Pedagogical Content Knowledge Depelopment of Science Prospective Teachers in Professional Practice Program

Abstract

The study of “Pedagogical Content Knowledge Development of Science Prospective Teachers in Professional Practice Program” was conducted in one junior high school located in Bandung. The purpose of the study was to analyze the level and pattern of science prospective teachers’ PCK development as measured by CoRe. The study involved students who enrolled professionals practice program. Mixed methods, quantitative and qualitative research was utilized as a method in the study. Data collected by the coding and scoring of the CoRe instruments were analyzed quantitatively; and data gained from observation, documentation, and interviews were analyzed qualitatively. The results showed that the PCK of prospective teachers are in the maturing PCK (level 3) and growing PCK (level 2). There are two patterns of PCK development showed by prospective teachers i.e. rising and fluctuative. The prospective teachers who are in the mature PCK show the pattern of rising, whereas prospective teachers who are in the growing PCK show fluctuative pattern. The study reveals that external and internal factors influenced the development of PCK. The pattern of guidance, lesson study activities, and intensity guidance are external factors that influenced the pattern of prospective students’ PCK development. Psychological effect that exists between teachers and students, the motivation of self to expand the horizons of knowledge, communication skills, and teaching experiences are the internal factors that influenced the development of prospective teacher PCK. The study suggests that the development of prospective teachers PCK in the program can be improved when supervisor and prospective teachers put consideration to those internal and external factors that influence the development of PCK.

How Does Teacher’s TPACK Affect Student’s Activity?

“…Teacher B also has many opportunities to test one method and another. This is consistent with the results of research conducted by Diana et al that the pedagogical ability of teachers is influenced by teaching experience [23]. The long teaching experience provides many opportunities for teachers to reflect on the learning undertaken.…”

Teacher Learning Management: Investigating Biology Teachers’ TPACK to Conduct Learning During the Covid-19 Outbreak

“…The implementation of online learning is a solution during the COVID-19 outbreak and a problem for teachers who are not ready and do not have the skills to integrate technology, pedagogy, and content knowledge (TPACK) into learning (Nelson et al, 2018;Tanak, 2018). Previous TPACK research focused on training and development programs of teachers competence that have been planned, such as investigation of the biology teachers' TPACK in lesson study (Rochintaniawati et al, 2018), practical programs (Yeh et al, 2015), pre-service and in-service science teachers and professional development programs (Lin et al, 2013;Canbazoglu Bilici et al, 2016;Tanak, 2018) and especially on certified teachers (Antony et al, 2019;Hapsari et al, 2019). Besides, various methods to investigate teachers' TPACK have also been conducted, such as using observations of the lesson plans used by the teachers (Canbazoglu Bilici et al, 2016), online tasks (Oster-Levinz & Klieger, 2010), and surveys of teacher's TPACK in various planned programs (Koçoǧlu, 2009;Giannakos et al, 2015;Getenet et al, 2016;Cheng, 2017;Ciptaningrum, 2017).…”

A Phenomenological Research Study of Classroom Managers Technological Pedagogical Content Knowledge in Emergency Remote Learning

“…Implementing TPACK provides a massive change as it helps educators be technologically knowledgeable, pedagogically competitive, and content-wise in continuing the classes in the new normal (Nelson et al, 2018;Tanak, 2018). The study conducted by Rochintaniawati (2018) These findings supported the study conducted by Sadeghi (2019), which stated that there are also many opportunities for educators to implement TPACK in teaching and learning. One of those is that it creates a more technologically savvy and skillful individual, which plays a huge advantage in teaching.…”