scholarly journals Pedagogical Content Knowledge (PCK) of Geography Teachers’ and its Effect on Self-efficacy and Teacher Effectiveness in West Bengal, India

2017 ◽  
Vol 6 (3) ◽  
pp. 218
Author(s):  
Anujit Patra ◽  
Abhijit Guha
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Effectiveness ◽  
Self Efficacy ◽  
West Bengal ◽  
Survey Method ◽  
Pedagogical Content ◽  
The Status ◽  
Low Levels ◽  
High Level

<em>The present study is concerned with the subject of Geography and its teachers in secondary school. The objective was to find out the status of pedagogical content knowledge (PCK) in Geography teachers and also its effect on Self-efficacy and Teacher effectiveness together. For conducting this study descriptive survey method was employed. The data was collected from 401 Geography teachers of secondary schools of West Bengal. The data was analyzed through SPSS 21. The MANOVA result led to reject the null hypothesis at 0.05 level of significance that there would be no significant multivariate effect for the combined dependent variables of self-efficacy and teacher effectiveness in respect of teachers’ level of PCK in geography with Wilks' Lambda (i.e. Exact Statistic) value of .970, Pillai's Trace value of .030, Hotelling’s Trace value of .031 and Roy's Largest Root value of .031. All the ‘p’ values were less than .05. Post hoc test showed that teachers with high level of PCK in Geography were significantly different from the teachers having moderate and low levels of PCK in geography in their self-efficacy. On the other hand, teachers with high level of PCK were significantly different from the teachers having low levels of PCK in geography in teacher effectiveness. Study also revealed that, teachers self-efficacy is positively related with teacher effectiveness in geography teaching.</em>

scholarly journals TECHONOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DALAM RANGKA PENINGKATAN KUALITAS PEMBELAJARAN MAHASISWA PPG SD PRAJABATAN

EDUTECH ◽  
2019 ◽  
Vol 18 (2) ◽  
Author(s):  
Tatat Hartati
Keyword(s):  
Elementary School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Pedagogical Content ◽  
Qualitative And Quantitative ◽  
Teacher Professional ◽  
High Level ◽  
Path Modification ◽  
Technology Pedagogical Content Knowledge

The quality of learning carried out by an educator has not yet received serious attention. This has an impact on the low quality of graduates produced. The core research aims to develop and implement Technology Pedagogical Content Knowledge (TPACK) for participants of the Prajabatan Elementary Teacher Professional Program (PPG). The method used is a combined qualitative and quantitative approach with the R & D method with a 4 D path modification, namely define, design, develop, and disseminate. The subjects in this study were 42 students of Prajabatan Elementary School PPG students who were divided into control and experimental classes. 21 students each. The results of this study are in the form of a literacy and high-level TPACK-based TPACK model and the results of the pretest and posttest scores with a significance value of 0.001 which can be concluded that the TPACK-based literacy model and high-level thinking abilities influence the learning quality of Prajabatan Elementary School students.Kualitas pembelajaran yang dilaksanakan seorang pendidik hingga saat ini belum mendapatkan perhatian yang serius. Hal ini berdampak pada rendahnya kualitas lulusan yang dihasilkan. Penelitian inti bertujuan untuk menyusun dan menerapkan Technology Pedagogical Content Knowledge (TPACK) bagi peserta Program Profesi Guru (PPG) SD Prajabatan. Metode yang digunakan adalah pendekatan gabungan kualitatif dan kuantitatif dengan metode R & D dengan modifikasi alur 4 D, yakni define, design, develop, dan  disseminate  Subjek pada penelitian ini adalah mahasiswa PPG SD Prajabatan yang berjumlah 42 mahasiswa yang terbagi ke dalam kelas kontrol dan eksperimen yang masing-masing berjumlah 21 mahasiswa. Hasil dari penelitian ini adalah berupa model TPACK berbasis literasi dan kemampuan berpikir tingkat tinggi serta hasil perolehan nilai pretest dan postes dengan nilai signifikansi 0.001 yang dapat disimpulkan bahwa model TPACK berbasis literasi dan kemampuan berpikir tingkat tinggi berpengaruh terhadap kualitas pembelajaran mahasiswa PPG SD Prajabatan.

scholarly journals Comparing Pre-Service Teachers’ Self-Confidence Levels in Technological Pedagogical Content Knowledge in Terms of Several Variables

2021 ◽  
Vol 10 (1) ◽  
pp. 82
Author(s):  
Erol Süzük ◽  
Tuncay Akınci
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Digital Technologies ◽  
Technological Pedagogical Content Knowledge ◽  
Survey Method ◽  
Internal Reliability ◽  
Pedagogical Content ◽  
Confidence Levels ◽  
Self Confidence ◽  
Confidence Scale

This study aimed to investigate and compare pre-service teachers&rsquo; self-confidence in technological pedagogical content knowledge (TPACK) concerning their gender, department, and owned digital technologies. To achieve this goal, the survey method was conducted as part of a quantitative method design. Participants of the study consisted of 252 pre-service teachers from four different concentrations: physics, chemistry, biology, and german language teaching. TPACK Self Confidence Scale (TPACK-SCS), which was constructed by Graham, Burgoyne, Cantrell, Smith, and Harris (2009) and adapted to Turkish by Timur and Taşar (2011), was used as the data collection tool. TPACK-SCS is a scale with 4 sub-dimensions as Technological Pedagogical Content Knowledge (TPACK), Technological Pedagogical Knowledge (TPK), Technological Knowledge (TK), and Technological Content Knowledge (TCK). The Cronbach&rsquo;s Alpha internal reliability coefficients of the scale were calculated between .78 and .94. Since the data obtained did not show normal distribution it was analyzed by Mann-Whitney U and Kruskal Wallis - H tests. According to the results, significant differences were found in the level of self-confidence and sub-dimensions of students&rsquo; TPACK according to gender, department, and owned digital technologies for education.

scholarly journals Examination of Teachers’ Technological Pedagogical Content Knowledge: A Western Regional Perspective of China’s Compulsory Education System

2020 ◽  
Vol 9 (4) ◽  
pp. 28
Author(s):  
Minghan Gou ◽  
Dongfang Liu ◽  
Zhengqing Wang
Keyword(s):  
Content Knowledge ◽  
Education System ◽  
Teaching And Learning ◽  
Compulsory Education ◽  
Preliminary Evidence ◽  
Western China ◽  
Survey Method ◽  
Pedagogical Content ◽  
Technological Competence ◽  
The Status

Educational technology can provide many advantages for teaching and learning. However, the regional disparity is a well-known result of imbalanced development in China, and the understanding of Western teachers&rsquo; technological competence is incomplete. This study utilized the Technology, Pedagogy, Content Knowledge Framework (TPACK) in order to examine the overall status and influence of gender toward teachers&rsquo; technological competence in Western China. The survey method was employed to understand the participants (n = 361) perception of their level of TPACK. The results showed that teachers&rsquo; pedagogy knowledge and content knowledge were perceived as the highest among the seven types of knowledge examined. All types of technology-related knowledge were perceived as the lowest. Examination of gender influences showed that males perceived significantly higher levels of pedagogy knowledge, technology knowledge, and technological content knowledge. These findings contributed preliminary evidence of the status of teachers&rsquo; TPACK in Western regions of China and suggested that additional policies and initiatives should be targeted toward improving all teachers&rsquo; technological competence, particularly among female teachers in the compulsory education system.

scholarly journals ANALISIS PEDAGOGICAL CONTENT KNOWLEDGE (PCK) MAHASISWA PGSD PESERTA PROGRAM PENGALAMAN LAPANGAN KEPENDIDIKAN (PPLK) UNIVERSITAS SULTAN AGENG TIRTAYASA

2018 ◽  
Author(s):  
Trian Pamungkas Alamsyah ◽  
A Syachruroji ◽  
Ujang Jamaludin
Keyword(s):  
Primary School ◽  
Pedagogical Content Knowledge ◽  
Cognitive Ability ◽  
Content Knowledge ◽  
Learning Process ◽  
School Education ◽  
Survey Method ◽  
Research Subjects ◽  
Pedagogical Content ◽  
Research Instrument

Mastery of pedagogical content knowledge ability becomes capital for individual to achieve mastery in learning process in class either cognitive ability or teaching ability. The purpose of this research is to describe and examine the mastery of pedagogical content knowledge of PGSD students PPLK 2017 participants. The method used in this study is the survey method and research subjects are students majoring in Primary School Education that became PPLK 2017 participants. The research instrument consists of pedagogical content knowledge. The result of the research shows that the mastery of PCK (Pedagogical Content Knowledge) of PPLK participant is 80,8% and this shows that PPLK student of PGSD UNTIRTA Department has excellent ability in that case.

Content Knowledge, Enacted Pedagogical Content Knowledge, and Student Performance Between Teachers With Different Levels of Content Expertise

2020 ◽  
Vol 39 (1) ◽  
pp. 111-120 ◽  
Author(s):  
Insook Kim ◽  
Bomna Ko
Keyword(s):  
Pedagogical Content Knowledge ◽  
Student Performance ◽  
Content Knowledge ◽  
Teacher Effectiveness ◽  
Motor Performance ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Pedagogical Content ◽  
Content Expert ◽  
Different Levels

Purpose: This study examined how content knowledge (CK) varies between teachers with different levels of content expertise in teaching volleyball. In addition, it investigated changes to the content-experienced (C-Exd) teachers’ enacted pedagogical content knowledge (PCK) and their students’ performances after developing CK, compared with those of the content-expert (C-Ext) teachers. Method: Two C-Exd and two C-Ext teachers and their 72 students participated in this study. A well-designed CK workshop was implemented for the two C-Exd teachers’ CK improvement. Differences in the teachers’ CK, enacted PCK, and their students’ performance measures were compared. Results: The results of this study indicated that the C-Ext teachers possessed stronger CK than the C-Exd teachers and that the C-Exd teachers improved their enacted PCK and the students’ motor performance after the CK workshop without showing statistically significant differences from those of the C-Ext teachers. Conclusion: The study presents ways to promote teacher effectiveness with supportive evidence-based practices.

scholarly journals Does Technological Pedagogical Content Knowledge Impact on the Use of ICT In Pedagogy?

2020 ◽  
Vol 15 (03) ◽  
pp. 126 ◽  
Author(s):  
Hanna Andyani ◽  
Punaji Setyosari ◽  
Bambang Budi Wiyono ◽  
Ery Tri Djatmika
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Junior High School ◽  
Self Efficacy ◽  
Structural Equation ◽  
Technological Pedagogical Content Knowledge ◽  
Equation Model ◽  
Pedagogical Content ◽  
Innovative Climate ◽  
The Impact

The development of information and communication technology (ICT) has led to opportunities and challenges in the educational ideas and practices. This study examines the impact of technological pedagogical content knowledge on the use of ICT in pedagogy. This study applied a quantitative method using Structural Equation Model (SEM). The population of the study was teacher in Junior high School in Mojokerto of East Java Indonesia while the sample was about 302 participants gathered by using proportionate stratified random sampling. The findings showed that first, technological pedagogical content knowledge directly did not affect teachers’ self-efficacy. Second, technological pedagogical content knowledge influences the use of ICT in pedagogy. Third, organizational innovative climate directly influences the teachers’ self-efficacy. Indeed, organizational innovative climate affects the use of ICT in pedagogy. Fifth, teachers’ self-efficacy influences the use of ICT in pedagogy. Sixth, technological pedagogical content knowledge mediated by teachers’ self-efficacy does not directly affect the use of ICT in pedagogy. Lastly, organizational innovative climate-mediated by teachers’ self-efficacy affects the use of ICT in pedagogy. This research could be the first step for a similar study in the future.

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