scholarly journals Initiating a professional development on action research during the COVID-19 pandemic

2021 ◽  
Author(s):  
Mohd Syafiq Aiman Mat Noor ◽  
Satirah Ahmad ◽  
Zailah Zainudin
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Content Knowledge ◽  
Movement Control ◽  
Pedagogical Content ◽  
Social Media Platforms ◽  
Knowledge Content ◽  
Control Order ◽  
Knowledge Of Learners ◽  
Different Levels

In the uncertain environment of the COVID-19 pandemic, it is important that professional development for Malaysian educators continues, even if it cannot happen in person. In response, we developed this study to deliver online Continuous Professional Development (CPD) on action research among Malaysian educators. The paper seeks to answer two main questions: i) How do we promote and conduct online CPD on action research during the movement control order (MCO)?, and ii) How do educators exhibit their professional development as a result of participating in the online CPD? The study utilised action research as a model of CPD to impart understandings about action research processes to the educators. In the initial stages, we used social media platforms and mobile applications to promote and create awareness of the online CPD. As a result, educators (n=215) from different levels of education registered and participated in the online CPD on action research. We then conducted a series of online CPD programmes on action research using video conferencing tools. Our effort to provide online CPD on action research has: i) helped educators to develop new knowledge directly related to their teaching practices, ii) promoted reflective teaching and thinking, and iii) expanded educators’ pedagogical repertoire. The study also indicated that the participating educators exhibited their professional development and deepened their knowledge related to the four areas: pedagogical knowledge, pedagogical content knowledge, content knowledge, and knowledge of learners and learning. It is therefore suggested that action research as a model of CPD should be nurtured among educators in Malaysia.

scholarly journals Kompetensi Teknologi, Pedagogi, dan Konten Guru SD Negeri dan Swasta di Kota Cimahi, Jawa Barat

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Endi Rochaendi ◽  
Andi Wahyudi ◽  
Riki Perdana
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Partial Least Square ◽  
Least Square ◽  
Pedagogical Content ◽  
Knowledge Content

<p class="abstrak"><em>Guru SD dituntut untuk memiliki pengetahuan konten (content) mata pelajaran, pengetahuan pedagogi (pedagogy), dan pengetahuan teknologi (technology) dalam bentuk pengetahuan yang integratif dalam pengelolaan pembelajaran. Penelitian ini bertujuan melihat dan menganalisis faktor-faktor apa saja yang paling dominan dalam membentuk kompetensi guru tersebut dalam aspek pengetahuan konten, pengetahuan pedagogi dan pengetahuan teknologi yang pada gilirannya dapat mengembangkan model pengembangan Technological Pedagogical and Content Knowledge (TPACK) yang sesuai untuk guru SD. Penelitian ini dirancang menggunakan pendekatan kuantitatif, dengan metode deskriptif dan verifikasi. Data dianalisis menggunakan statistik deskriptif dan analisis faktor konfirmatori (CFA) berdasarkan Partial Least Square (PLS). Hasil penelitian menunjukan bahwa </em><em>faktor-faktor yang pengaruhnya paling dominan adalah pedagogical knowledge (0,944), technological content knowledge (0,942), dan technological pedagogical knowledge (0,935). Sedangkan,  pedagogical content knowledge, content knowledge, dan technological knowledge  tidak sepenuhnya membentuk TPACK guru SD tersebut.</em></p>

scholarly journals Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Fitri Suraya Mohamad
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Science Content ◽  
Extensive Experience ◽  
Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

EFL Teacher Knowledge Base

2018 ◽  
pp. 53-77
Keyword(s):  
Knowledge Base ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Theoretical Frameworks ◽  
Pedagogical Content ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Knowledge Content ◽  
Teaching Learning ◽  
Efl Teacher Knowledge

This chapter aims at pinpointing EFL teachers' knowledge base and its components. First, knowledge and its nature in general and teacher knowledge in particular are discussed. The theoretical frameworks of teacher knowledge base in general and the knowledge base of EFL teachers in particular are defined and elaborated meticulously. This includes the seminal work of Shulman and its three main categories of teacher knowledge—content knowledge, general pedagogical knowledge, and pedagogical content knowledge—and the work of language educationists to define the tripartite model of EFL teacher knowledge base. In the following, the need to re-conceptualize EFL teachers' knowledge base, the importance of investigating EFL teachers' knowledge base in CALL-based teaching/learning environments, and the way teachers should be empowered in technology era are addressed.

scholarly journals Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science

2018 ◽  
Vol 56 (4) ◽  
pp. 1217-1253 ◽  
Author(s):  
Kathleen J. Roth ◽  
Christopher D. Wilson ◽  
Joseph A. Taylor ◽  
Molly A. M. Stuhlsatz ◽  
Connie Hvidsten
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Content Knowledge ◽  
Teaching Practice ◽  
Strong Relationship ◽  
Science Content ◽  
Pedagogical Content ◽  
Mediation Analyses ◽  
Randomized Experimental Design ◽  
Cluster Randomized

This study tests the influence of a video-based, analysis-of-practice professional development (PD) program on upper-elementary teachers’ science content knowledge, pedagogical content knowledge, and teaching practice and on their students’ achievement. Using a cluster-randomized experimental design, the study compares the outcomes for teachers in an analysis-of-practice program with those of teachers in a content-deepening program. Mediational analyses explore the relationship between teacher outcomes and student learning. In comparison with the content-deepening PD program, the analysis-of-practice PD program significantly impacted teachers’ knowledge and practice. Mediation analyses revealed a strong relationship between teaching practice and student learning. The study advances the field beyond the currently accepted consensus model of effective PD toward an empirically tested model.

scholarly journals DEVELOPMENT OF EFL TEACHERS´ PEDAGOGICAL CONTENT KNOWLEDGE THROUGH ACTION RESEARCH IN A MASTER’S PROGRAM

2020 ◽  
Vol 78 (4) ◽  
pp. 533-552
Author(s):  
Julio Cesar Gomez
Keyword(s):  
Action Research ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Research Study ◽  
Theoretical Framework ◽  
Master's Program ◽  
Pedagogical Content ◽  
Action Research Study ◽  
The Impact

This longitudinal, 2-year study explored the experience of a cohort of seven in-service teachers in an English Language Teaching master’s program as they carried out action research studies to determine the impact of the stages of the research process on the various components of their pedagogical content knowledge. The research design followed a qualitative multiple case study model. Data were gathered through semi-structured interviews, written reflections, and participant observation journal notes. Main findings highlight the way specific components of the thesis linked to stages of the action research study contributed to developing certain types of knowledge integral to pedagogical content knowledge. Knowledge of the students was highly impacted by the needs analysis and the design and implementation of the intervention. In terms of pedagogical knowledge, building the state of the art and theoretical framework along with the intervention clarified and further developed knowledge of teaching methodologies and strategies. Subject matter knowledge was highly impacted by the theoretical framework and the socialization opportunities. Establishing the setting of the study contributed to further understand the constraints and affordances of their teaching contexts. Overall, this action research study became an insightful experience that helped participants promote effective classroom practices to address their students’ needs. Keywords: action research, longitudinal case study, master’s thesis, pedagogical content knowledge, second language teacher education.

Sign in / Sign up

Export Citation Format

Share Document