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1
Puspitasari, Dwiyanti, Elya Umi Hanik, Reza Nidaul Innayah, Hema Rizkyana Firdaus, Emilia Safitri, and Maurin Pratiwi. "Integrasi Pendekatan Dalam Melaksanakan Pembelajaran Era Digital di Sekolah Indonesia Kuala Lumpur (SKIL)." BASICA: Journal of Arts and Science in Primary Education 2, no. 1 (June 29, 2022): 54–66. http://dx.doi.org/10.37680/basica.v2i1.963.
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ABSTRAK
Era digital saat ini juga berpengaruh dalam dunia pendidikan. Karakteristik siswa sudah banyak yang dekat dengan teknologi serta dilihat dari kemampuan pihak sekolah dalam menfasilitasi teknologi agar pendidik dan sekolah mengintegrasikan pendekatan TPACK (Technological, Pedagogical, Content Knowleedge) untuk melaksanakan pendidikan di era digital. Penelitian ini mempunyai maksud tujuan untuk mendeskripsikan Integrasi Pendekatan TPACK (Technological, Pedagogical, Content Knowleedge) Sekolah Dasar SIKL untuk melaksanakan pendiidkan era digital. Adapun metode atau cara yang diterapkan peneliti terhadap laporan ini adalah dengan metode atau cara kualitatif, yakni pengumpulan sumber data yang berasal dari wawancara secara virtual serta jurnal penelitian yang mana lebih mengutamakan pada tema Integrasi Pendekatan TPACK (Technological, Pedagogical, Content Knowleedge) untuk melaksanakan pendidikan di era digital. Penelitian ini menunjukkan bahwa, Integrasi Pendekatan TPACK (Technological, Pedagogical, Content Knowleedge) merupakan kerangka pembelajaran untuk mengolah berbagai bentuk pembelajaran baru yang menggunakan penggabungan tiga komponen penting antara lain teknologi, pedagogic, dan konten/materi pengetahuan, serta didalamnya terdiri dari tujuh komponen TPACK yaitu CK (Content Knowledge), PK (Pedagogy Knowledge), TK (Technology Knowledge), TPK (Technological Pedagogical Knowledge), TCK (Technological Content Knowledge), PCK (Pendagogical Content Knowledge) dan TPACK (Technological Pedagogical Content Knowledge). Sekolah Indonesia Kuala Lumpur (SIKL) dalam mengatasi permasalahan yang berhubungan dengan integrasi pendekatan TPACK di era digital pada masa pandemic covid-19 tetap menerapkan blended learning dengan menggunakan domain google classroom sebagai platform pembelajaran di kelas.
Kata Kunci : integrasi, TPACK, pedagogic, era digital
ABSTRACT
The current digital era is also influential in the world of education. The characteristics of many students are close to technology and seen from the ability of the school to facilitate technology so that educators and schools integrate the TPACK (Technological, Pedagogical, Content Knowleedge) approach to implementing education in the digital era. This study has the objective of describing the integration of the TPACK (Technological, Pedagogical, Content Knowleedge) approach to the SIKL Elementary School to carry out education in the digital era. The method or method applied by researchers to this report is the qualitative method or method, namely the collection of data sources from virtual interviews and research journals which prioritize the theme of Integration of the TPACK Approach (Technological, Pedagogical, Content Knowleedge) to carry out education. in the digital age. This research shows that, the Integration of the TPACK Approach (Technological, Pedagogical, Content Knowleedge) is a learning framework for processing various new forms of learning that use the combination of three important components, namely technology, pedagogics, and content / material knowledge, and it consists of seven TPACK components. namely CK (Content Knowledge), PK (Pedagogy Knowledge), TK (Technology Knowledge), TPK (Technological Pedagogical Knowledge), TCK (Technological Content Knowledge), PCK (Pendagogical Content Knowledge) and TPACK (Technological Pedagogical Content Knowledge). Sekolah Indonesia Kuala Lumpur (SIKL) in overcoming problems related to the integration of the TPACK approach in the digital era during the Covid-19 pandemic continues to apply blended learning by using the google classroom domain as a learning platform in the classroom.
Keywords: integration, TPACK, pedagogic, digital era
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Yuniartikasari, Priskila, and Helti Lygia Mampouw. "Tinjauan Pedagogical Content Knowledge Guru Pada Materi Peluang." Jurnal Cendekia : Jurnal Pendidikan Matematika 3, no. 1 (May 10, 2019): 104–15. http://dx.doi.org/10.31004/cendekia.v3i1.85.
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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
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Hoffman, W. P., S. F. Guedes, L. N. Cardoso, M. K. Heidmann, and L. R. S. Laia. "Evaluation processes in the school context: Production of collective knowledge." Scientific Electronic Archives 14, no. 1 (December 9, 2020): 74. http://dx.doi.org/10.36560/14120211271.
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School evaluative processes are motivators for several discussions in pedagogical environments, so that, if evaluations are poorly constructed and decontextualized, they imply learning processes and school permanence. In this sense, the present study aims to relate the performance obtained by high school students, during the four academic terms of the year 2014, with the contents taught during each of these two months, in order to promote useful discussions to the pedagogical environment. We present a reflection on the structural mechanisms of exclusion and dropout, and also on the evaluation processes in the discipline of chemistry, in high school classes. We emphasize that it is necessary to employ pedagogical practices aimed at the plurality and democratization of knowledge, with classes that include qualitative methods of assessment, and linked to the context of students, based on training for the promotion of autonomy.
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Fariyani, Qisthi, Ferry Khusnul Mubarok, Siti Masfu’ah, and Fatah Syukur. "Pedagogical Content Knowledge of Pre-service Physics Teachers." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 9, no. 1 (April 30, 2020): 99–107. http://dx.doi.org/10.24042/jipfalbiruni.v9i1.3409.
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This study aims to describe the content knowledge, pedagogical knowledge, and pedagogical content knowledge of students of pre-service physics teachers at Walisongo Semarang. The type of research is quantitative descriptive. The samples were Physics Pre-service teachers at Universitas Islam Negeri Walisongo Semarang. The samples were 65 pre-service physics teachers determined by the purposive sampling technique. The method of collecting data used was a test, observation, and documentation. The results showed that pre-service physics teachers' content knowledge capabilities were in three categories, namely: 35% poor, 42% sufficient, and 23% good. The pedagogical knowledge test showed that 16% of physics pre-service teachers were in a good category, 77% were in a good category, and 7% were in a very good category. The results of the pedagogical content knowledge test showed that 12% of the pre-service physics teachers were in the poor, 30% were in the moderate category, 35% were in a good category, and 23% were in the very good category. Pre-service physics teachers had the lowest ability in determining other factors that influence teaching concepts, and the highest ability in determining important science concepts in the material to be taught. This research implies that remediation is needed to improve physics pre-service teachers' Pedagogical Content knowledge capabilities, which can be applied in the Plan of Learning course
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Effendy, Suhardi, and Ellianawati Ellianawati. "Implementation of Pedagogical Content Knowledge with Multimedia on Rectilinear Motion Topics." Physics Communication 3, no. 1 (October 26, 2018): 35–40. http://dx.doi.org/10.15294/physcomm.v3i1.11884.
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Pedagogical content knowledge is a combination of understanding knowledge material (content knowledge) and ways of educating (pedagogical knowledge). The purpose of this study is to improve student learning outcomes and interests through the implementation of multimedia assisted pedagogical content knowledge. The research method used is control group pretest-posttest design. Data collection was done by test and questionnaire. Data analysis using t test and gain test. The results showed that there was an increase in learning outcomes by the implementation of pedagogical content knowledge (PCK) with t count > t table and N-gain score of student learning outcomes of 0.60. Questionnaire results show the high interest of students in learning by using multimedia of Rectilinear motion.
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Novianti, Ria, and Febrialismanto Febrialismanto. "The Analysis of Early Childhood Teachers’ Pedagogical Content Knowledge." Journal of Educational Sciences 4, no. 2 (April 23, 2020): 404. http://dx.doi.org/10.31258/jes.4.2.p.404-413.
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Pedagogical content knowledge (PCK) is the essential need of teaching and every teacher had to prioritized it for their teaching preparation. For early childhood education teacher, it is not only about knowledge of curriculum, instructional strategies and content, but also knowledge of students understanding. Teachers need to pay attention for all aspect in learning activities. With the awareness of PCK, teacher will have good performance while teaching and it will affect children understanding towards the subject. This research use descriptive quantitative methode to describe pedagogical content knowledge of 135 early childhood education teacher’s in Pekanbaru City that has been chosen by purposive sampling technique. Data collection and processing using google form. From four indicators of PCK, knowledge of student understanding score is the highest at 3,25, knowledge of instructional strategies score is 3,15, content knowledge score is 3.07 and knowledge of curriculum is the lowest with score 2,89. Emphaty and the ability to understand children comprehension in learning is pivotal for early childhood teacher. Young children don’t always express thought and emotion verbally, so teacher should also observed non verbal language and be thoughtful in order to help them understanding the subject. Early childhood teacher should gain more practiced and learn to enhance their knowledge of curriculum.
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Nurhayani, Nurhayani, Sri Kemala Sandi Yuanita, Ayu Intan Permana, and Delfi Eliza. "TPACK (Technological, Pedagogical, and Content Knowledge) untuk Peningkatan Profesionalisme Guru PAUD." Jurnal Basicedu 6, no. 1 (December 19, 2021): 179–90. http://dx.doi.org/10.31004/basicedu.v6i1.1852.
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The teachers’ ability to apply technology in delivering learning materials is one of the factors to become a professional teacher. The purpose of this study was to analyze the framework of Technological Pedagogical and Content Knowledge (TPACK) in order to improve the professionalism of early childhood education teachers. The methodology of this research used the type of qualitative descriptive research. The respondents of this research were early childhood education teachers in Payakumbuh City. The data collection technique of this research was used interview, observation and documentation. From the result of this study, it can be concluded that the Technological Knowledge (TK) of early childhood education teachers is in “enough” category, Content Knowledge (CK) in the “good” category, Pedagogical Knowledge (PK) in the “good” criteria, Technological Content Knowledge (TCK) in “enough” criteria, Technological Pedagogical Knowledge (TPK) in “enough” criteria, Pedagogical Content Knowledge (PCK) teachers belong to “good” and Technological Pedagogical and Content Knowledge (TPACK) early childhood education teachers in Payakumbuh City were on “enough” criteria.
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Haka, Nukhbatul Bidayati, Rizka Yohana, and Laila Puspita. "Technological Pedagogical Content Knowledge Mahasiswa Calon Guru Biologi Dalam Menyusun Perangkat Evaluasi Pembelajaran." VEKTOR: Jurnal Pendidikan IPA 1, no. 2 (December 20, 2020): 73–88. http://dx.doi.org/10.35719/vektor.v1i2.13.
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Guru merupakan figur sentral dalam penyelenggaraan pendidikan. Dalam proses pembelajaran guru tidak hanya melakukan transfer ilmu tetapi harus memiliki kuaifikasi akademik yang sesuai bidang, kompetensi teknologi, pedagogik, personal, dan persyaratan profesionalitas yang mumpuni. Penelitian ini bertujuan untuk mengetahui kemampuan Technological Pedagogical Content Knowledge (TPCK) mahasiswa calon guru Pendidikan Biologi UIN Raden Intan Lampung dalam menyusun perangkat evaluasi pembelajaran. Jenis penelitian ini adalah kuantitatif dengan metode analisis korelasi. Penentuan partisipan dalam penelitian ini dilakukan dengan teknik purposive sampling yaitu mahasiswa pendidikan biologi angkatan 2016 semester 8 yang sudah menyelesaikan materi pedagogik. Teknik pengumpulan data menggunakan angket, lembar obseravasi, wawancara dan dokumentasi. Uji hipotesis pada penelitian ini menggunakan uji korelasi Product Moment. Hasil analisis korelasi memperoleh nilai koefisien korelasi sebesar 0,585 yang mneunjukan hubungan antara dua vriabel tersebut cukup kuat dan arah hubungan menunjukan arah positif, maka Ho ditolak dan Ha diterima artinya terdapat hubungan yang positif antara kemampuan Technological Pedagogical Content Knowledge (TPCK) dengan kemampuan membuat perangkat Evaluasi Pembelajaran pada mahasiswa. Kata Kunci: calon guru, kemampuan technological pedagogical content knowledge, perangkat evaluasi pembelajaran The teacher is a central figure in the administration of education. In the learning process the teacher does not only transfer knowledge but must have academic qualifications in accordance with the fields, technological competence, pedagogic, personal, and qualified professional requirements. This study aims to determine the ability of Technological Pedagogical Content Knowledge (TPCK) for prospective teachers of Biology Education at UIN Raden Intan Lampung in developing learning evaluation tools. This type of research is quantitative with correlation analysis method. Determination of participants in this study was conducted with a purposive sampling technique, namely biology education students for semester 8 2016 who had completed pedagogic material. Data collection techniques using questionnaires, observation sheets, interviews and documentation. Hypothesis testing in this study uses the Product Moment correlation test. Correlation analysis results obtained a correlation coefficient of 0.585 which shows the relationship between the two variables is quite strong and the direction of the relationship shows a positive direction, then Ho is rejected and Ha is accepted, meaning there is a positive relationship between the ability of Technological Pedagogical Content Knowledge (TPCK) with the ability to make evaluation tools Student learning. Keywords: knowledge skills in technology pedagogical content, learning evaluation devices, teacher candidates
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Buldu, Elif, and Metehan Buldu. "Investigating Pre-Service Early Childhood Teachers’ cPCK and pPCK on the Knowledge Used in Scientific Process Through CoRe." SAGE Open 11, no. 2 (April 2021): 215824402110255. http://dx.doi.org/10.1177/21582440211025564.
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The study aimed to investigate pre-service early childhood teachers’ (PSTs) collective pedagogical content knowledge (cPCK) and personal pedagogical content knowledge (pPCK) on the knowledge used in scientific process (SP) through the content representation (CoRe) design, interview, and knowledge used in scientific process (KSP) forms. The data were collected from 36 sophomore PSTs’ with a case study design. At the beginning of the data collection process, the PSTs’ prior knowledge used in SP was determined individually through a pre-interview and the KSP form. At the conclusion of the 13-week science-focused course, post-interviews, the KSP form, and the CoRe form were applied again. The CoRe forms were filled collectively based on their science activities, which were designed at the end of the science course. The PCK developed by Magnusson et al. was used for data analysis and to decide on the main themes of the data. The study’s findings revealed that the PSTs initially had some misconceptions relating to knowledge of SP. While the participants were confused about the knowledge used in SP and made incorrect definitions prior to the science-focused course, nearly all of the PSTs’ conception were changed on all of the concepts used in SP and reflected the most confused skills (especially observing and measuring) to their teaching plans after the course. Therefore, their pPCK and cPCK development were supported by both the science-focused course and collaborative CoRe design. The findings of the study have important implications for government policies and teacher training programs.
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Maniesi, Paulo Sérgio, and Pura Lúcia Oliver Martins. "Physics teaching in high school through the collective systematization of knowledge." ACTIO: Docência em Ciências 6, no. 3 (December 19, 2021): 1. http://dx.doi.org/10.3895/actio.v6n3.13683.
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This article addresses a research-teaching focused on the pedagogical practices of teachers and the study practices of high school physics students having as its epistemological axis the concept of theory as an expression of practice. Its objective is to bring to reflection the Collective Systematization of Knowledge as an alternative for teaching and studying in this area of knowledge. The data were produced through the speeches and texts prepared by the students in the experience of four moments of the Collective Systematization of Knowledge methodological process, based on pre-established theoretical references with the research participants describing, analyzing, problematizing, discussing, explaining and understanding both their study practices and the pedagogical practices of high school physics teachers. The study shows that the deconstruction and reconstruction of teaching based on transmission-assimilation both in teacher practice and in student study practices can be modified if the Collective Systematization of Knowledge is carried out favoring the critical-reflective appropriation of contents inherent to Physics.
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Njiku, Joseph, Védaste Mutarutinya, and Jean Francois Maniraho. "The Technological Pedagogical Content Knowledge of Mathematics Teachers: An Exploration." Information Technology, Education and Society 18, no. 1 (September 1, 2022): 41–56. http://dx.doi.org/10.7459/ites/18.1.04.
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The current study reports an exploration study of 124 secondary mathematics teachers TPACK. It employs a survey design where a self-reported questionnaire and interviews were used for data collection. Apart from descriptive and inferential statistics including the t-test, effect size, and ANOVA, qualitative findings were presented. Although finding indicate moderate levels of TPACK overall, the actual use of technology for instructional purposes was low. The study recommends the provision of professional development in technology integration for mathematics teachers while addressing gender issues.
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Even, Ruhama. "Subject-Matter Knowledge and Pedagogical Content Knowledge: Prospective Secondary Teachers and the Function Concept." Journal for Research in Mathematics Education 24, no. 2 (March 1993): 94–116. http://dx.doi.org/10.5951/jresematheduc.24.2.0094.
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This article investigates teachers' subject-matter knowledge and its interrelations with pedagogical content knowledge in the context of teaching the concept of function. During the first phase of data collection, 152 prospective secondary teachers completed and open-ended questionnaire concerning their knowledge about function. In the second phase, an additional 10 prospective teachers were interviewed after responding to the questionnaire. The analysis shows that many of the subjects did not have a modern conception of function. Appreciation of the arbitrary nature of functions was missing, and very few could explain the importance and origin of the univalence requirement. This limited conception of function influenced the subjects' pedagogical thinking. Therefore, when describing functions for students, many used their limited concept image and tended not to employ modern terms. In addition, many chose to provide students with a rule to be followed without concern for understanding.
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Lyu, Ruifeng. "Research on Pedagogical Content Knowledge (PCK): Teachers’ Views on Language." English Language Teaching and Linguistics Studies 3, no. 2 (May 4, 2021): p21. http://dx.doi.org/10.22158/eltls.v3n2p21.
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This research aimed to investigate the views on language shown in the practices of six Chinese in-service teachers teaching College English at two universities in the south of China by using a qualitative multiple case study approach. These views on language were used to understand the characteristics of the participant teachers’ Pedagogical Content Knowledge (PCK) so as to make suggestions for in-service College English teacher education and development in mainland China. The study included three rounds of data collection (pre-, in-, and post-class teaching observation), and the college English classroom teaching content analysis approach was applied in the data analysis across the cases. Teachers’ views on language include structural, functional, and interactional views. In this study, most participant teachers showed interactional views on language. Another interesting point in the data was that different views on language could be held by a single teacher in one class. This is not really surprising because teachers’ views on language are reflected in their classroom pedagogical tasks.
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Galimova, Elvira G., Marina A. Zakharishcheva, Elena N. Kolomoets, Alexey A. Chistyakov, Alexey I. Prokopyev, Alexandra V. Beloborodova, and Railya A. Ilaeva. "A review of research on pedagogical content knowledge in science and mathematics education in the last five years." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 2 (February 1, 2023): em2223. http://dx.doi.org/10.29333/ejmste/12837.
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This study aims to review Pedagogical Content Knowledge (PCK) studies related to science and mathematics education in the ERIC database. In addition, journals published in the Eric database were searched using the same keyword. Thirty-five science and mathematics education studies were analyzed using standards from the related literature. A qualitative thematic review was conducted in this study. All articles were downloaded and read by the researchers. Each researcher examined them together to determine themes. The themes determined were the subjects and topics studied, the profile of the participants, the data collection instruments, the study design, and the consideration of pedagogical content knowledge with its components. The results were reviewed in terms of the competencies of preservice and in-service science and mathematics teachers in pedagogical content knowledge, the analysis of the development of prospective teachers' pedagogical content knowledge, and the components of pedagogical content knowledge. Some implications of these findings were suggested for determining and developing pedagogical content knowledge of prospective and in-service science and mathematics teachers.
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Rafique, Samina, and Shamsa Aziz. "Relationship of Pedagogical Skills and Content Knowledge with Pedagogical Design Capacity in Higher Education of Pakistan." Global Regional Review IV, no. IV (December 30, 2019): 85–94. http://dx.doi.org/10.31703/grr.2019(iv-iv).10.
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Pedagogical content knowledge is a special type of knowledge possessed by the teachers that not only unravels the teachers understanding of the content but also explains how to teach content (Knowledge of Pedagogy) effectively. The purpose of study was to check the relationship of teacher educators pedagogical content knowledge and pedagogical skills with their pedagogical design capacity. Purposive sampling technique was applied for selecting 200 teachers educators of the Departments of Education of public universities of Punjab and colleges of education in Pakistan. The questionnaire was used for data collection and Pearsons correlation used for data analysis.The results revealed that a significant and moderate relationship existed between teachers PCK and PDC. The result showed a significant and strong relationship between teachers PS and PDC. It is concluded there was a noteworthy and moderate connection between educators PCK and their PDC and positive connection existed between educators PCK, PS, and their PDC.
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ŞAHİN, Ömer, and Murat BAŞGÜL. "Pre-Service Primary School Teachers' Pedagogical Content Knowledge on Quadrilaterals." Acta Didactica Napocensia 13, no. 2 (December 30, 2020): 284–305. http://dx.doi.org/10.24193/adn.13.2.19.
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Abstract: The aim of this study was to investigate pre-service primary school teachers’ (PPSTs) pedagogical content knowledge (PCK) on quadrilaterals. In this study, the PCK components of knowledge of understanding students (KUS) and knowledge of instructional strategies (KIS) were used. The participants of the study consisted of 83 PPSTs studying at the primary education department of a university in Turkey. The illustrative case study method was used, while six scenarios were used as the data collection tool developed by researchers. The data obtained from open-ended scenarios were analyzed by using the summative content analysis technique. As a result of the study, it was observed that the KUS of the PPSTs about quadrilaterals was not on the desired level. Moreover, the KIS of the PPSTs was also not on the desired level. As a result of the study, it was observed that, in the process of eliminating the mistakes of students, the PPSTs preferred mainly the "Direct Instructional" method, which is based on traditional approaches and centers the teacher.
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Backes, Vânia Marli Schubert, Jose Luis Medina Moyá, and Marta Lenise do Prado. "The construction process of pedagogical knowledge among nursing professors." Revista Latino-Americana de Enfermagem 19, no. 2 (April 2011): 421–28. http://dx.doi.org/10.1590/s0104-11692011000200026.
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Didactic knowledge about contents is constructed through an idiosyncratic synthesis between knowledge about the subject area, students’ general pedagogical knowledge and the teacher’s biography. This study aimed to understand the construction process and the sources of Pedagogical Content Knowledge, as well as to analyze its manifestations and variations in interactive teaching by teachers whom the students considered competent. Data collection involved teachers from an undergraduate nursing program in the South of Brazil, through non-participant observation and semistructured interviews. Data analysis was submitted to the constant comparison method. The results disclose the need for initial education to cover pedagogical aspects for nurses; to assume permanent education as fundamental in view of the complexity of contents and teaching; to use mentoring/monitoring and the value learning with experienced teachers with a view to the development of quality teaching.
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Can, Şendil, Serpil Doğru, and Gülsu Bayir. "Determination of Pre-service Classroom Teachers’ Technological Pedagogical Content Knowledge." Journal of Education and Training Studies 5, no. 2 (January 17, 2017): 160. http://dx.doi.org/10.11114/jets.v5i2.2083.
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It seems to be a must for teachers and pre-service teachers to have information and skills necessary for the use of technology in education. This requires effective planning of how technology should be integrated into the teacher training curriculums of education faculties and continuous revision of this plan. In this regard, the purpose of the current study is to investigate the pre-service classroom teachers’ technological pedagogical content knowledge in relation to grade level and gender variables. The current study employing the survey model was conducted on 136 first and third year students from the Classroom Teacher Education Department of the Education Faculty at Mugla Sitki Kocman University in the fall term of 2015-2016 academic year. As a data collection tool, a 47-item, 7-factor and five-point Likert type Technological Pedagogical Content Knowledge Scale was used. The collected data were analyzed with independent samples t-test. The findings of the test revealed that the pre-service classroom teachers’ technological pedagogical content knowledge and opinions about the sub-factors do not vary significantly depending on gender and grade level; however, their opinions about the sub-factor of technological knowledge vary significantly depending on grade level.
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Cirilo, Rolién J. V., and Elaine A. Colagrande. "INSTRUMENTS TO ACCESS THE CHEMISTRY PEDAGOGICAL CONTENT KNOWLEDGE: AN INTEGRATIVE REVIEW." Problems of Education in the 21st Century 79, no. 3 (June 10, 2021): 381–96. http://dx.doi.org/10.33225/pec/21.79.381.
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This research presents an integrative review about the methodological procedures adopted in the research of the Chemistry PCK, with the aim of identifying the data collection instruments used to explain the PCK in this field, seeking to observe its frequency of use and also contribute to the advancement of knowledge established by previous reviews. 89 articles published in magazines well evaluated by CAPES were selected, indexed to the Scopus (Elsevier) database. The treatment of the data was based on the technique of content analysis, resulting in six categories constructed a posteriori: a) period of publications; b) country of origin of the research; c) relationship to a specific topic; d) the teaching experience of the target audience; e) research approach and data collection instruments; and f) the use of PCK models as a theoretical framework. The results suggest a methodological predominance of a qualitative nature, with interviews, field diaries, observation of the practice, and questionnaires some of the most used instruments. Besides, a trend related to the specification of topics in the Chemistry discipline can be identified, as well as the lack of clarity regarding the variety of PCK models present in the literature and the failure to adopt these as a theoretical basis in most of the research studies analysed. There is also an express need to investigate the PCK of Chemistry teachers in practice in higher education since the results reinforce the scarcity of papers for this specific audience. Keywords: chemistry teaching, data collection instruments, professional knowledge, teacher training, teacher’s knowledge
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Yesiltas, Erkan. "An Analysis of Social Studies Teachers’ Perception Levels Regarding Web Pedagogical Content Knowledge." International Education Studies 9, no. 4 (March 30, 2016): 108. http://dx.doi.org/10.5539/ies.v9n4p108.
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<p class="apa">Web pedagogical content knowledge generally takes pedagogical knowledge, content knowledge, and Web knowledge as basis. It is a structure emerging through the interaction of these three components. Content knowledge refers to knowledge of subjects to be taught. Pedagogical knowledge involves knowledge of process, implementation, learning methods, and teaching methods. Web knowledge is about general Web competencies such as the use of tools related to the Web, Web-based communication, and Web-based interaction. The purpose of this study is to analyze social studies teachers’ perception levels regarding Web pedagogical content knowledge. The population of the study covers social studies teachers in Turkey while the sample of the study covers 601 social studies teachers who were randomly selected from 75 cities of Turkey in 2015. Data collection tool employed in this study is Web Pedagogical Content Knowledge Scale composed of 30 items and five factors, developed by Lee, Tsai, and Chang (2008), and adapted to the Turkish language by Horzum (2011). Data analysis of the study was conducted via IBM SPSS Statistic 23 package. The findings were analyzed based on arithmetic mean, standard deviation, Mann-Whitney U test, and Kruskal-Wallis test. The significance of the data was evaluated at a significance level of 0.05. The results indicate that social studies teachers’ perceptions regarding Web pedagogical content knowledge are high. The results also show that they consider themselves competent in this matter, and their perceptions regarding Web pedagogical content knowledge significantly vary by gender, the Department of graduation, and experience of using computers whereas they do not significantly differ by educational background and status of having a computer.</p>
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Tomilov, Vladimir Anatolevich, and Margarita Maksimovna Krivenko. "Giftedness as a Pedagogical Problem." Development of education, no. 2 (8) (June 10, 2020): 43–48. http://dx.doi.org/10.31483/r-75077.
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The difference between the concepts of ability and giftedness in the context of a competency approach to education, when competence and expert knowledge are distinguished is clarified in the article. It is understood that the level of subject competencies characterizes an individual subject with regard to his or her abilities, which distinguishes one student from another through the content understanding and fast retention of learning material. The aim of the study is to show how the educational process is regulated by rational and emotional consciousness and how emotional consciousness, being associative, allows the student to use his or her life experience as a means of indirect influence on his or her behavior using the metaphors of A. N. Veraksa in the educational process. The author outlines that the competence of a student is his or her talent or giftedness, which is manifested in interaction with other students, that is, in a team: the student is an individual and collective subject of the educational process, and his or her activity regulates rational and emotional consciousness, so the task is to determine the forms of their integration in the educational process. It is noted that if the student's abilities are manifested in interaction with others, the successful/unsuccessful one is not an individual here, but a collective (group) subject. It is mentioned that in terms of B.M. Teplov, it is referred to “giftedness” in the form of a combination of individual abilities of participants in the educational process (situation), through which a chance for success in educational activities increases or reduces. It is concluded that in preschool and primary school age, an effective form of indirect influence is a fairy tale, and hereinafter – project activity, mediated in the student's mind by the metaphor of creativity, which puts the development of emotional consciousness under the control of the teacher.
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Nonato, Karla Jocelya, and Nielce Meneguelo Lobo da Costa. "Connections between the Pedagogical Project of an Undergraduate Course in Mathematics and the Content Technological and Pedagogical Knowledge." Acta Scientiae 23, no. 3 (June 30, 2021): 241–64. http://dx.doi.org/10.17648/acta.scientiae.6513.
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Context: As Digital Information and Communication Technologies (DICT) evolve, they enable to implement innovations that reflect on social life, including school and its curricula, requiring various teachers' knowledge to act in the new educational scenarios. Objective: To identify the presence of DICT in the curriculum and the possibilities of integration in the future pedagogical practice of Undergraduate course students in Mathematics. Design: In order to answer the question of how the Course Pedagogical Project of the Course (PPC) is organized, in the face of current technological advances, a documental analysis, of an interpretative nature, was developed at the PPC of the Undergraduate Course in Mathematics of Federal University of Grande Dourados (UFGD), located in Dourados, Mato Grosso do Sul (MS), Brazil, deployed in 2017. Data collection: Syllabuses and bibliographies presented in PPC were analysed. Results: Choosing as categories those established in the project itself and interpreted in the light of the theoretical framework constituted by the TPACK (Technological Pedagogical Content Knowledge), Web curriculum and Mathematical Enculturation. The following were considered: the social context, the technologies integration into the curriculum and the new knowledge construction by the graduation students. Conclusions: PPC prescribes a curriculum that, by being transformed into practiced curriculum, it can integrate the DICT and promote the construction of technological and pedagogical knowledge of the graduation students’ content and the Web curriculum construction is seen in this process.
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Ingersoll, Casey, Jayne M. Jenkins, and Karen Lux. "Teacher Knowledge Development in Early Field Experiences." Journal of Teaching in Physical Education 33, no. 3 (July 2014): 363–82. http://dx.doi.org/10.1123/jtpe.2013-0102.
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Investigation of physical education preservice teacher knowledge development has been primarily limited to study of a single semester of early field experience (EFE), with findings from these investigations driving EFE design. The purpose of this research was to investigate what types of knowledge develop and how knowledge evolves and interacts to produce pedagogical content knowledge longitudinally across three semesters of EFE. Specifically, what knowledge components emerge first and continue to emerge in EFE, and what knowledge components initially, then later, interact to develop pedagogical content knowing? The participant, a 21-year-old male, engaged in three consecutive semesters of EFE. Data collection, including multiple observations and interviews, was analyzed jointly by three researchers using constant comparison and inductive analysis. Knowledge of pedagogy emerged initially and throughout the EFEs. In later EFEs, knowledge of students and content emerged concomitantly, interacting with pedagogical knowledge. Suggestions include scheduling longer units of instruction during EFEs and reteaching specific units.
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Erbilgin, Evrim, and Baki Şahin. "The Effects of a Professional Development Program for Technology Integrated Algebra Teaching." Research in Educational Policy and Management 3, no. 2 (December 21, 2021): 1–21. http://dx.doi.org/10.46303/repam.2021.4.
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This study examined technological pedagogical content knowledge change of middle school mathematics teachers who participated in a professional development program designed to integrate technology into teaching algebra. Twenty-eight middle school teachers from 20 different schools participated in the study. The data collection tools were technological pedagogical content knowledge survey, reflective journals, lesson plans, and program evaluation forms. The data analysis showed that the participants’ technological pedagogical content knowledge increased significantly. In addition, participants wrote lesson plans that included effective use of technology to teach algebra contents. The positive effects of the professional development program seem to be related to the following components of the program: the usability of the program activities in middle school classrooms, program’s focus on using technology in teaching algebra, the introduction of new technological tools and software related to mathematics, and the interactive nature of the program.
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Bukki, Abolaji O., Margaret M. Dosunmu, and Titilola O. Bukki. "Pedagogical Content Knowledge, School Climate and Instructional Effectiveness of Secondary Schools Business Teachers in Ogun State, Nigeria." RUDN Journal of Psychology and Pedagogics 16, no. 2 (December 15, 2019): 213–23. http://dx.doi.org/10.22363/2313-1683-2019-16-2-213-223.
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This research examined the relative influence of pedagogical content knowledge and school climate on instructional effectiveness of secondary schools business teachers in Ijebu Division, Ogun State, Nigeria. Descriptive survey design was adopted for the study. Pedagogical Content Knowledge Scale (PCKS), Organizational Climate Index (OCI) and Teacher Effectiveness Questionnaire (TEQ) were used as the instrument for data collection. The statistical method of analysis used for testing the raised questions were Simple percentage, Pearson Product Moment Correlation (PPMC) and Regression Analysis at 0.05 level of significance. The findings revealed that there was a positive relationship between pedagogical content knowledge, school climate and instructional effectiveness of secondary schools business teachers in Ijebu Division, Ogun State. Furthermore, pedagogical content knowledge, school climate significantly influenced the business teachers’ instructional effectiveness in secondary schools. It was recommended among others that principals should ensure that cooperative school climate that can inspire teachers to effectively fulfil their duties is created. The government should persuade and support business teachers to focus on conferences, workshops and seminars that will boost their pedagogical content knowledge in the fulfilment of their duties efficiently.
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Prysiazhniuk, Larysa, Liudmyla Gusak, Viktoriia Prokopchuk, Liubov Prokopiv, Natalia Vyshnivska, and Liudmyla Romanenko. "Training Primary School Teachers to Organize Collective Forms of Work in Small Rural Schools." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 147–66. http://dx.doi.org/10.18662/rrem/13.2/415.
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There appears to be an urgent need to improve the system of training qualified specialists for small schools who can respond to modern changes in education, meet socio-economic needs of the village, follow the major trends in the development of school theory and practice and creatively implement the acquired professional knowledge and skills under the conditions of small different age groups. The paper aims to determine pedagogical conditions, develop and theoretically justify a methodology for training future primary school teachers to organize collective forms of work in small rural schools and experimentally verify its effectiveness. The methodology for training future primary school teachers to organize collective forms of work in small rural schools involves acquiring the content of professional training in a specially modelled pedagogical environment by students during the whole period of university study. The following empirical methods were used: observations, surveys, expert assessment, an analysis of products of students’ creative activity, pedagogical experiment, methods of mathematical statistics (a chi-square (c2)) statistic). An analysis of the results obtained from the control experiment shows some positive dynamics in the readiness of future primary school teachers for this activity (the percentage of students with a creative-and-interpretive level has increased by 16%, whereas the number of students with a fragmentary-and-formal level has decreased by 17.1%), which proves the effectiveness of the developed methodology. The experimental work has significantly enriched the axiological potential of future teachers from small rural schools and developed their system of psycho-pedagogical knowledge about the organization of collective activities of pupils from different age groups, as well as their skills needed to plan, design and organize inter-age interaction in its various forms and conduct a reflective analysis of their pedagogical activity.
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Kurniadi, Elika, Vina Amalia Suganda, and Bunda Harini. "THE PEDAGOGICAL CONTENT KNOWLEDGE DIMENSIONS OF MATHEMATICS TEACHER IN MATHEMATICS MODELING LEARNING." Prima: Jurnal Pendidikan Matematika 6, no. 2 (August 1, 2022): 90. http://dx.doi.org/10.31000/prima.v6i2.5381.
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This study aims to explain the dimensions of pedagogical content knowledge of mathematics teachers in learning mathematical modeling. Four dimensions of teacher pedagogical content knowledge for mathematical modeling: (1) Dimension of mathematical modeling theory, (2) Dimension of cognitive, (3) Dimension of learning, and (4) dimension of evaluation. The data collection is observation and interview. Based on the basic assumptions about the impact of teaching on learning, teacher competence will result in quality teaching and quality student learning. Therefore, all of dimensions should be included as mandatory components in teacher education and professional development.
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Behling, Franziska, Christian Förtsch, and Birgit J. Neuhaus. "The Refined Consensus Model of Pedagogical Content Knowledge (PCK): Detecting Filters between the Realms of PCK." Education Sciences 12, no. 9 (August 30, 2022): 592. http://dx.doi.org/10.3390/educsci12090592.
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In this article, we analyse potential filters that moderate the transformation process between the realms of PCK defined in the refined consensus model of pedagogical content knowledge. We tested 58 preservice biology teachers in a 15-week one-group pretest/post-test design. To identify filters between collective PCK (cPCK) and personal PCK (pPCK), we set up moderation models with pretest pPCK as an independent variable, post-test pPCK as a dependent variable, and motivational orientations or professional values as moderator variables. To identify filters between pPCK and enacted PCK (ePCK), we set up moderation models with post-test pPCK as an independent variable, ePCK as a dependent variable, and noticing or knowledge-based reasoning as moderator variables. We did this specifically with a focus on language in biology education. We found that only the variable knowledge-based reasoning had a role as a filter. It moderates the transformation process between pPCK and ePCK (moderation analysis: F(3,19) = 10.40, p < 0.001, predicting 25.72% of the variance). In future studies, other filters should be identified.
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Koukounaras Liagkis, Marios. "The Socio-Pedagogical Dynamics of Religious Knowledge in Religious Education: A Participatory Action-Research in Greek Secondary Schools on Understanding Diversity." Religions 13, no. 5 (April 25, 2022): 395. http://dx.doi.org/10.3390/rel13050395.
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The study examines which type of religious knowledge acquired in Religious Education in Greek Secondary schools can initiate both personal and collective change in understanding and appreciation of different cultures. It is blended research using participatory action-research with ethnographic elements methodology. The research gathered qualitative and quantitative data through questionnaires, focus groups, journals, and the technique of the “Most Significant Change” from four resources/target groups (students, teachers, parents, researcher). It took place during the 2017–2018 school year in a High and an Upper Schools in which the researcher participated in the school communities as a teacher. Statistical analysis (SPSS), content analysis and thematic analysis of the data show that religious knowledge, developed in Education with the aim of religious literacy, as defined in the context of Greek/European context, can operate on a personal and collective level, in cultivation of respect and underacting of cultural diversity. This is achieved when the religious knowledge is understood as experience and is meaningful when applied to the concepts of understanding, reflection and action. The overall finding is that transformative dynamics of religious knowledge facilitate both minor and major changes in the mindset of young people. Concluding, in Religious Education without sacrificing the religious content of the subject, a high degree of cultural recognition and acceptance of religious diversity can be achieved, and to a certain extent enable a change in attitude towards immigrants and refugees, in other words the ‘other’ as well as in communication and acquaintance between team members, recognition of and a greater degree of acceptance of otherness, and the development of relationships which were non-existent before.
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Koukounaras Liagkis, Marios. "The Socio-Pedagogical Dynamics of Religious Knowledge in Religious Education: A Participatory Action-Research in Greek Secondary Schools on Understanding Diversity." Religions 13, no. 5 (April 25, 2022): 395. http://dx.doi.org/10.3390/rel13050395.
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The study examines which type of religious knowledge acquired in Religious Education in Greek Secondary schools can initiate both personal and collective change in understanding and appreciation of different cultures. It is blended research using participatory action-research with ethnographic elements methodology. The research gathered qualitative and quantitative data through questionnaires, focus groups, journals, and the technique of the “Most Significant Change” from four resources/target groups (students, teachers, parents, researcher). It took place during the 2017–2018 school year in a High and an Upper Schools in which the researcher participated in the school communities as a teacher. Statistical analysis (SPSS), content analysis and thematic analysis of the data show that religious knowledge, developed in Education with the aim of religious literacy, as defined in the context of Greek/European context, can operate on a personal and collective level, in cultivation of respect and underacting of cultural diversity. This is achieved when the religious knowledge is understood as experience and is meaningful when applied to the concepts of understanding, reflection and action. The overall finding is that transformative dynamics of religious knowledge facilitate both minor and major changes in the mindset of young people. Concluding, in Religious Education without sacrificing the religious content of the subject, a high degree of cultural recognition and acceptance of religious diversity can be achieved, and to a certain extent enable a change in attitude towards immigrants and refugees, in other words the ‘other’ as well as in communication and acquaintance between team members, recognition of and a greater degree of acceptance of otherness, and the development of relationships which were non-existent before.
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Gultom, Christine Iriane, and Helti Lygia Mampouw. "Analisis Pedagogical Content Knowledge Guru dan Calon Guru pada Pembelajaran Matematika." Jurnal Cendekia : Jurnal Pendidikan Matematika 3, no. 1 (May 16, 2019): 149–63. http://dx.doi.org/10.31004/cendekia.v3i1.91.
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Pedagogical Content Knowledge (PCK) is an important thing that must be mastered by teachers and prospective teachers to find out how to teach certain content to improve student understanding. The purpose of this research was to analyze the pedagogical content knowledge of teachers and prospective teachers in elementary in mathematics learning. The research method is descriptive qualitative. The focus of this research is the Wiyata Bakti teacher at SD Kaligentong 01 Ampel and prospective primary school teacher. The method of data collection in this research uses questions and interviews consisting of questions that are used to collect data relating to 7 components of PCK. The results of this research indicate that the PCK owned by the teacher is good in mathematics learning and PCK owned by prospective teacher is good enough in mathematics learning.
Pedagogical Content Knowledge (PCK) merupakan hal penting yang harus dikuasai oleh guru dan calon guru untuk mengetahui bagaimana mengajarkan konten tertentu untuk meningkatkan pemahaman siswa. Tujuan penelitian ini untuk menganalisis pedagogical content knowledge guru dan calon guru SD pada pembelajaran matematika. Metode penelitian yang digunakan adalah deskriptif kualitatif. Fokus penelitian ini adalah guru wiyata bakti di SD Kaligentong 01 Ampel dan calon guru. Metode pengumpulan data pada penelitian ini menggunakan soal dan wawancara yang terdiri dari butir-butir pertanyaan yang dipergunakan untuk mengumpulkan data yang berkaitan dengan 7 komponen PCK. Hasil penelitian ini menunjukkan bahwa PCK yang dimiliki guru sudah baik dalam pembelajaran matematika dan PCK yang dimiliki calon guru cukup baik dalam pembelajaran matematika
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Patriarca, Fábio Henrique, Nielce Meneguelo Lobo da Costa, and Samira Fayez Kfouri Da Silva. "The Continuing Distance Education Program M@tmídias: Contributions to the teaching of trigonometry." Acta Scientiae 21, no. 3 (July 19, 2019): 41–58. http://dx.doi.org/10.17648/acta.scientiae.v21iss3id4964.
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This article presents a clipping of research on a Continuing Distance Learning Program for 600 High School Math Teachers working in public schools of São Paulo state, Brazil. The formative Program entitled M@tmídias aimed to discuss the use of Learning Objects in the Mathematics teaching process. The research objective was to identify contributions of the use of technology for teaching Trigonometry. The theoretical base was developed by Imbernón’s ideas on continuing teachers’ education, as well as the ones of Mishra and Koehler regarding pedagogical technological content knowledge (TPACK). The research was documentary, and the methodological procedures were: 1) Collection of curricula documents and historical data of the investigated Program; 2) Selection and organisation of materials related to the Trigonometry content, stored in the Program VLE; 3) Treatment and data analysis. The analysis was interpretative and of content, according to Bardin. As a result, in the M@tmídias Program’s historical documents, it was verified that all the Mathematics contents from the High School curriculum of São Paulo State were discussed and, in the first module of the course M@tmídias 2, Trigonometry was studied. Evidence of participants' construction was verified of mathematical content knowledge, pedagogical knowledge and technological content knowledge, showing possibilities to the construction of technological pedagogical content knowledge (TPACK) of the participants.
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Sadaf, Muddassaraha. "Measuring the Impact of Technological Pedagogical Content Knowledge on Teacher Resilience in Universities of Pakistan." International Journal of Management Excellence 12, no. 3 (April 30, 2019): 1872–81. http://dx.doi.org/10.17722/ijme.v12i3.1084.
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The aim of this Empirical Paper is to determine the impact & linkage of Technological Pedagogical Content Knowledge with Teacher Resilience among teachers of Pakistan. Data collection was conducted in 7 universities, 5 Colleges, 3 Schools and 2 Academies including public and private educational institutes of 3 cities of Pakistan by using simple random sampling technique. Self-administered questionnaires were distributed among 425 teachers. With 92.94% response rate, 395 questionnaires were responded positively. 377 responses were found useable. Confirmatory Factor Analysis, Reliability Analysis, Frequency Distribution Analysis, Pearson's R correlation & Multiple linear Regressions analysis techniques were used to analyze the data on SPSS PSAW version 22.The Regression model is moderately parsimonious with 52.7% of the variance. TPACK Framework on the whole have positive impact (β=.439) & have positive strong significant relationship (.702**) at the 0.002 level of significance with teacher resilience. Technology Knowledge has positive impact (β=.478) & have positive moderate significant relationship (.461**),Pedagogy Knowledge has positive impact (β=.512) & have positive moderate significant relationship (.573**),Content Knowledge has positive impact (β=.412) & have positive moderate significant relationship (.398**),Pedagogical Content Knowledge has positive impact (β=.401) & has positive moderate significant relationship (.429**), Technological Pedagogical Knowledge has positive impact (β=.295) & have positive moderate significant relationship (.322**),Technological Content Knowledge has positive impact (β=.478) & have positive moderate significant relationship (.418**),Technological Pedagogical Content Knowledge has positive impact (β=.307) & have positive moderate significant relationship (.497**) & Context Knowledge has positive impact (β=.395) & has positive moderate significant relationship (.330**) with teacher resilience. This study is significant enough to support the teachers and educational policy makers to adopt technology based pedagogical approaches to foster resilience among teachers and educational settings. By using cross sectional research design, the study was conducted in context of Pakistan. The model can be studied by scholars in future by using longitudinal & time series research design to increase generalizability.
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Kim, Hyojoon, and Sangwoo Ha. "Exploring International Research Trends on Technological Pedagogical and Content Knowledge (TPACK)." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 147–70. http://dx.doi.org/10.22251/jlcci.2022.22.24.147.
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Objectives This study aims to the international research trend for technology-based teaching content knowledge (TPACK) from a big data bibliographic analysis using the R program.
Methods For this research, we extracted 809 SCI and SSCI-level research papers from the Web of Science database and detailed bibliographic information of the papers. We conducted network analysis along with big data analysis of sources, keywords, authors, and references. The overall research was conducted through the steps of data collection, data refinement, and data analysis, and the R program was used for data analysis.
Results As a result of this study, most TPACK research articles were published in educational journals specialized in technology education. And researchers from the United States, China, and Europe formed a research network and conducted TPACK research actively. In addition, as the TPACK concept was not established long ago, studies to form the theoretical framework of TPACK and to verify its validity have been mainstream.
Conclusions International research on TPACK needs to be conducted more actively in Korea. And also, it is necessary to conduct more research considering various classroom contexts such as gifted, multicultural, and special students and intelligent science labs. In addition, it is required to study the TPACK in a situation where various technology tools are introduced, along with research in subjects other than mathematics and science.
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Boisandi, Boisandi, and Syarif Lukman Hakim Alsagaf. "Developing Electrical Magnetic Textbook Based On Technological Pedagogical Content Knowledge (TPCK)." Jurnal Pendidikan Fisika 9, no. 1 (January 30, 2021): 14–24. http://dx.doi.org/10.26618/jpf.v9i1.4379.
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Electrical magnetic is a compulsory subject in the physics education program. One of the learning outcomes and graduates in the curriculum is to be able to analyze subject matter (pedagogical content knowledge). Researcher's observations during giving lectures on magnetic electricity showed that students paid less attention to the importance of understanding on the relationship between learning outcomes and teaching material during lectures. Thus, this phenomenon is appointed as one of the lecture evaluations in the study program. The lecture’s evaluation results in a recommendation to develop textbooks that are adjusted in learning outcomes and graduates that refer to the curriculum of the physics education program. It is not enough to stop here, the problem findings continue for online learning related to Work From Home policies during the pandemic. This of course requires the availability of references that can be open accessed. Hence, the researchers then attempted to develop electrical magnetic textbook based on PCK (pedagogical content knowledge) which contained material content and material content analysis according to learning outcomes and graduates in the curriculum of the Physics Education. This study aims to : (1) determine the feasibility of electrical magnetic textbook based on PCK according to experts. (2) determine the responses of students after using electrical magnetic textbook based on PCK. The research method uses research and development design by gathering information stages and references, designing, developing, product, validating, and revising the product. The research was conducted in 2020 in the physics education study program IKIP PGRI Pontianak. Data collection techniques are in the form of indirect communication techniques. Overall, electrical magnetic textbook based on PCK have been produced. The validation results show that textbooks have an average validation score of 77.77% with Eligible criteria. The students’ responses analysis show that textbooks developed have an average score of 78.52% with high criteria. After the revision, the textbook was presented with an online ISBN and open access on the online media
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Schechter, Chen, and Tova Michalsky. "Juggling Our Mindsets: Learning from Success as a Complementary Instructional Framework in Teacher Education." Teachers College Record: The Voice of Scholarship in Education 116, no. 2 (February 2014): 1–48. http://dx.doi.org/10.1177/016146811411600204.
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Background Collective learning in teacher education has primarily focused on learning from problematic practices/approaches, depriving preservice teachers of learning opportunities embedded in professional successes. Purpose The goal of the present study was to explore the value of systematic learning from success as a complementary reflective framework during the practicum phase in teacher preparatory programs. Research Design We developed four distinct reflective methods to examine the effect of integrating systematic learning from problematic as well as successful experiences in preparatory programs on physics student teachers’ pedagogical content knowledge and sense of teaching efficacy. Data Collection and Analysis Participants were 124 second-year preservice physics teachers at four major research universities. One-way within-subjects analyses of variance (ANOVA) with repeated measures were conducted, with post-test performance as the dependent variable and with treatment (four reflective groups) as the independent variable. Findings Results indicated greater performance improvement on pedagogical content knowledge measures and on sense of self-efficacy measures when contemplating both problematic and successful experiences than when focusing solely on problematic experiences. Recommendations The current study may reinterpret the instructional framework of teacher education programs to include learning from successes too as a means of nurturing the practical wisdom necessary for teaching in dynamic school contexts.
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Dağlı, Hatice, and Dağlıoğlu Elif. "The relationship between preschool teachers pedagogical content knowledge in mathematics, childrens' math ability and liking." Research in Pedagogy 11, no. 2 (2021): 359–76. http://dx.doi.org/10.5937/istrped2102359d.
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This study attempts to identify preschool teachers' pedagogical content knowledge levels in mathematics and to examine its effect on preschool children's mathematics ability and their liking of mathematics. The study utilised the relational survey model, one of the general survey models. The working group was composed of 600 children aged 54-66 months old and a total of 150 teachers. The study employed three data collection tools: with the 'Preschool Teachers' Pedagogical Content Knowledge Scale regarding Mathematics' and the 'Mathematics Liking Scale for Children' developed by the researchers; 'Early Mathematics Ability Test' to determine children's mathematics ability. The data were analysed using IBM's SPSS 22 statistical package. The correlation analysis results suggested that there were no significant relationships between teachers' pedagogical content knowledge in mathematics, children's mathematics ability, and their liking of mathematics, while a positive and significant relationship was found between children's mathematics ability and their liking of mathematics.
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Priymak, Sergiy, and Anatolii Ratov. "MODELING OF PEDAGOGICAL ACTIVITIES." Academic Notes Series Pedagogical Science 1, no. 203 (March 2022): 24–28. http://dx.doi.org/10.36550/2415-7988-2022-1-203-24-28.
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The purpose of the work is to characterize the models of pedagogical activity management in the training of specialists in the field of knowledge 01 Education / Pedagogy. Research methods. To obtain the most significant research results and their interpretation, the following methods were used: theoretical analysis and synthesis, systematization, generalization of information presented in scientific sources of information. The optimal solution to the problem of introducing an activity model into meaningful vocational training can be determined by transferring the goals of the activity to the meaningful component of training. The goal should be consistent with the goals of the specialist. The totality of goals from final (readiness) to intermediate and milestones forms the basis of practical management of the training of specialists, is characterized by content and objective diagnosis of the success of activities (training).Modeling is also the basis of the process of professional development of a specialist. Systems of pedagogical tasks are being developed and implemented, aimed at the formation of a specialist through an activity model, which reflects a set of modules, differentiated by areas of training. Modules are not a collection of knowledge, skills, skills, competencies, but constitute the systemic model qualities of a specialist that provide opportunities for the effective solution of certain professional problems. The integration of modular characteristics into the content of training is the first link in the transition from a model of a specialist to a model of his training. The second link is the choice of forms, methods and means of teaching adequate to the content. The technological approach to learning involves building a model as an objective basis for the final result. At the same time, it is not recommended to enter significant, secondary facts in the model that insignificantly affect the final result.We see the creation and implementation of models of management of pedagogical activity in the training of specialists of various specialties in the field of knowledge 01 Education / Pedagogy as a promising direction of further research.
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Dei, George J. Sefa. "Indigenous Knowledge Studies and the Next Generation: Pedagogical Possibilites for Anti-Colonial Education." Australian Journal of Indigenous Education 37, S1 (2008): 5–13. http://dx.doi.org/10.1375/s1326011100000326.
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AbstractThis paper raises issues pertaining to our collective responsibilities in nurturing the next generation of Indigenous scholars. It highlights aspects of current theorising of Indigenity, namely, the search for “epistemological equity” through reclamation of identity, knowledge and politics of embodiment; and discusses how knowledge about our own existence, realities and identities can help produce a form of knowing legitimate in its own right and able to contest other ways of knowing. The paper concludes with what I see as some of the pedagogical possibilities of anti-colonial education using the Indigenous framework.
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Ismail, Ismail, Muhammad Muhammad, and Bahtiar Bahtiar. "Profile of Technological Pedagogical And Content Knowledge (TPACK) Middle School Teachers in Sekarbela District, Mataram City." Jurnal Pendidikan Fisika dan Teknologi 8, no. 1 (June 6, 2022): 56–61. http://dx.doi.org/10.29303/jpft.v8i1.3594.
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Teachers with TPACK perspectives are teachers who understand the correct pedagogy and conceptual understanding by using technology in teaching subject matter. By having the right TPACK, teachers will be able to engage and motivate students in exploring learning content to a greater extent. This study examines the TPACK profile of junior high school teachers in the Sekarbela sub-district of Mataram city using the TPACK framework. This research is ex-post-facto research and causal associative research with a quantitative approach. The population in this study were junior high school teachers in Sekarbela District, Mataram City, totaling 120 teachers, with a sample of 60 teachers who were taken using a proportional random sampling technique. The data collection technique used questionnaires and documentation, while the data analysis technique used multiple regression using SPSS for windows 21. The results showed that the component of Technological Content Knowledge scored 36.50, which fell into the low category. Pedagogical Knowledge (PK) got a score of 54.80, Technological Knowledge (TK) got a score of 40.83, Content Knowledge (CK) got a score of 47.97, and Technological Pedagogical Knowledge fell into the medium category. Meanwhile, Pedagogical Content Knowledge (PCK) scored 60.93, and Technological, Pedagogical, and Content Knowledge (TPACK) scored 63.53, which fell into the high category. Hence, it can be concluded that the research results show the average overall ability of teachers in the seven TPACK frameworks has a score of 50.07 within high criteria.
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Adalar, Hayati. "Social Studies Teacher Candidates’ Self-Efficacy Beliefs for Technological Pedagogical Content Knowledge (TPACK)." International Journal of Education and Literacy Studies 9, no. 3 (August 1, 2021): 169. http://dx.doi.org/10.7575/aiac.ijels.v.9n.3p.169.
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This study aims at examining social studies teacher candidates’ self-efficacy beliefs for technological pedagogical content knowledge through multiple variables and presenting new perspectives for researchers and practitioners. A causal-comparative research design was adopted for this study. Among non-random sampling methods, convenience sampling was used to select participants. The sample of the study consists of 349 3rd and 4th year college students (teacher candidates) studying at three state universities in Turkey’s Central Anatolia Region in the 2018–2019 academic year. The Technological Pedagogical Content Knowledge (TPACK) scale was used for collecting data in this study. T-test and one-way analysis of variance (ANOVA) was employed to analyze data. According to the obtained results, the social studies teacher candidates’ self-efficacy beliefs for technological pedagogical content knowledge can be considered above average. No significant differences were found between participants’ self-efficacy beliefs for TPACK and some independent variables such as gender, year in college, GPA score, personal computer ownership, and Instructional Technology and Material Development course score. On the other hand, it was determined that perceived technology competency and the use of content sharing platforms for professional purposes were important predictors for social studies teacher candidates’ self-efficacy beliefs about TPACK.
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Kifenko, Anna, and Hrystyna Holyan. "Professional activity of conductor of educational choral collective." Musical art in the educological discourse, no. 4 (2019): 37–42. http://dx.doi.org/10.28925/2518-766x.2019.4.5.
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Professional activity of conductor of educational choral collective is considered in the article. It is educed that conductor’s activity is built on rational and emotional basis, it is multifunction and includes the different types of activity : analytical, carrying out, pedagogical and organizational one. It is conducted the analysis of theoretical works of national and foreign specialists, that testifies that in the context of research of dualness of pedagogical process, its productivity directly depends on the specific of mutual relations between a conductor and choristers. It is described professional and psychological-educational quality of conductor of educational choral collective. An educational choral collective is a valuable link of communication process that passes information and hypothetically changes it. A choral collective is characterized by communicative connections of subjects, that is expressed in such binomial pairs: a composer — musical text; musical text — a conductor; a conductor — choir; choir — a listener; a conductor — a listener, where encoding from one «language» on other happens. The activity of each of the subjects of musical communication shows the complex process of its interpretation. A communication channel is a way through which informational communication between the sender and recipient of musical reports becomes possible, however, of all the possible variants of this channel between various subjects of musical communication, before the detailed analysis, the communication channel will be the subject between the performer and the listener, due to which the act of musical communication will be realised finally. The activities of the conductor, his professional and personal characteristics play a valuable role in the process of the choir collective. Conducting is one of the most difficult profession. Its structure is multicomponent, and display is multifaceted. The main task of conductor is perception of information, its comprehension, its transfer to other members of the collective, the achievement of the necessary result. In this regard, the choirmaster must possess a number of professional as well as psychological-pedagogical qualities. Professional qualities consist of the natural gift of special studies. Pedagogical qualities are the following: gnostic abilities, psychological and methodical planning abilities, diagnostic abilities, research abilities. Among pedagogical abilities, the first place is occupied by gnostic abilities. They appear in ability to pass knowledge to other persons and provide their mastering. It requires a personal understanding of the knowledge and its presentation in accessible form to each participant of the choir. This is the psychological essence of didactic abilities. Psychological essence of didactics capabilities consists herein. In the same time, a comprehension of the abilities is reason and mortgage of perfection of own carrying out mastery.
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Eliyanto, Eliyanto, Erry Adesta, and Siti Fatimah. "Islamic Education Teachers’ Technological Pedagogical Content Knowledge (TPACK): A Study In Indonesia." Edukasia Islamika 6, no. 2 (December 28, 2021): 144–63. http://dx.doi.org/10.28918/jei.v6i2.4245.
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This study aims to analyze the knowledge ability of Islamic education teachers about TPACK knowledge. This research is a qualitative research that involved 25 Islamic education teachers from various schools in Kebumen regency as the research subject. The instruments that used in this study were observation sheets and interview sheets. The data analysis technique which used was the model developed by Miles and Huberman, namely data collection, data reduction, data display, and conclusions. The results of the study prove that the knowledge of Islamic education teachers on TPACK is quite high. However, integrating technology effectively and applying various types of appropriate technology into Islamic religious learning should be improved. Some of the solutions that can be offered are by providing adequate facilities in implementing TPACK, understanding and training of TPACK, and continuous TPACK practices.
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Ruslan, Sahid, and Nurul Ilmi Pratiwi. "Ability Analysis of Pedagogical Content Knowledge of Prospective Teacher Students Majoring in Mathematics." EduLine: Journal of Education and Learning Innovation 2, no. 2 (May 12, 2022): 72–79. http://dx.doi.org/10.35877/454ri.eduline747.
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This research is qualitative research that aims to determine the Pedagogical Content Knowledge of prospective teacher students majoring in mathematics at the State University of Makassar. The research subjects consisted of 3 student-teacher candidates majoring in mathematics in the sixth semester. The subject-taking technique in this study amounted to three student teacher candidates majoring in mathematics with a cumulative achievement index of less than 3.00 and 3.01 - 3.50 and 3.51 - 4.00. The instruments in this study used CoRe, PaP-eRs, and Vignette. Data collection techniques in this study are observations based on PCK indicators and giving the Vignette test. The data analysis technique uses the Miles and Huberman model, namely data reduction, data presentation, and conclusions. Based on the results of the study, it shows that the pedagogical knowledge aspects of most of the points in CoRe are fulfilled. Then for the content knowledge aspect, the subject with an achievement index of 3.50 – 4.00 is at level 1, an achievement index of 3.00 – 3.50 is at level 0 and an achievement index of less than 3.00 is at level 2.
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Ziadie, M. A., and T. C. Andrews. "Moving Evolution Education Forward: A Systematic Analysis of Literature to Identify Gaps in Collective Knowledge for Teaching." CBE—Life Sciences Education 17, no. 1 (March 2018): ar11. http://dx.doi.org/10.1187/cbe.17-08-0190.
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Evolution is a unifying theory in biology and is challenging for undergraduates to learn. An instructor’s ability to help students learn is influenced by pedagogical content knowledge (PCK), which is topic-specific knowledge of teaching and learning. Instructors need PCK for every topic they teach, which is a tremendous body of knowledge to develop alone. However, investigations of undergraduate thinking and learning have produced collective PCK that is available in peer-reviewed literature. Currently, it is unclear whether the collective PCK available adequately addresses the topics in evolution that college instructors teach. We systematically examined existing literature to determine what collective PCK for teaching evolution is available and what is missing. We conducted an exhaustive literature search and analyzed 316 relevant papers to determine: the evolutionary topics addressed; whether the focus was student thinking, assessment, instructional strategies, or goals; and the type of work (e.g., empirical, literature review). We compared the collective PCK available in the literature with the topics taught in a sample of 32 undergraduate evolution courses around the country. On the basis of our findings, we propose priorities for the evolution education research community and propose that PCK is a useful lens for guiding future research on teaching and learning biology.
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Süzük, Erol, and Tuncay Akınci. "Comparing Pre-Service Teachers’ Self-Confidence Levels in Technological Pedagogical Content Knowledge in Terms of Several Variables." Journal of Education and Learning 10, no. 1 (January 26, 2021): 82. http://dx.doi.org/10.5539/jel.v10n1p82.
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This study aimed to investigate and compare pre-service teachers’ 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’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’ TPACK according to gender, department, and owned digital technologies for education.
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Moreno, Ana Mariel A., and Constantino T. Ballena. "Exploring Online Teachers’ Pedagogical Content Knowledge in Business English Teaching: A Hermeneutic Study." Philippine Social Science Journal 4, no. 4 (December 15, 2021): 71–81. http://dx.doi.org/10.52006/main.v4i4.432.
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This study explored the online Business English teachers’ pedagogical content knowledge (PCK) to understand its essence in Business English teaching. It sought to uncover what they thought about PCK in Business English lessons and how they developed their PCK as they engaged themselves in the everyday teaching of Business English. Hermeneutic phenomenology was employed since the purpose of the study concerns the reflection and interpretation of the online Business English teachers' experiences. The participants of the study were six online Business English teachers from one ESL Company in the Philippines catering to business professionals. They were chosen through homogeneous purposive sampling. The data collection included in-depth interviewing following semi-structured interviews and observations to gather rich descriptions of the participants' reflection and interpretation of their experiences. The data were analyzed using the six-step data analysis of Smith et al. (2021) due to the interpretive nature of the study. The results of the analysis revealed that the online Business English teachers thought of PCK as knowledge of strategizing, knowledge of Business English as the language in the workplace, and knowledge of Business English being distinct from General English. Additionally, the findings reported that teachers developed their PCK through several sources such as their encounter in the field, growth processes, and perceived need for further PCK development in Business English teaching. A creative synthesis captures the essential themes. Despite the online Business English teachers’ patent consciousness of their PCK in Business English, they still demonstrated the need to be exposed more to the business field and broaden their knowledge of business phrases and expressions. Teacher interaction with various types of students, and feedback from senior colleagues helped develop and widen their PCK in Business English.
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Anggraeni, Candradewi Wahyu, and Endah Ratnaningsih. "Designing BIPA’s Teaching Material: Inserting The Local Wisdom?" Metathesis: Journal of English Language, Literature, and Teaching 4, no. 1 (April 1, 2020): 18. http://dx.doi.org/10.31002/metathesis.v4i1.1880.
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<p class="AbstractText">This study aims to explain the teaching materials used and needed in BIPA <em>(Bahasa Indonesia bagi Penutur Asing)</em> learning and to develop BIPA teaching materials based on local wisdom as pedagogical content knowledge at Tidar University. BIPA Learning at Tidar University is facilitated by the Integrated Service Unit for Language Centre. BIPA learning at University Tidar is still relatively new and still requires further research to find out the needs of foreign learners studying here. Teaching materials that have been used need to be developed by paying attention to local wisdom as pedagogical content knowledge, generally in Indonesia and specifically in Magelang, so that learners have a better understanding about the concept of Indonesian language by paying attention to the values or characters contained in the learning material. This research uses research and development methods (Research & Development). The subjects of this study were BIPA instructors and learners at Tidar University. The object of this research is the BIPA teaching materials document which will be developed using the local wisdom base as pedagogical content knowledge. Data collection techniques used in this study are questionnaire and interview techniques. The findings show that teaching material for the local wisdom as the pedagogical content knowledge is important to be inserted in BIPA teaching and learning process. </p>
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Nashrullah, Mochamad, Septi Budi Sartika, and Nur Efendi. "The Analysis of Pedagogical Content Knowledge (PCK) at Natural Science Teachers in SMP Negeri 4 Sidoarjo." SEJ (Science Education Journal) 6, no. 1 (May 31, 2022): 49–59. http://dx.doi.org/10.21070/sej.v6i1.1622.
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This study aims to analyze (1) Pedagogical Content Knowledge (PCK) profile of IPA teachers in teaching science in terms of PCK component in pentagon model (2) constraint of PCK science teacher in teaching science. The PCK component consists of five components including: Component K1 (teaching orientation), K2 (knowledge of Curriculum), K3 (knowledge of students), K4 (knowledge of learning strategy) and K5 (knowledge of assessment). The research is a qualitative with phenomenology approach. The subject of the research was a science teacher at SMPN 4 Sidoarjo. Data collection techniques in this study using documentation, observation and interviews. Data analysis phase using Miles and Huberman model. Test the validity of the data used triangulation technique. Based on the research results revealed PCK teacher profile: K1 component is science learning oriented to develop the cognitive, psychomotor and affective aspects of students by applying constructivism learning theory, K2 component that is understanding the curriculum 2013 and apply it to learning but conducted development on objectives, content and learning materials, K3 component: identify that students do not experience misconception and in managing the classroom asking the students who have the advantage to help other students, K4 component is applying discovery learning model with scientific approach 5M (observing, asking, collecting data, associating and creating), K5 component is the assessment of the students covering 3 aspects (cognitive, affective and psychomotor) with assessment methods of quetion and observation, and teachers do not experience PCK constraints in teaching Water Pollution Material. In the next research is expected to reveal three other teacher competencies.
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Knight-Diop, Michelle G., and Heather A. Oesterreich. "Pedagogical Possibilities: Engaging Cultural Rules of Emotion." Teachers College Record: The Voice of Scholarship in Education 111, no. 11 (November 2009): 2678–704. http://dx.doi.org/10.1177/016146810911101103.
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Background/Context Teaching, leading, and learning are inextricably connected to emotions. Yet, the significance of emotions is rarely addressed in educational settings, and when it is, the relationship between emotions and curricula is most often framed by of an overly individualistic behavior model that focuses on the management and regulation of emotions. This model obscures, if not denies, the structural-collective aspects of students’ and teachers’ emotions and thereby fails to recognize that emotions are culturally based, with patterns of selectivity deeply embedded in social and cultural structures. These patterns of selectivity operate to influence decisions that can lead to educational and social (in)equities. This article focuses on an imperative to understand how emotions function as sites of knowledge to create cultural rules of interactions that promote and/or hinder the preparation of teachers to act as agents of change. Focus of Study In seeking to better understand both individualistic behavior models and structural-collective aspects of teachers and students’ emotions as sites of knowledge within the classroom, the authors focus on the role of emotions in preparing preservice and in-service teachers to confront educational and societal inequities. Research Design The authors conducted a retrospective qualitative case study of 14 graduate students—reflecting a diversity including age, gender, and race—enrolled in a course on urban education. Using multicultural feminist theories, they analyze students’ understandings of a critical incident in the course about gender inequities through individual semistructured interviews, focus group interviews, and document analysis. Conclusions Students enter classrooms with “pretexts” of how teachers and students will interact in the classroom. These pretexts are integrally related to the negotiation of power in the intersections of race, gender, and class and underlie emotional selectivity. In these pretexts, a pedagogy of discomfort and a pedagogy of challenge simultaneously exist. The blurring and blending of these two pedagogies create a unique third space in which emotions serve as sites of struggle and contestation, and possibilities for changing the status quo of inequities. Four prevalent patterns of emotional selectivity emerged within the specific context of gender inequity in educational contexts: (1) denial of emotions, (2) mere existence of emotions, (3) simultaneous acceptance and denial of emotions, and (4) emotions-reason informing knowledge, identities, and actions. The fourth of these patterns offers pedagogical possibilities for challenging personal, educational, and societal inequities as it situates the focus of teachers’ roles as active agents of change.