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.

scholarly journals What Makes A Good Teacher? Needs and Necessities-A Survey of Recent Literature on Teacher’s Subject Matter Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge

2016 ◽  
Vol 6 (2) ◽  
pp. 241 ◽  
Author(s):  
Amirreza Karami
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Learning Process ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Past Research ◽  
Vital Role ◽  
Subject Matter Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content

<p>This paper provides an overview of some entailed issues in efficacious teaching. First section focuses upon teacher’s subject matter knowledge and the way it affects teaching. The results of the review in this part suggest the efficacy of the teacher’s high subject matter knowledge on significant improvement in teaching and learning process. Second part reviews pedagogical knowledge and its importance on effective teaching. The significance of pedagogical knowledge to the teaching and learning process has been reaffirmed, too and the last part concentrates on pedagogical content knowledge. The findings of the past research discover its vital role in language teaching and learning. <span style="font-size: 10px;">This review serves to highlight paramount findings from the recent investigations that have implications for the development of teacher education, teaching and learning enhancement.</span></p>

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 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>

Primary School ESL Teachers Pedagogical Content Knowledge: A Preliminary Study

2018 ◽  
Vol 24 (4) ◽  
pp. 2693-2696
Author(s):  
Moganashwari Kandasamy ◽  
Melor Md Yunus ◽  
Mohamed Amin Embi
Keyword(s):  
Primary School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Esl Teachers ◽  
Pedagogical Content ◽  
Preliminary Study
Sign in / Sign up

Export Citation Format

Share Document