ADD-CoRE Model Development: Mathematics Teachers Mentoring Based on Pedagogical Content Knowledge and Lesson Study

Ma’rufi,; Ilyas, Muhammad; Salwah,; Syamsuddin, Agustan

doi:10.13189/ujer.2020.081026

Cited by 5 publications

(4 citation statements)

References 8 publications

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“…Thus, students have the ability to think clearly and rationally in solving problems (Higgins, 2014) through interpretation as a result of cognitive constructs (Ennis, 2018;Hitchcock, 2018). This has to be done since mathematics learning has such a complex problem in terms of methods, materials, media, and teaching materials needed and developed for being used in the mathematics learning process (Haking et al, 2020;Ma'rufi et al, 2020;Syamsuddin, 2020). Therefore, it takes planned efforts in implementing the learning model and skills of teachers in manipulating learning resources in order to conduct the learning process in the classroom (Dimiyati & Mudjiono, 2011;Syamsuddin, 2019).…”

Section: Introductionmentioning

confidence: 99%

Mathematics Learning Interest of Students Based on the Difference in the Implementation of Model of Thematic Learning and Character-Integrated Thematic Learning

Syamsuddin¹,

Babo²,

Sulfasyah³

et al. 2021

EUROPEAN J ED RES

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The teaching and learning in Indonesian elementary schools focus both on students' concept mastery and character development. Teachers are encouraged to implement a learning model that integrates character values and yet promote learning interest. This study was aimed at investigating the mathematics learning interest of grade three elementary school students through the integration of thematic learning with character education, referred to as the character-integrated thematic learning model. Using a quasi-experimental pretest-posttest control group design, this study involved 70 students and employed a questionnaire to obtain data, which were analyzed using descriptive and inferential statistical techniques. Descriptively, the average scores of students' learning interest before and after the implementation of the character-integrated thematic learning model are respectively 117.54 and 140.69 with the gain index of 0.44 in the fair category. While score obtained for thematic learning model are 116.11 and 120.23 with the gain index of 0.07 in the low category. The results of the statistical inference analysis using the independent sample t-test were obtained t-count of 4.98 > t-table of 1,667. This indicates that there has been a significant increase in students' learning interest scores with the implementation of character-integrated thematic learning model. Thus, this learning model can be applied to pay attention to the development of student's character which has an impact on increasing student's learning interest.

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Section: Introductionmentioning

confidence: 99%

Mathematics Learning Interest of Students Based on the Difference in the Implementation of Model of Thematic Learning and Character-Integrated Thematic Learning

Syamsuddin¹,

Babo²,

Sulfasyah³

et al. 2021

EUROPEAN J ED RES

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“…Mentors provide a model for the student teachers [2]. This could include a model in the form of behaviour, a demonstration lesson or particular teaching strategy or in the form of suggested lesson plans, ideas for activities or specific recommendations to take to overcome particular difficulties [3]. Student teachers take the examples and copy or sift from observed practices, ideas and strategies with which to experiment.…”

Section: Mentoring As Professional Development Through Role Modellingmentioning

confidence: 99%

Mentoring pre-service teachers in situated learning: A case study of a Zimbabwean teacher training college

Bhebhe¹

2022

World J. Adv. Res. Rev.

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Mentoring pre-service teachers on teaching practice is an important part of the teacher development process. Pre-service teachers initially did teaching practice in schools where they could put what they had learned in their teacher education institute into practice. Teaching practice is now possible in virtual classrooms. This connects mentorship to the situated learning theory, which holds that effective education necessitates learning rooted in authentic contexts of practice, where pre-service teachers will participate in activities within social communities. Two teaching practice coordinators, eleven lecturers, seventeen pre-service teachers, and ten mentor teachers who were purposefully selected to participate in the study were interviewed using qualitative research approaches. Face-to-face interviews and focus group discussions were used to gather information. In this paper, I discuss the aspects that contribute to effective TP mentoring implementation as well as the contextual learning theory. Collaboration, introspection, coaching, multiple practice, acquisition of new abilities, and authentic situations are among the factors shown in the study. The mentor teacher serves as a knowledge provider, facilitator, and mediator. In the college under study there is great emphasis on that pre-service teachers get attached to mentor teachers in their practicing schools.

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“…Teachers with good PCK may combine mathematical topic knowledge with other teaching skills to provide holistic learning (Kristanto et al, 2020). According to Moh'd et al (2021) and Ma'rufi (2019), mathematics teachers may have a sufficient degree of PCK because this affects student learning and, in turn, leads to better performance achievement (Tatto et al, 2020). Teachers having a robust PCK level are highly prone to having pupils who achieve better mathematics grades (Callingham et al, 2016;Cueto, 2017;Kristanto et al, 2020) and mastery of mathematics (Ansah et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Factors influencing mathematics teachers’ pedagogical content knowledge: A systematic review

2023

pegegog

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Mathematics teachers play the most pivotal role in reflecting students' abilities and interests, providing a conceptual understanding through high PCK. However, research that comprehensively analyses the available literature relating to factors that could affect mathematics teachers' PCK is still lacking. There is a compelling demand to strengthen our present mathematics teachers in order to close this gap to boost their competence and raise their PCK level. As a result, the purpose of this research is to investigate the aspects that influence the PCK of mathematics teachers, with a focus on primary and secondary mathematics teachers. To perform the systematic review successfully, The Preferred Reporting Items for Systematic Review and Meta-Analyses (guidelines), Web of Science and Scopus (databases) were used to access the evaluated publications in this research from January 2018 to January 2022. The findings revealed that mathematics teachers' PCK is influenced by three types of factors: individual, professional, and organizational. Professional development and teaching experience are the two factors with the highest frequency and dominance. The outcomes of this research may be employed as a maneuverer for researchers in the field of mathematics education who are embarking on PCK studies. This article also makes recommendations for further research on mathematics teachers' PCK.

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ADD-CoRE Model Development: Mathematics Teachers Mentoring Based on Pedagogical Content Knowledge and Lesson Study

Cited by 5 publications

References 8 publications

Mathematics Learning Interest of Students Based on the Difference in the Implementation of Model of Thematic Learning and Character-Integrated Thematic Learning

Mathematics Learning Interest of Students Based on the Difference in the Implementation of Model of Thematic Learning and Character-Integrated Thematic Learning

Mentoring pre-service teachers in situated learning: A case study of a Zimbabwean teacher training college

Factors influencing mathematics teachers’ pedagogical content knowledge: A systematic review

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