scholarly journals Pedagogical content knowledge of mathematics student-teachers in developing ethnomathematics-based lesson plans

2020 ◽  
Vol 1 (1) ◽  
pp. 1-12
Author(s):  
Meita Fitrianawati ◽  
Mukti Sintawati ◽  
Marsigit Marsigit ◽  
Endah Retnowati
Keyword(s):  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Sampling Technique ◽  
Lesson Plans ◽  
State University ◽  
Pedagogical Content ◽  
Mathematics Student ◽  
Academic Year ◽  
Cluster Random Sampling

This study aims to describe the pedagogical content knowledge (PCK) of mathematics student-teachers of Yogyakarta State University (YSU). The population is mathematics student-teachers of YSU in their seventh semester of the academic year 2017/2018 who undertook ethnomathematics. A sample of 31 students was established using the cluster random sampling technique. The research instrument is in the form of ethnomathematics lesson plans developed by the students. The result of the study shows that the students’ PCK in developing ethnomathematics lesson plans is generally at the level of growing PCK. Viewed from the material and pedagogical aspects, the students’ PCK falls at the level of growing PCK. The students’ PCK in developing the lesson plans of ethnomathematics of Prambanan Temple is at the level of growing PCK. The students’ PCK in developing the lesson plans of ethnomathematics of Yogyakarta Palace is at the level of pre-PCK. The students’ PCK in developing the lesson plans of ethnomathematics of Borobudur Temple is at the level of growing PCK.

scholarly journals Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Morshed Salim Abdullah Al-Jaro ◽  
Adelina Asmawi ◽  
Zuwati Hasim
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Teaching Experience ◽  
Education Programme ◽  
Basic Knowledge ◽  
Pedagogical Content ◽  
Teacher Education Programme

This study aims to analyse the pedagogical content knowledge (PCK) in the current curriculum of the English teacher education programme (ETEP) at a Faculty of Education in a Yemeni University. PCK and teaching competencies take shape within the initial preparation of ETEP in which student teachers spenda long time receiving knowledge and understanding the teaching context before they practically experience teaching at schools. During their BA study, students are required to study 49 courses which can be categorised into four main components: skills, linguistics, literature and professional. This study analyses the content of the curriculum courses so as tovisualise the way student teachers translate what they have learned into pedagogical practices during their teaching practices. In this study, the curriculum content of ETEP is qualitatively analysed using the inductive approach. Categories emerged from the analysis demonstrate various aspects of student teachers’ PCK. The analysis reveals that the pedagogical skills courses are not enough to enhance and strengthen the student teachers’ PCK needed to be reflected in their teaching practices. The findings show that the curriculum lacks courses necessary to provide student teachers with basic knowledge and pedagogical principles which are of vital significance to demonstrate their understanding before they are practically engaged in the teaching experience.

Juggling Our Mindsets: Learning from Success as a Complementary Instructional Framework in Teacher Education

2014 ◽  
Vol 116 (2) ◽  
pp. 1-48 ◽  
Author(s):  
Chen Schechter ◽  
Tova Michalsky
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Repeated Measures ◽  
Practical Wisdom ◽  
Pedagogical Content ◽  
Instructional Framework ◽  
Preparatory Programs

Background Collective learning in teacher education has primarily focused on learning from problematic practices/approaches, depriving preservice teachers of learning opportunities embedded in professional successes. Purpose The goal of the present study was to explore the value of systematic learning from success as a complementary reflective framework during the practicum phase in teacher preparatory programs. Research Design We developed four distinct reflective methods to examine the effect of integrating systematic learning from problematic as well as successful experiences in preparatory programs on physics student teachers’ pedagogical content knowledge and sense of teaching efficacy. Data Collection and Analysis Participants were 124 second-year preservice physics teachers at four major research universities. One-way within-subjects analyses of variance (ANOVA) with repeated measures were conducted, with post-test performance as the dependent variable and with treatment (four reflective groups) as the independent variable. Findings Results indicated greater performance improvement on pedagogical content knowledge measures and on sense of self-efficacy measures when contemplating both problematic and successful experiences than when focusing solely on problematic experiences. Recommendations The current study may reinterpret the instructional framework of teacher education programs to include learning from successes too as a means of nurturing the practical wisdom necessary for teaching in dynamic school contexts.

Teacher Knowledge of Educational Technology: A Case Study of Student/Mentor Teacher Pairs

2002 ◽  
Vol 26 (4) ◽  
pp. 427-462 ◽  
Author(s):  
Jon Margerum-Leys ◽  
Ronald W. Marx
Keyword(s):  
Educational Technology ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Student Teaching ◽  
Student Teacher ◽  
Mentor Teachers ◽  
Mentor Teacher ◽  
Pedagogical Content

This study had two purposes. The first was to explore the construct of teacher knowledge of educational technology through the lens of three components of Shulman's model of teachers' knowledge—content knowledge, pedagogical knowledge, and pedagogical content knowledge. A second purpose was to investigate the ways in which teacher knowledge is acquired, shared, and used by student teachers and their mentors in the context of the student teaching placement. The literature in educational technology takes, for the most part, a limited view of educational technology knowledge, reporting on teachers' awareness of technological applications and affordances. By using Shulman's model, this study constructed and considered a more comprehensive depiction of teacher knowledge. Teacher knowledge of educational technology as thus depicted was explored as it developed within a particular setting. Data were drawn from a three-month observation and interview period in the spring of 1999. Six participants—three student teachers and three mentor teachers—were observed and interviewed at a middle school in a working-class suburb of a large Midwestern city. From observations of teacher practice, inferences were made about the underlying body of knowledge evidenced by the participants. The perspective of student and mentor teacher participants was gained through a quasi-ethnographic interview process. Observation and interview data were analyzed using a shared coding system, allowing a rich description to be created. Results of the study indicated that employment of Shulman's model revealed a set of knowledge derived from and applicable to practice with educational technology. This knowledge could be considered a Pedagogical Content Knowledge of technology, corresponding to Shulman's identification of a particular understanding by teachers of content in service of teaching and teaming. Within the context of the mentor/student teacher pairs, both knowledge acquired in and brought to the setting was shared in a multi-year cycle from student teacher to mentor to subsequent student teacher. Impact on the field includes a broadening sense of the nature of knowledge of educational technology, as well as increased attention to the importance of the student teaching placement and student and mentor teachers' roles within that environment.

scholarly journals Pedagogical Content Knowledge of Pre-service Physics Teachers

2020 ◽  
Vol 9 (1) ◽  
pp. 99-107
Author(s):  
Qisthi Fariyani ◽  
Ferry Khusnul Mubarok ◽  
Siti Masfu’ah ◽  
Fatah Syukur
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Sampling Technique ◽  
Pedagogical Knowledge ◽  
Knowledge Test ◽  
Physics Teachers ◽  
Pedagogical Content ◽  
Purposive Sampling ◽  
The Poor ◽  
Quantitative Descriptive

This study aims to describe the content knowledge, pedagogical knowledge, and pedagogical content knowledge of students of pre-service physics teachers at Walisongo Semarang. The type of research is quantitative descriptive. The samples were Physics Pre-service teachers at Universitas Islam Negeri Walisongo Semarang. The samples were 65 pre-service physics teachers determined by the purposive sampling technique. The method of collecting data used was a test, observation, and documentation. The results showed that pre-service physics teachers' content knowledge capabilities were in three categories, namely: 35% poor, 42% sufficient, and 23% good. The pedagogical knowledge test showed that 16% of physics pre-service teachers were in a good category, 77% were in a good category, and 7% were in a very good category. The results of the pedagogical content knowledge test showed that 12% of the pre-service physics teachers were in the poor, 30% were in the moderate category, 35% were in a good category, and 23% were in the very good category. Pre-service physics teachers had the lowest ability in determining other factors that influence teaching concepts, and the highest ability in determining important science concepts in the material to be taught. This research implies that remediation is needed to improve physics pre-service teachers' Pedagogical Content knowledge capabilities, which can be applied in the Plan of Learning course

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