures, communication and learning were found to have the highest mean. Teachers teaching elementary mathematics may be requested to attend webinars on TPACK or related seminars/webinars to enhance their knowledge in dealing with the content in mathematics specifically word problems and their concerns on differentiated instruction.

scholarly journals E-learning readiness among faculty members of medical sciences universities and provide strategies to improve it

2019 ◽  
Vol 8 (2) ◽  
pp. 105-112 ◽  
Author(s):  
Sousan Houshmandi ◽  
Eisa Rezaei ◽  
Javad Hatami ◽  
Behnam Molaei
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Faculty Members ◽  
Medical Sciences ◽  
Pedagogical Content ◽  
E Learning ◽  
Knowledge Content

Background: The competence of faculty in conducting e-learning is one of the preconditions for e-learning implementation in a university. This study aimed at investigating the readiness of the faculty members of Ardabil University of Medical Sciences (ARUMS) to have e-learning. Methods: To fulfil this purpose, a triangulation method has been used. In the quantitative section, based on the Technological Pedagogical Content Knowledge (TPACK) model, the faculty competence in conducting e-learning has been measured in four areas: pedagogical knowledge, technological knowledge, content knowledge, and finally the skill of combiningpedagogical knowledge, technological knowledge, and content knowledge. Subsequently,with the qualitative data of the semi-structured interview, the findings of the research have been explained. Finally, the strategies for improving the readiness of ARUMS faculty have been identified in e-learning. Results: One-sample t test with a significant level (P ≤ 0.5) showed that the faculty e-learning of ARUMS had the highest mean of pedagogical knowledge, content knowledge and content pedagogical knowledge respectively. In other words, the faculty had a high level of pedagogical,content and content-pedagogical knowledge, but they need to improve their technological,technological-content, technological-pedagogical and ultimately, technological-pedagogical content knowledge. Conclusion: That is why, in order to have effective e-learning at ARUMS, the faculty has to improve their technological, technological-content, technological-pedagogical and technological-pedagogical-content knowledge. In this regard, several solutions have been proposed in this paper.

scholarly journals Qualitative Perspectives on the English Language Content Knowledge and Methods on Communicative Language Proficiency, Implications for Succeeding in the IELTS

2018 ◽  
Vol 21 (3) ◽  
pp. 67-89
Author(s):  
Ali Al-Bulushi ◽  
Ali Al-Issa ◽  
Rima Al-Zadjali
Keyword(s):  
Student Teachers ◽  
Content Knowledge ◽  
Language Proficiency ◽  
English Language ◽  
Teacher Education Program ◽  
Language Teaching ◽  
Faculty Members ◽  
English Language Teaching ◽  
Target Language ◽  
Sultan Qaboos University

Communicative Language Proficiency (CLP) in the target language is critical for the teachers joining English language teaching for different reasons. The Ministry of Education in the Sultanate of Oman has sanctioned the score of Band 6 on the International English Language Testing System (IELTS) as the main criterion for accepting English language teachers graduating from Sultan Qaboos University (SQU). Nonetheless, some fourth-year Student Teachers (STs) have failed to achieve the specified score due to reasons pertinent to the choices made in the initial English language teacher education program content knowledge and methods. This qualitative study, hence, investigates the perspectives of purposively selected STs and faculty members about the effect of SQU English Language Teaching (ELT) content knowledge and methods on the STs’ IELTS band scores. Results have shown that there is a need to reconsider the content knowledge and methods to create more opportunities for the program participants to use the language communicatively. Results have further shown that certain faculty members adopt certain teaching methods insensitive to the needs and interests of the STs and which negatively affect their CLP. The results have important implications for the STs’ success in the IELTS and hence their employability.

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