The Analysis of Early Childhood Teachers’ Pedagogical Content Knowledge

Novianti, Ria; Febrialismanto, Febrialismanto

doi:10.31258/jes.4.2.p.404-413

Cited by 5 publications

(5 citation statements)

References 11 publications

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“…Besides, other studies show that maximizing teachers' pedagogical competence is not enough through socialization activities and workshops. However, mentoring activities are needed to improve teachers' pedagogical competence in training students' critical thinking skills maximally and sustainably (Novianti, 2020). Therefore, related parties or institutions need to disseminate these teacher mentoring activities regularly and continuously.…”

Section: 326mentioning

confidence: 99%

The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

Lestari

Sopandi

Sa’ud

et al. 2021

JPII

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This study aims to describe the impact of online mentoring activities in implementing the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the competence of elementary school teachers in training students’ critical thinking skills. The method was a pre-experiment with a one-group pretest-posttest design involving 25 elementary school teachers in Indonesia. The teachers received online mentoring in implementing RADEC learning model. The research instrument was a questionnaire to measure teachers’ knowledge and skills in training critical thinking. The data processing technique was carried out by calculating the mean and the percentage of each item to obtain a description of the teachers’ knowledge and skills in training students’ critical thinking before and after treatment. The data were analyzed inferentially with a paired sample t-test using SPSS version 22 software to see the impact of the treatment on teachers’ competence in training critical thinking. Based on the results of the paired-sample t-test, for both the knowledge and skills aspects, the probability value (sig) was 0.00 <0.05. This result means that there was a significant difference in the knowledge and skills of teachers in training students’ critical thinking skills before and after mentoring activities. The study results indicate that the online mentoring in implementing the RADEC learning model improved teachers’ competence in training elementary school students’ critical thinking skills.

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Section: 326mentioning

confidence: 99%

The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

Lestari

Sopandi

Sa’ud

et al. 2021

JPII

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“…Teachers need to pay attention for all aspect in learning activities. This research use descriptive quantitative method to describe pedagogical content knowledge of 135 early childhood education teacher's in Pekanbaru City that has been chosen by purposive sampling technique given in their article (Novianti & Febrialismanto, 2020).…”

Section: Review Of Related Literaturementioning

confidence: 99%

Awareness of Early Childhood Education among Teachers Working in Pre-Primary Schools

Srinivasacharlu

2024

education

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The period of a child’s growth and development that is most notable is from 0 to 8 years old. These are the years when all that is learned is laid down. Putting strong foundations in place today will yield big dividends later. Greater learning in the classroom and better educational results have a positive social and economic impact on society. Children who get early childhood education (ECE) have a strong foundation, which increases the effectiveness and productivity of every subsequent educational stage. The goal of the current study was to determine the pre-primary teachers’ level of awareness regarding early childhood education, given their critical position in the field. To determine the level of knowledge of early childhood education (ECE) among teachers employed in pre-primary institutions in Bengaluru city, the study used a survey approach and a custom application. A sample of 106 teachers were drawn through cluster sampling. The study found out that the demographic variables like locality, marital status and teaching experience have no influence on the awareness of ECE among pre-primary teachers. The study found that 10% of teachers have average awareness, 31% have good awareness, 37% have very good awareness and 22% have excellent awareness of ECE. Thus, close to 90% of them are found to have better awareness of ECE. This means that pre-primary teachers are well aware of the nature, learning needs etc. of children and also methodology of teaching and evaluation. In spite of better awareness of ECE found in teachers, the study comes out with few of educational implications in order to regulate and sustain the awareness of ECE among them and also in proper handling of children.

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“…In the related literature, there are various factors such as teacher knowledge (e.g., Faulkner & Cain, 2013; Noviyanti, 2018; Tsao & Lin, 2012; Whitacre & Nickerson, 2006), textbook (e.g. Cheng & Wang, 2012; Sayers et al, 2021), and curricula (e.g.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Monitoring proficiency: Growth of number sense in primary school

Gökçe

Güner

Baştuğ

2022

Psychology in the Schools

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The purpose of this study is to develop tests for monitoring the number sense skills of primary school students based on proficiency definitions and to compare their number sense skills according to gender, school type, and mother's educational level. The first stage addressed to test development in which anchor items were used for vertical equating of number sense tests across grade levels. In the second stage, the number sense skills were compared in terms of student characteristics. The participants were 2034 primary school students. Reliable and valid number Practitioner points• Number sense is an essential component of mathematical understanding.

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The Analysis of Early Childhood Teachers’ Pedagogical Content Knowledge

Cited by 5 publications

References 11 publications

The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

Awareness of Early Childhood Education among Teachers Working in Pre-Primary Schools

Monitoring proficiency: Growth of number sense in primary school

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