Analysis of Kindergarten Teachers on Pedagogical Content Knowledge (original) (raw)
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Exploring the Issue of content, pedagogical and technological knowledge among preschool teachers
International Journal of ADVANCED AND APPLIED SCIENCES, 2017
The study aimed to explore the Technological Pedagogical Content Knowledge (TPACK) of preschool teachers towards preparing pupils to Year One. The main aspect being explored is the Content Knowledge (CK), Pedagogical Knowledge (PK) and Technological Knowledge (TK) by investigating understanding, transforming and classroom teaching practice in preschool. The design of this study was a case study with four preschool teachers was selected as the research participants. Data were collected in the form of interviews, teaching observation and document analysis in duration of six months. The main interview was held six times, pre and post-teaching interviews held during the teaching processes and the critical incident interviews held once. While, teaching observation was held five times. All interviews were audio and video recorded while field notes were used to record teaching observations. Analysis of the content of the document based on the purpose of the study. Data was analyzed based on previous research. Validity and reliability based on triangulation method, pilot study, research participants' validation, Cohen Kappa Index Scale and the duration of the study. The study found, research participants do not have extensive knowledge and understanding of curriculum content and technology of teaching. However, research participants have very good knowledge and understanding of pedagogy. While, the teachers emphasized on teaching planning and preparation of lesson plans while the implementation of teaching more focused on skills in reading, writing and mathematics to prepare pupils to Year One, compare to teaching activities to produce balance humanism in terms of physically, mentally, emotionally, spiritual and personality.
Profile Pedagogical Content Knowledge (PCK) of Primary School Teacher in Science Teaching
EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru, 2019
This research is to know pedagogical content knowledge (PCK) of primary schools teacher in science lesson. The research method used survey method. Research subject is determined by purposive sampling technique. Research data were collected by interview technique, questionnaire, test, product assessment, and observation. Data were analyzed by one-way Anova toward civil servant period, certification period, work class, GPA and university origin. The conclusions obtained indicate that the teacher's PCK in teaching science in primary schools depends on the newly-conducted training program such as the Teacher Education and Professional Training (PLPG). There is no correlation between the underlying factors as a teacher and the PCK in significantly teaching science in primary schools. It is recommended that teachers regularly attend training related to the updating of learning materials or related to PCK as the basis of the teaching profession in teaching science through an in service...
International Journal of ADVANCED AND APPLIED SCIENCES
The aim of this study is to explore the understanding of the Content Knowledge (CK) and Pedagogical Knowledge (PK) in preschool teachers. CK and PK explored by research participants' understanding of CK and PK and how an understanding of the transformation of knowledge in the preparation and implementation of teaching by applying Developmentally Appropriate Practices (DAP) as proposed by the National Standard Preschool Curriculum (NSPC) of Malaysia. This study is a qualitative case study. Four preschool teachers were selected as research participants. Data were collected through interviews, observations and document analysis, which lasted for six months. Data was analyzed based on suggestions proposed by previous research. Validity and reliability based on triangulation method, pilot study, participant's validation, Cohen Kappa Index Scale and the duration of the study. The findings showed that all research participants were less robust understanding of CK, but good understanding of the PK. Whereas, the application of DAP poorly implemented by the participants These studies raise awareness about the importance of continuous professional training for preschool teachers.
Kindergarten Teacher’s Pedagogical Knowledge and Its Relationship with Teaching Experience
International Journal of Academic Research in Progressive Education and Development
Pedagogical knowledge is closely linked to effective teaching and learning process. Teachers with good pedagogical knowledge can make a connection between theories and practice in the classroom. This research aimed to examine Malaysian kindergarten teachers' pedagogical knowledge and its relationship with teaching experience. The survey research design and quantitative approach were used in this research. A simple random sampling technique was employed in the sample selection process, and a total of 300 teachers from a private kindergarten participated in this research. The data were collected using an adapted questionnaire from previous research. Descriptive and inferential statistics were performed to analyze the data. The data analysis shows that kindergarten teachers have an excellent pedagogical knowledge with M = 4.32 and SD = 0.54. Pearson correlation test shows that there is a weak, but positive relationship between teachers' teaching experience and pedagogical knowledge. This finding suggests that longer teaching experience contributes to higher pedagogical knowledge. The result of this study shows that private kindergarten teachers have good pedagogical knowledge, and they have received excellent in-house training courses throughout the service period.
European Journal of Science and Mathematics Education
Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) are fundamental types of knowledge for a teacher that he or she must use in order to plan, teach in the classroom, and assess students' learning outcomes. This paper investigates experienced primary school teachers' PCK and GPK while teaching science in Finland and in Thailand. Teachers' interview data were analysed by using deductive and inductive content analysis. The analysis units were analysed according to the categories and sub-categories of PCK and GPK. In addition, the frequencies of all PCK and GPK sub-categories were counted and presented by country. The analysis revealed that the Finnish teachers had flexibility in their teaching: they did not have specific techniques with which to handle students; the techniques used depend on the situations occurring at the moment. There were no strict rules for student discipline in the class. They emphasised the teaching of concepts through textbook and computer materials. In Thailand, the teachers emphasised the teaching and learning of procedural knowledge and consequently used experimentation, along with authentic materials in the lab. There were student discipline problems in the classroom; therefore, rules were set up to cope with those problems.
Pencapaian Pedagogical Content Knowledge Melalui Pembelajaran Matematika
Journal of Didactic Mathematics, 2020
Pedagogical content knowledge is a combination of understanding of teaching material (content knowledge) and understanding how to educate (pedagogical knowledge) that needs to be possessed by a teacher. The purpose of this study was to determine the pedagogical content knowledge concept, the achievement of pedagogical content knowledge for prospective teacher students, and to determine the role of prospective mathematics teacher students towards pedagogical content knowledge. A teacher in carrying out his professional assignments must have the competence that is always maintained. Because of this, competency development is an important requirement to ensure that the quality of learning in the classroom adjusts to the development and demands of the times. Always maintained competence also ensures that the implementation of education is consistent in achieving educational goals. There are ten pedagogical content knowledge criteria that must be possessed by prospective teacher students before conducting the practice in the field. Prospective teacher students must also be able to implement learning, knowledge of ways to represent and explain the material to make the material understandable to others.
jurnal.upi.edu
Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject. Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction. Among the benefits are the increase in students' interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English. The focus of the paper is on the teachers' pedagogical skills and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers' compensatory communication strategies, use of first language and teachers' perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of capable teachers to teach the various levels of classes. Suggestions for teacher selfdevelopment and life-long learning efforts are also provided.
Review of Studies Related to Pedagogical Content
2012
As a review study, the present study was carried out in order to introduce PCK construct to researchers and evaluate which aspects of PCK were studied in our country, and, finally, make recommendations in light of the analysis of the studies for further research. For this purpose, ERIC database, YÖK (Higher Education Council) database were searched by using "Pedagogical Content Knowledge" as keyword. Moreover, journals published in Turkey and which are possible to be reached electronically were searched using the same keyword. 28 studies in the science education context were analyzed by means of standards obtained from the related literature. Results showed that large part of the studies were conducted with pre-service teachers as case studies. Moreover, PCK was studied in terms of its components rather than as a whole. In addition to that, participant teachers and pre-service teachers have some shortcomings regarding to PCK, pedagogical knowledge, and subject matter knowledge. Findings will hopefully provide some insight for researchers since shortages of the related literature will be determined by this study.
Research Journal in Advanced Social Sciences
The study examined the impact of early childhood educators’ pedagogical content knowledge on early graders academic success in the Sissala East Municipal. The target population for the research included all early childhood educators in the Sissala East Municipal in the Upper West Region of Ghana. This research employed multiple sampling techniques, which include: purposive, simple random, criterion sampling and lottery sampling techniques. The researcher selected all early childhood educators using purposive sampling. The total sample for the study was 164 early childhood educators. Self-developed questionnaire, interview guides and observation checklist were used for data collection. The quantitative data analysis was done using the Statistical Package for Social Sciences (SPSS) software version 20. The study revealed that majority of the respondents agreed that the pedagogical content knowledge of teachers and teachers’ teaching-learning strategies significantly enhanced the perfo...
Jurnal Biotek
Pedagogical Content Knowledge (PCK) adalah pengetahuan tentang materi dan bagaimana cara mengajarkannya. Guru menggunakan buku pegangan sebagai acuan pada saat pelaksanaan proses pembelajaran berlangsung. Oleh karena itu, buku guru harus sesuai dengan komponen PCK. Tujuan penelitian ini untuk mengetahui persentase kemunculan komponen PCK dalam buku guru kelas VIII SMP pada materi sistem. Metode penelitian yang digunakan pada penelitian ini yaitu metode deskriptif dengan subjek penelitiannya dengan memilih bab yang masuk kedalam sistem organ yaitu sistem pencernaan manusia, sistem peredaran darah manusia, sistem pernapasan manusia, dan sistem ekskresi manusia. Berdasarkan hasil penelitian yang telah dianalisis menunjukan bahwa kemunculan komponen PCK di dalam buku guru adalah orientasi pengajaran IPA 24,8%, pengetahuan tentang kurikulum IPA 46,3%, pengetahuan tentang pemahaman siswa 53,6% dan pengetahuan tentang strategi pembelajaran IPA 54%.