scholarly journals A comparative exploratory study of pre-service and in-service high school teachers’ pedagogical content knowledge in galvanic cells

2016 ◽  
Vol 34 (2) ◽  
pp. 107
Author(s):  
Ana Brines Brines ◽  
Joan Josep Solaz-Portolés ◽  
Vicent Sanjosé López
Keyword(s):  
High School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
High School Teachers ◽  
Exploratory Study ◽  
School Teachers ◽  
Pedagogical Content ◽  
Galvanic Cells

scholarly journals Tinjauan Pedagogical Content Knowledge Guru Pada Materi Peluang

2019 ◽  
Vol 3 (1) ◽  
pp. 104-115
Author(s):  
Priskila Yuniartikasari ◽  
Helti Lygia Mampouw
Keyword(s):  
High School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Learning Goals ◽  
School Teachers ◽  
Pedagogical Content ◽  
Junior High School Teachers

  Pedagogical content knowledge merupakan pengetahuan yang dimiliki seseorang yang kemudian ditransferkan kepada orang lain dalam bentuk materi sehingga mencapai tujuan pembelajaran dengan baik, dengan didasari oleh pemahaman tentang hal-hal yang dapat dapat membuat materi itu mudah atau sulit di mengerti. Penelitian ini bertujuan mendeskripsikan  kompetensi guru SMP pada materi peluang berdasarkan komponen Pedagogical Content Knowledge. Subjek penelitian ini guru SMP Negeri yang sudah mendapatkan sertifikasi dengan masa kerja guru kurang dari 15 tahun dan lebih dari 15 tahun. Teknik pengumpulan data pada penelitian ini yaitu observasi, wawancara, dan dokumentasi. Hasil penelitian ini, menunjukkan bahwa kedua guru mampu menguasai komponen pedagogic dengan baik. Kedua guru memiliki ananlisis penilaian yang berbeda. Namun secara garis besar mengenai kemampuan pedagogic kedua guru sama, hanya berbeda cara penyampaiannya. Kata Kunci: pedagogical content knowledge, peluang                 ABSTRACT Pedagogical content knowledge is knowledge that is owned by someone and then transferred to others in the form of material so as to achieve learning goals well, based on an understanding of things that can make the material easy or difficult to understand. This study aims to describe the competence of junior high school teachers in opportunity material based on the Pedagogical Content Knowledge component. The subjects of this study were state junior high school teachers who had received certification with teacher tenure of less than 15 years and more than 15 years. Data collection techniques in this study were observation, interviews, and documentation. The results of this study indicate that both teachers are able to master pedagogic components well. Both teachers have different assessment analyzes. But broadly speaking about the pedagogic abilities of the two teachers are the same, only different ways of delivering them. Keywords: pedagogical content knowledge, peluang

scholarly journals Investigation of the Self-efficacy of the Teachers in Technological Pedagogical Content Knowledge and Their Use of Information and Communication Technologies

2019 ◽  
Vol 9 (1) ◽  
pp. 196
Author(s):  
Ömer Şimşek ◽  
Fırat Sarsar
Keyword(s):  
High School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Information And Communication Technologies ◽  
High School Teachers ◽  
Self Efficacy ◽  
Technological Pedagogical Content Knowledge ◽  
School Teachers ◽  
Pedagogical Content ◽  
Study Results

The aim of this study was to determine the teachers' views on technological pedagogical content knowledge (TPACK)self-efficacy and the frequency of using ICT in education and to examine whether there is a differentiation in theseviews according to certain variables. In addition, the relationship between teachers' use of ICT and TPACK-ISTEself-efficacy in various processes is examined. The study which is carried out with a descriptive survey, causalcomparison and correlational survey models includes 387 secondary and high school teachers as study sample. In thestudy, teachers consider themselves very competent especially in terms of content knowledge. TPACK-ISTEself-efficacy of vocational and technical teachers was significantly higher than that of the science and mathematicsteachers. While teachers benefit from ICT tools less frequently in measurement and evaluation as well as inpresenting the course subject; in terms of presenting the course subject, high school teachers use ICTs significantlymore often than the secondary school teachers; those who did receive in-service training on the use of technology ineducation use ICTs significantly more often than those who did not receive it. It is seen from the study results thatthe variables such as preparing the lecture notes, presenting the course subject and doing study explain theTPACK-ISTE self-efficacy significantly.

scholarly journals Analisis Kompetensi Guru Sebagai Bagian Dari Pedagogical Content Knowledge Guru Dalam Menerapkan Pendekatan Saintifik Dalam Program PLPG

2020 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Veronika Fitri Rianasari ◽  
Beni Utomo ◽  
Marcellynis Andy Rudhito
Keyword(s):  
High School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Research Method ◽  
Professional Training ◽  
Learning Material ◽  
Pedagogical Content ◽  
Scientific Approach

AbstractThe purpose of this research is to analyze the competence of teachers as part of the teachers’ pedagogical content knowledge in applying scientific approach in Mathematics PLPG (in-service teacher education and professional training) program rayon 138 Yogyakarta, Indonesia, in 2014. The research method used is descriptive with quantitative approach. The subjects of the study consisted of 23 mathematics teachers including mathematics teachers of junior high school, high school and vocational school from Kebumen, Purworejo, and Magelang. Data was collected by filling in a questionnaire at the beginning and end of the training, observing microteaching activities, and documenting the learning material arranged by PLPG participants. Based on the analysis, it can be concluded that PLPG especially PLPG rayon 138 Yogyakarta, Indonesia, in 2014 gives benefits for the development of teachers’ PCK, especially in terms of teachers’ competence in applying scientific approach. Based on the analysis of learning materials arranged by the teachers and analysis of learning videos, it is known that the majority of the teachers have been able to construct a learning material using scientific approach and implement it properly.  Keywords: teacher’s competence, pedagogical content knowledge, scientific approach, PLPG

scholarly journals Employing Technological Pedagogical Content Knowledge (TPACK) Skill Among Teachers in Preparing Online School Assessment for Home-Based Learning

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Muhammad Sabri Bin Sahrir ◽  
Abdul Razif Zaini ◽  
Yaakob Hassan ◽  
Zulkefli Hamat ◽  
Taufik Ismail
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Online Assessment ◽  
School Teachers ◽  
Learning Session ◽  
Pedagogical Content ◽  
Essential Components

The Technological Pedagogical Content Knowledge (TPACK) framework is crucial for every educators and teachers when dealing with teaching and learning by using technology. There are three essential components of TPACK which have to be fully mastered in order to conduct any teaching and learning session via whatever technological means and platforms, especially in the current situation of COVID-19 pandemic which requires the teacher to adapt with suitable teaching and learning remote strategies including online assessment. This study is conducted to investigate the level of technological pedagogical content knowledge (TPACK) skill among Arabic school teachers in preparing online assessment for remote teaching and learning prior to a training workshop organized by the Malaysian branch of Islamic World Educational, Scientific and Cultural Organization, ICESCO-KUIS and Islamic Education Unit, Ministry of Education, Malaysia. The main author has been conducting the TPACK training module among 56 Arabic school teachers in Johor, Malaysia on 5-6 October, 2020 from selected all districts, while only 40 of them responded to the survey after the workshop via Google Form. Moreover, all participants were responding concurrently to the open-ended survey during the workshop via Mentimeter.com. This research instruments were investigating the teachers’ knowledge about three essential components of TPACK, which include technology, content, and pedagogy as well their suggestions and feedbacks towards employing online assessment and effectiveness of conducted workshop. The findings are expected in contributing towards the understanding of the teacher’s level of knowledge in technology, pedagogy, and content among Arabic school teachers in Malaysia especially for online teaching and assessment. The study may also beneficial to other similar settings where the technology has not been effectively utilized by teachers in schools.

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