scholarly journals Self-Efficacies of Prospective Mathematic Teachers’ Technological Pedagogical Content Knowledge (TPACK)

2017 ◽  
Vol 28 (2) ◽  
pp. 102-115 ◽  
Author(s):  
Gaguk Resbiantoro
Keyword(s):  
High Schools ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Rating Scale ◽  
Junior High ◽  
Technological Pedagogical Content Knowledge ◽  
Junior High Schools ◽  
Pedagogical Content ◽  
Significant Difference ◽  
Vocational High Schools

The purpose of this research was to describe the general self-efficacies of prospective teachers about TPACK; based on gender and the types of internship school. This study was conducted to 55 prospective teachers that had finished their internship program at 18 schools, junior high schools, senior high schools, and vocational high schools. Data were collected through questionnaires, observations, and interviews. Questionnaires consist of statements on each TPACK component with the rating scale of 0-10. The result showed that self-efficacies of each TPACK component are 6,97 for TK, 5,71 for CK; 6,49 for PK; 6,95 for PCK; 6,38 for TCK; 6,05 for TPK; and 5,90 for TPACK; there are significant differences self-efficacies at TK and PCK component between male and female of prospective teachers, with the female one have a higher self-efficacies than the male one; there are significant difference self-efficacies at CK and TPACK component between the prospective teacher that have done an internship program at junior high schools, senior high schools, and vocational high schools.

scholarly journals Evaluating the Technological, Pedagogical and Content Knowledge (TPACK) of ICT Teachers in Junior High Schools: A Case Study of the Abuakwa South Municipality in Ghana.

2021 ◽  
pp. 1-9
Author(s):  
Issah Bala Abdulai
Keyword(s):  
High Schools ◽  
Content Knowledge ◽  
Professional Learning ◽  
Junior High ◽  
Alternative Hypothesis ◽  
Junior High Schools ◽  
Learning Session ◽  
Pedagogical Content ◽  
Significant Difference ◽  
Technology Pedagogy

The study sought to examine ICT teachers’ knowledge regarding technology, pedagogy and content using the TPACK model. In all, 44 teachers were randomly sampled from the 54 Junior High Schools in the Abuakwa South Municipality. A questionnaire was used to gather quantitative data. ANOVA was used to interpret the data collected. The findings suggested that the overall teachers’ knowledge in TPACK was moderate, however, the knowledge of teachers in technology was high. The results also indicated a positive relationship among the various TPACK domains. However, the result rejected the null hypothesis and accepted the alternative hypothesis which shows that statistically there is a significant difference among the various TPACK domains. It was concluded that a lot must be done to help improve the teachers’ TPACK. The study recommended a regular professional learning session to close the gap of the teachers’ knowledge in technology, pedagogy and content in the municipality. Keywords: Technological, Pedagogical Content Knowledge (TPACK), Information and Communication Technology (ICT)

scholarly journals SOCIAL STUDIES TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE AND ITS INFLUENCE ON THEIR ASSESSMENT PRACTICES IN JUNIOR HIGH SCHOOLS IN THE WEST AKIM MUNICIPALITY, GHANA

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Robert Andrews Ghanney ◽  
Edward Boafo Agyei
Keyword(s):  
High Schools ◽  
Social Studies ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Junior High ◽  
Junior High Schools ◽  
Social Studies Teachers ◽  
Assessment Practices ◽  
The West ◽  
Pedagogical Content

<p>The study examined Social Studies teachers’ pedagogical content knowledge and its influence on their assessment practices in Junior High Schools in the West Akim Municipality in the Eastern Region of Ghana. The study was hinged on the Pedagogical Content Knowledge (PCK) model by Shulman, (1986) and adopted the concurrent triangulation design with mixed methods approach. The census and convenience sampling techniques were used to select seventy-seven (77) and ten (10) respondents respectively for the study. Questionnaire, observation check list and document analysis were used by the researchers as instruments for data collection. These instruments were used to enable the researchers triangulate the information to test the consistency of the findings. A reliability analysis using Cronbach’s Alpha was performed to determine the internal consistency of each construct in the questionnaire and the observation checklist. The data obtained from the three instruments were analysed using descriptive statistics (frequency counts, percentages, mean and standard deviation). Inferential statistics (Pearson Product Moment Correlation) was used to test the stated hypothesis. The results indicated that generally, most of the JHS Social Studies teachers possessed some level of pedagogical content knowledge. Again, Social Studies teachers practice traditional assessment method (pen/pencil and paper). The results further pointed out that pedagogical content knowledge influence teachers’ assessment practices (r = .819**, sig. =.000** p &lt; 0.05, CI=95%, n=77, 2-tailed). It is recommended that Social Studies teachers within the West Akim Municipality should make use of alternative assessment techniques as these other techniques will help cater for affective and psychomotor assessments which will help develop pupils’ attitudes and values.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0788/a.php" alt="Hit counter" /></p>

Effectiveness of Disaster-Based School Program on Students’ Earthquake-Preparedness

2013 ◽  
Vol 8 (5) ◽  
pp. 1009-1017 ◽  
Author(s):  
Wignyo Adiyoso ◽  
◽  
Hidehiko Kanegae ◽  
◽  
Keyword(s):  
High Schools ◽  
Risk Perception ◽  
Risk Reduction ◽  
Disaster Risk Reduction ◽  
Junior High ◽  
Disaster Risk ◽  
Junior High Schools ◽  
Earthquake Preparedness ◽  
Critical Awareness ◽  
Significant Difference

Given the importance of public disaster education, efforts have been made to integrate disaster risk reduction in the school system. Studies focusing on the effects of school disaster programs on actual preparedness and factors influencing preparedness behaviour, however, have been limited. The present study assesses the effectiveness of disaster risk education (DRR) in schools by comparing students in two junior high schools regarding action taken in earthquake preparedness and major factors of disaster preparedness such as risk knowledge, risk perception, critical awareness and attitude. Data on earthquake preparedness and other variables were collected from two junior high schools in Yogyakarta, Indonesia. Participants were 124 students froma school adopting disaster risk reduction education and 115 students from a school not adopting it. Multivariate Analysis of Variance (MANOVA) revealed that there was a significant difference in investigated variables among students although their level of actual preparedness was quite low. This study provided evidence that having a school adopting disaster risk reduction issues effectively enhanced knowledge, risk perception, critical awareness and attitude but limited in preparedness behaviour. Efforts should be taken by policy makers, teachers, and other stakeholders to develop public education in schools focusing on changes in preparedness behaviour.

scholarly journals The effects of situational factors on the choice of the mechanical engineering expertise program in Vocational High Schools

2017 ◽  
Vol 7 (2) ◽  
pp. 180 ◽  
Author(s):  
Dwi Rahdiyanta
Keyword(s):  
High Schools ◽  
Social Environment ◽  
Family Environment ◽  
School Environment ◽  
Mechanical Engineering ◽  
Junior High ◽  
Junior High Schools ◽  
The Social ◽  
The Family ◽  
Vocational High Schools

The objective of this study was to determine the effects of the family environment, the previous school environment, the social environment, and the students’ attitude on the choice of the mechanical engineering expertise program in Vocational High Schools (VHSs) by the graduates of Junior High Schools. This was a correlational study which was ex post facto in nature. The study population totaled 1095 students. The sample, consisting of 300 students, was selected using the proportional random sampling technique by means of the Krejcie and Morgan formula. The data were collected through inventories, observation sheets, and documents. The content validity was assessed through expert judgment. The construct validity was assessed using the factor analysis and the reliability using the Cronbach’s Alpha formula. The data were analyzed using the descriptive analysis, regression analysis, and path analysis at a significance level of 0.05. The results showed that, there were significant effects of the family environment, the previous school environment, the social environment, and attitude in the choice of mechanical engineering expertise program in VHSs by the graduates of Junior High Schools

Investigation of Pre-Service Biology Teachers' Self-Confidence Concerning Technological Pedagogical Content Knowledge With Respect to Some Variables

2021 ◽  
pp. 47-63
Author(s):  
Dilek Sultan Acarli
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Biology Education ◽  
Education Programme ◽  
Technological Pedagogical Content Knowledge ◽  
Biology Teachers ◽  
Pedagogical Content ◽  
Self Confidence ◽  
Class Level ◽  
Significant Difference

The present study aims to determine pre-service biology teachers' self-confidence levels concerning their technological pedagogical content knowledge with respect to variables namely class level and computer knowledge. Designed as a survey, 91 pre-service teachers enrolled in the biology education programme participated in the study. Data were collected by using the Technological Pedagogical Content Knowledge Self- Confidence Scale developed by Graham, Burgoyne, Cantrell, Smith, Clair and Harris (2009) and adapted in Turkish by Timur and Tasar (2011). Findings of the study show that pre-service teachers have a high self-confidence concerning their technological pedagogical content knowledge. It was also found that there was no significant difference in pre-service teachers' self-confidence with respect to the class level. However, it was found that pre-service teachers who had enrolled in a computer course during their education had higher self-confidence.

scholarly journals Kecerdasan Emosi Siswa Ditinjau dari Jenis Kelamin dan Jenjang Kelas

2019 ◽  
Vol 4 (2) ◽  
pp. 68
Author(s):  
Khairul Bariyyah ◽  
Leny Latifah
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
High Schools ◽  
Junior High School ◽  
Grade Level ◽  
Junior High ◽  
Self Regulation ◽  
Junior High Schools ◽  
School Students ◽  
Significant Difference

Emotional intelligence refers to the capability of a person to manage and control his or her emotions and possess the ability to control the emotions of others as well. Emotional intelligence is a very important skill for students. It is said to have five main elements such as self-awareness, self-regulation, motivation, empathy, and social skills. The purpose of this study First, to describe the level of emotional intelligence of junior high school students of Malang. Second, describe the differences of emotional intelligence based on gender and grade level. This research method is quantitative descriptive. The research sample was 313 students of State Junior High Schools in Malang selected by cluster random sampling technique. The research instrument used a scale of emotional intelligence consisting of 48 items, data analysis using descriptive analysis and T-test. The results showed 1) 25.9% students of State Junior High Schools in Malang were at a high level of emotional intelligence, 61.3% students of State Junior High Schools in Malang were at the level moderate emotional intelligence, 12.8% of students are at a low level of emotional intelligence. (2) there is a significant difference between the level of emotional intelligence of students based on gender, (3) there is a significant difference in the level of emotional intelligence of students from the grade level

scholarly journals IMPEDING FACTORS FACED BY THE ENGLISH TEACHERS IN IMPLEMENTING TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE FRAMEWORK IN TEACHING AT SENIOR HIGH SCHOOLS IN BULELENG SUB-DISTRICT

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
N.W. Widyanti ◽  
M.H. Santosa ◽  
I.G.A.L.P. Utami
Keyword(s):  
High Schools ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
English Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Qualitative Research Design ◽  
Collection Data ◽  
Voice Recorder

This study was qualitative research design focused on investigating the impeding factors faced by the English teachers in implementing technological pedagogical content knowledge framework in teaching. This study was investigated the interview using voice recorder (handphone) and took 9 English teachers in order to investigate the impeding factors faced by the teachers in implementing technological pedagogical content knowledge framework. The result of the interview data processed by using four analysis from Miles and Huberman (1994), namely data collection, data reduction, data display and conclusion drawing/verification. The result showed that there were two impeding factors faced by the English teachers at senior high schools in Buleleng sub-district in implementing technological pedagogical content knowledge framework in teaching, they were facilities and students’ attitude. However, those could be solved by the teachers through does not using the facilities together in the same time and make the regulation for the students when implementing technology.

scholarly journals ANALYSIS OF PROSPECTIVE BIOLOGY TEACHER CAPABILITIES IN ACQUIRING THE LEARNING CONCEPTS AND BIOLOGY SCIENCE MATERIALS IN JUNIOR HIGH SCHOOLS

2020 ◽  
Vol 11 (1) ◽  
pp. 22
Author(s):  
Kurnia Ningsih
Keyword(s):  
High Schools ◽  
Data Analysis ◽  
Prospective Teachers ◽  
Quantitative Methods ◽  
Junior High ◽  
Biology Education ◽  
Junior High Schools ◽  
Research Subjects ◽  
Biology Teachers ◽  
Average Value

This study was aimed to analyse the ability of prospective Biology teachers to master the learning concepts and Biology Science materials in Junior High Schools. The used method in this study was a descriptive analysis, involving some prospective teachers (the students who were taking micro-teaching courses (PPL-1) in even semester of 2017/2018 academic year) in the Biology Education Study Programme FKIP Untan, as the research subjects. A total of 30 university students with GPA ≥ 3.00 were randomly selected. The instrument in this study was an ability assessment of learning concepts and materials of Biology Science in junior high schools. The data analysis was done in descriptively qualitative and quantitative methods; including data collection, data reduction, data presentation, data analysis using means and percentages, and conclusions eventually. The results showed that the prospective Biology teachers in mastering the concept of learning obtained an average value of 76.89 with A, B, and C grades respectively, 46.67%, 40.00%, and 13.33%. For mastering the biology science concept, it was obtained an average value of 75.73 with grade A, B, and C respectively, 33.33%, 46.67%, and 20.00%. It was certainly concluded that the ability of prospective biology teachers in mastering the concepts of learning and the materials of Biology Science was classified into the good category.

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