Exploring the Issue of content, pedagogical and technological knowledge among preschool teachers (original) (raw)
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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.
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European Journal of Educational Research, 2020
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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.
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The Kindergarten Teachers’ Pedagogical Competences: A Case Study
Indonesian Research Journal in Education |IRJE|, 2019
The study aimed to find out the pedagogical competence of teachers to carry out the interactions of the teaching and learning processes and to assess the development of the cognitive aspects of the children in one Indonesian kindergarten. This study used a qualitative method with the case study tradition. We highlighted the analysis of the data through transcription, coding, and thematic analyses. Findings of the study focused on three major themes including teachers’ competence for planning teaching and learning programs (planning activities for teaching and learning processes and care and protection programs), teacher competence in implementing interaction or managing teaching and learning processes (learning from various resources and doing evaluation on the method used in teaching), and teachers’ competence for conducting learning assessment and evaluation (test assessment and evaluation and non-test assessment and evaluation). Some recommendations for the betterment of Indonesi...
International journal of research and innovation in social science, 2022
TPACK is a dynamic and transactional relationship between content, pedagogy, and technology. It is vital for good teaching with technology to understand the mutual relationship between the three components taken together to create suitable, context-specific, strategies and representations. The purpose of the study is to evaluate the level of technology pedagogy and content knowledge of pre-service science teachers. The respondents were the 428 pre-service science teachers from the different higher education institutions in Caraga Region. Results showed that the overall mean score of the level of technology pedagogy and content knowledge (TPACK) of the pre-service science teachers was low (4.11). Moreover, technological knowledge (TK) obtained the highest mean score of 5.19 while technological pedagogical and content knowledge (TPACK) was the lowest (3.18). It implied that the pre-service science teachers have insufficient training and practice to include technology in their instructions. Further, there are two (2) models that predict the TPACK of the pre-service science teachers namely: (Model 1) TPACK = f(TK) and (Model 2) TPACK = f(TK + PCK). TK influenced the TPACK in model 1 while TK and PCK influenced the TPACK in model 2. TK and PCK showed a positive relationship to TPACK. Hence, to have an effective network between technology, pedagogy, and content in teacher education programs, it is hereby recommended the inclusion of professional development in the curriculum of the preservice teachers through the conduct of capability training and hands-on exposure to acquiring additional knowledge in integrating technology in the classroom instructions within their content areas.
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%.