scholarly journals COMPETENCIES FOR FORM SIX GEOGRAPHY TEACHERS IN REACHING THE MALAYSIAN EDUCATION QUALITY STANDARDS

2019 ◽  
Vol 38 (2) ◽  
pp. 243-258
Author(s):  
Mahat Hanifah ◽  
Hashim Mohmadisa ◽  
Saleh Yazid ◽  
Nayan Nasir ◽  
Norkhaidi Saiyidatina Balkhis
Keyword(s):  
Content Knowledge ◽  
Practical Knowledge ◽  
Quality Standards ◽  
Education Quality ◽  
Quality Level ◽  
Maximum Score ◽  
Pedagogical Content ◽  
Technology Knowledge ◽  
Experience Teaching ◽  
Subject Content Knowledge

We conducted this study to evaluate the competencies of Form Six geography teachers in achieving the Malaysian Education Quality Standards. We applied a qualitative approach using the observation technique. The respondent observation consisted of three teachers who had more than 10 years of experience teaching Form Six geography and who were working in the areas of Batang Padang district, Perak and Hulu Selangor district, Malaysia. The variables we assessed were practical knowledge, subject-content knowledge, pedagogical content knowledge, pedagogical technology knowledge, teachers’ teaching of professional behaviours and attitudes, and values modified from the Quality Level Rubric of the Malaysian Education Quality Standards. The observation findings showed that each teacher scored different points, ranging from three to four for the assessed variables. Teachers’ pedagogical technology knowledge needs to be improved as two out of three teachers were still using Teaching Aid Materials such as mahjong paper and marker rather than using computer or other more recent technology due to the lack of infrastructure provided by their schools. In conclusion, Form Six geography teachers in this study have fulfilled the competence of the Malaysian Education Quality Standards by achieving the maximum score.

Reciprocal Mentoring "In The Wild"

2011 ◽  
pp. 280-297 ◽  
Author(s):  
M. Brooke Robertshaw ◽  
Heather Leary ◽  
Andrew Walker ◽  
Kristy Bloxham ◽  
Mimi Recker
Keyword(s):  
Preservice Teachers ◽  
Learning Environments ◽  
Content Knowledge ◽  
Comparative Case Study ◽  
Transfer Of Knowledge ◽  
Pedagogical Content ◽  
Technology Knowledge ◽  
In The Wild ◽  
Online Learning Resources

For teachers in the 21st Century it has become critical that they develop the skills to be able to teach in a world that is being transformed by technological innovations. These skills include effectively teaching in blended learning environments with high-quality online learning resources available on the internet. Chief among the challenges faced by these teachers is that mid- and late career teachers, unlike preservice teachers, do not have adequate technology knowledge. A challenge for pre-service teachers is that they do not have the pedagogical and content knowledge to be able to effectively implement their technology knowledge in the classroom. This retrospective comparative case study was undertaken to understand reciprocal mentoring (RM) relationships that can occur between in-service teachers and pre-service teachers during implementation of a technology based lesson. The transfer of knowledge between the members of the RM dyad is described through the lens of technological pedagogical content knowledge.

scholarly journals Important Biological Issues for Elementary Pupils – A Study of Elementary Pre-service Teachers’ Conceptions

2017 ◽  
Vol 13 (2) ◽  
pp. 180-196 ◽  
Author(s):  
Eija Yli-Panula ◽  
Eila Jeronen ◽  
Heidi Seiko-Ahlströn ◽  
Elsa Ruotsalainen
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Questionnaire Survey ◽  
Background Information ◽  
Pedagogical Content ◽  
Knowledge And Skills ◽  
Self Evaluation ◽  
Core Curricula ◽  
Subject Content Knowledge ◽  
Science Educators

This study aimed to investigate what kind of conceptions pre-service teachers have concerning the issues they find important in teaching and management of biology in order to be able to provide adequate learning to Finnish elementary school pupils. A questionnaire survey was conducted over three years in a Finnish university. Answers were subjected to content-based analysis. As background information, the pre-service teachers’ self-evaluation estimations of their biological content knowledge and management were measured.The important issues mentioned by pre-service teachers were mainly knowledge and skills, also experiences, attitudes, teaching, and some other matters concerning the Finnish National Core Curricula were mentioned. The conceptions of pre-service teachers were discussed in connection with subject content knowledge and pedagogical content knowledge. The implications for science educators were also presented.

scholarly journals The Integration of Teacher’s Pedagogical Content Knowledge Components in Teaching Linear Equation

2015 ◽  
Vol 8 (11) ◽  
pp. 26 ◽  
Author(s):  
Yusminah Mohd. Yusof ◽  
Effandi Zakaria
Keyword(s):  
Pedagogical Content Knowledge ◽  
Linear Equation ◽  
Content Knowledge ◽  
Linear Equations ◽  
Pedagogical Content ◽  
Experience Teaching ◽  
Stimulated Recall ◽  
Local Case ◽  
Level Of Knowledge ◽  
Teacher's Knowledge

<p class="apa">This qualitative research aimed to explore the integration of the components of pedagogical content knowledge (PCK) in teaching Linear Equation with one unknown. For the purpose of the study, a single local case study with multiple participants was used. The selection of the participants was made based on various criteria: having more than 5 years of experience teaching mathematics and possessing high and low level of knowledge in algebra and high general PCK in mathematics. Six teachers were selected to be the respondents in this research. The data were collected using i) stimulated recall interview, ii) observation, and iii) analysis of documents. Nvivo 8 software was used to help the researcher organize and analyze the data. Kohen Kappa reliability values obtained from three experts were very good, exceeding 0.8. The findings showed that the integration of content knowledge component of pedagogical implications (CàP) is the most frequently used component in the teaching of Linear Equations with one unknown. This indicates that teachers focus mostly on the components of content knowledge and knowledge about students. The teachers were least likely to integrate content knowledge with pedagogical knowledge, which has implications on the knowledge of the students (C&amp;PàS). The study suggests the need to improve teacher’s knowledge through collaborative partnership with colleagues and through courses.</p>

scholarly journals Stakeholders’ Perceptions of Quality and Potential Improvements in the Learning Resources Centers at Omani Basic Education Schools

2017 ◽  
Vol 10 (9) ◽  
pp. 124
Author(s):  
Ali Al Musawi ◽  
Talal Amer
Keyword(s):  
Human Resources ◽  
Content Knowledge ◽  
Basic Education ◽  
Quality Standards ◽  
Training Model ◽  
Technological Pedagogical Content Knowledge ◽  
Technology In Education ◽  
Learning Resources ◽  
Pedagogical Content ◽  
Quality Evidence

This study attempts to investigate the stakeholders’ perceptions of quality and prospective improvements in the learning resources centres (LRC) at Omani basic education schools. It focuses on different aspects of the LRCs: organisation, human resources, technological, and educational aspects along with the difficulties faced by these LRCs and ways to improve their quality and evaluation. Five questionnaires for all types of stakeholders were designed, validated and implemented. Findings show that the services have yet to be improved and reach better levels of quality standards since they are not ‘always’ implemented with quality. Evidence shows that the need for retaining LRC specialists was insurmountable. A training model for the Omani schools was recommended in light of the Technological Pedagogical Content Knowledge (TPACK) and International Society for Technology in Education (ISTE) criteria and competencies.

What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge

2005 ◽  
Vol 32 (2) ◽  
pp. 131-152 ◽  
Author(s):  
Matthew J. Koehler ◽  
Punya Mishra
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Group Dynamics ◽  
Online Courses ◽  
Practical Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Technology Application ◽  
Course Content ◽  
Problems Of Practice

We introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what teachers need to know about technology, and argue for the role of authentic design-based activities in the development of this knowledge. We report data from a faculty development design seminar in which faculty members worked together with masters students to develop online courses. We developed and administered a survey that assessed the evolution of student- and faculty-participants' learning and perceptions about the learning environment, theoretical and practical knowledge of technology, course content (the design of online courses), group dynamics, and the growth of TPCK. Analyses focused on observed changes between the beginning and end of the semester. Results indicate that participants perceived that working in design teams to solve authentic problems of practice to be useful, challenging and fun. More importantly, the participants, both as individuals and as a group, appeared to have developed significantly in their knowledge of technology application, as well as in their TPCK. In brief, learning by design appears to be an effective instructional technique to develop deeper understandings of the complex web of relationships between content, pedagogy and technology and the contexts in which they function.

scholarly journals How Does Teacher Professional Development Support and Improve Technology Teacher Practice?

2021 ◽  
Author(s):  
◽  
Bruce Granshaw
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Technology Education ◽  
Content Knowledge ◽  
Pedagogical Content ◽  
Technology Teachers ◽  
Wide Range ◽  
Subject Content Knowledge ◽  
Curriculum Area ◽  
Interpretive Design

<p>The development and implementation of the New Zealand Curriculum in 2007 and the introduction of standards-based assessment, in the form of achievement standards, has necessitated a raft of changes for technology teachers. Professional development is widely considered to be of value in developing teacher knowledge which can positively impact on student knowledge and achievement. While there is a considerable body of research on professional development, there is a limited amount specific to technology education professional development in a New Zealand context. This thesis is based on an examination of the nature and characteristics of effective professional development for technology teachers. It used a qualitative, interpretive design and gathered data by interviewing a group of ten technology teachers and heads of technology departments from different schools in one region. The interview data were transcribed and sorted using inductive content analysis in order to categorise them and draw conclusions. The findings indicate that there is a wide range of characteristics which may be considered effective for technology teachers in this study, and foremost, the opportunity for teachers to work collaboratively in examining programmes, student work, resources and exemplars, such that teachers can build on their existing knowledge and skills, is most effective for them. The development of pedagogical content knowledge and subject content knowledge enabled the teachers to construct new understandings of teaching and student learning processes in technology education. The implications of this study are that facilitators, teachers, and others working within this curriculum area may be informed by its findings and as a result, professional development may be more effective in supporting teacher learning.</p>

scholarly journals Rural Missouri high school principals' perceptions of highly effective teachers : does it align with national research?

2017 ◽  
Author(s):  
◽  
Marcia Sankey
Keyword(s):  
High School ◽  
Content Knowledge ◽  
High School Principals ◽  
Effective Teachers ◽  
School Principals ◽  
Student Body ◽  
Pedagogical Content ◽  
Highly Effective Teachers ◽  
Highly Effective ◽  
Subject Content Knowledge

The purpose of this case study was to discover what rural Missouri high school principals perceive as the characteristics of highly effective teachers to compare to the national research on highly effective teachers. High school principals carry a great deal of responsibility for identifying and placing highly effective teachers in all classrooms and it is important to know if they are truly looking at the same characteristics as is identified in the extant literature. For the purpose of this study, the definition of a highly effective teacher is someone who has strong pedagogical knowledge, pedagogical content knowledge, and subject content knowledge to reach and teach all students. The design of this study was as a qualitative case study of eight rural Missouri high schools within a forty-mile radius. The average 9-12th grade student-body population of the schools was 365, with an average of 98% of the student body population identified as Caucasian. Eight rural Missouri high school principals participated in semi-structured interviews to identify their perceptions of the characteristics of highly effective teachers. The results of this study identify that rural Missouri high school principals focus on pedagogical skills, like classroom management and relationships, as well as pedagogical content skills, like lesson planning and student engagement, to identify highly effective teachers. There is little if any perception of teacher subject content knowledge by the principals as they observe current teachers and interview prospective teachers to hire. This oversight could be detrimental to identifying and placing highly effective teachers in every classroom. Highly effective teachers according to research have strong pedagogical skill, pedagogical content knowledge, as well as strong subject content knowledge.

scholarly journals How Does Teacher Professional Development Support and Improve Technology Teacher Practice?

2021 ◽  
Author(s):  
◽  
Bruce Granshaw
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Technology Education ◽  
Content Knowledge ◽  
Pedagogical Content ◽  
Technology Teachers ◽  
Wide Range ◽  
Subject Content Knowledge ◽  
Curriculum Area ◽  
Interpretive Design

<p>The development and implementation of the New Zealand Curriculum in 2007 and the introduction of standards-based assessment, in the form of achievement standards, has necessitated a raft of changes for technology teachers. Professional development is widely considered to be of value in developing teacher knowledge which can positively impact on student knowledge and achievement. While there is a considerable body of research on professional development, there is a limited amount specific to technology education professional development in a New Zealand context. This thesis is based on an examination of the nature and characteristics of effective professional development for technology teachers. It used a qualitative, interpretive design and gathered data by interviewing a group of ten technology teachers and heads of technology departments from different schools in one region. The interview data were transcribed and sorted using inductive content analysis in order to categorise them and draw conclusions. The findings indicate that there is a wide range of characteristics which may be considered effective for technology teachers in this study, and foremost, the opportunity for teachers to work collaboratively in examining programmes, student work, resources and exemplars, such that teachers can build on their existing knowledge and skills, is most effective for them. The development of pedagogical content knowledge and subject content knowledge enabled the teachers to construct new understandings of teaching and student learning processes in technology education. The implications of this study are that facilitators, teachers, and others working within this curriculum area may be informed by its findings and as a result, professional development may be more effective in supporting teacher learning.</p>

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