scholarly journals Pedagogical Content Knowledge of Pre Service Elementary Education Teachers in Using Traffic Park Diorama for Thematic Learning Process

2019 ◽  
Author(s):  
Eka Zuliana ◽  
Ika Oktavianti ◽  
Yuni Ratnasari ◽  
Henry Bintoro
Keyword(s):  
Elementary Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Learning Process ◽  
Pedagogical Content ◽  
Elementary Education Teachers ◽  
Thematic Learning

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 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.

Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

2018 ◽  
pp. 1512-1541
Author(s):  
Drew Polly ◽  
Ian C. Binns ◽  
S. Michael Putman ◽  
Tracy Rock ◽  
Amy J. Good
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

scholarly journals KNOWLEDGE OF ASSESSMENT: AN IMPORTANT COMPONENT IN THE PCK OF CHEMISTRY TEACHERS

2014 ◽  
Vol 62 (1) ◽  
pp. 124-147
Author(s):  
Marina Miyuko Akutagawa Tacoshi ◽  
Carmen Fernandez
Keyword(s):  
General Education ◽  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Content Knowledge ◽  
Learning Process ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Structured Interviews ◽  
Chemistry Teachers ◽  
Pedagogical Content

Assessment of learning plays a central role in the teaching-learning process, and it has been extensively investigated due to the recognized necessity of adjusting didactic models to the new curricula and social demands. The knowledge of assessment is considered one of the components of pedagogical content knowledge (PCK) by some authors and for other authors is considered one component of the knowledge base for teaching. It is also recognized the strong link between knowledge of the educational ends, goals, purposes and values and the knowledge of assessment procedures. In this work, results focused on ten chemistry teachers are presented with the main goal of assessing and describing the knowledge of assessment practices and its close relationship with the purposes and educational aims. The results of the current study are based on semi-structured interviews, schools’ educational projects, questionnaires, evaluations and teacher lesson plans. The data suggest that there exists an inconsistency in the discourse regarding general education and chemistry education. Although the discourse at all levels, including educational projects, planning and interviews, can be considered as innovative, in actual practice we observed a strong tendency toward the teacher-centered approach and summative assessment. The results show that, in general, the investigated chemistry teachers lack the intrinsic knowledge to elaborate questions that assess students´ higher-order thinking, to use assessment results to improve teaching and learning, to inform planning, and ultimately, to perform assessments for learning that regulate and promote the learning process, in line with their own beliefs regarding the objectives of chemical education. As a result, we can infer problems in other PCK components of these teachers. Keywords: assessment, chemistry teacher education, knowledge base of teaching, pedagogical content knowledge.

Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

2015 ◽  
pp. 493-520 ◽  
Author(s):  
Drew Polly ◽  
Ian C. Binns ◽  
S. Michael Putman ◽  
Tracy C. Rock ◽  
Amy J. Good
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

2016 ◽  
pp. 915-943
Author(s):  
Drew Polly ◽  
Ian C. Binns ◽  
S. Michael Putman ◽  
Tracy C. Rock ◽  
Amy J. Good
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

PENGETAHUAN KONTEN PEDAGOGI (PCK) DAN URGENSINYA DALAM PENDIDIKAN GURU

2010 ◽  
Vol 15 (2) ◽  
pp. 87
Author(s):  
Mrs Widi Purwianingsih ◽  
Nuryani Y. Rustaman ◽  
Mrs Sri Redjeki
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Learning Process ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Pedagogical Content ◽  
Qualified Teachers ◽  
Learning Content ◽  
Teacher Needs ◽  
Main Components

A serius effort to reach students aspects of content, syntactically and substantively, will not be achieved without being accompanied by the knowledge of teaching strategies adopted appropriate by the teachers. Teachers should understand and be able to integrate content knowledge into knowledge about the curriculum, learning, and especially students. Such knowledge is expressed as Pedagogical Content Knowledge (PCK). To identify and assess developments of their PCK, a teacher needs a rich conceptual understanding as well as integrate with expertise in using teaching procedures, strategies and approaches, to be implemented in the classroom. PCK is considered as a strategic answer for transforming of content/subject matter into a form of presentation in the classroom. Because of PCK is one of the main components in teaching, to produce qualified teachers, equip ability PCK becomes a crucial thing to be done by the teacher-producing institutions. This is due to the PCK is important in improving teaching and learning process which aims to provide [a] better understanding of students. PCK is as important as knowledge about subject matter which is used as the subject of any learning process. Without PCK, the process of transformation of a subject matter in the effort to construct students' knowledge, will not take place very well.Keywords: pedagogical content knowledge (PCK), learning, content knowledge, teaching and learning process.

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