Contextualizing Generic Pedagogical Knowledge through Tension-focused Reflection: A Self-study

Zhu, Cairong

doi:10.14221/ajte.2016v41n6.6

Cited by 5 publications

(3 citation statements)

References 33 publications

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“…Additionally, the results show that teachers' CK affects student achievement [9] and teachers who have insufficient knowledge about the subject are more likely to have insufficient knowledge to help students learning the content. Thus, the development of PK needs to be improved because it shows that even teachers who are equipped with sufficient level of PK through pre-service teacher education programs may still struggle to incorporate PK into their own teaching scenarios [17]. Likewise, the research show that teachers' mastery of pedagogic competence is lower (68%) than professional competence (91%) [18].…”

Section: Resultsmentioning

confidence: 99%

Patterns of Changing Pedagogical Content Knowledge Prospective Biology Teachers in the Covid-19 Pandemic

Abidin¹,

Hindriana²,

Ginanjar³

et al. 2022

Proceedings of the 2nd Universitas Kuningan International Conference on System, Engineering, and Technology, UNISET 2021, 2 Dec

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This study analyzes the pattern of changes in the PCK of prospective Biology teachers related to the application of alternative teaching practices in the Covid-19 pandemic. This study uses a cross-sectional quantitative method with a sample of prospective Biology teachers in semesters 3, 5 and 7 with a total sampling technique. The instruments used are CK, PK, PCK test sheets and concept map tests. The research data were analyzed by ANOVA test and multiple linear regression assisted by SPSS 22. The results showed the average CK test results for prospective student teachers in semester 3 > 7 > 5, PK in semester 5 > 3 > 7, PCK in semester 5 > 3 > 7, and concept maps in semester 5 > 3 > 7. Based on the results of the ANOVA test there is no difference in the average CK and concept maps and vice versa for PK and PCK students of prospective teachers in semesters 3, 5 and 6. Based on the results of multiple linear regression analysis there is no effect of CK and PK on PCK in all semesters. Based on this, the pattern of changes in CK, PK, PCK and concept maps in learning during the pandemic does not run linearly with the number of semesters that have been taken. This has implications for learning during a pandemic by LPTKs should be able to increase learning outcomes, especially CK, through the creation of a special curriculum for the pandemic.

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Section: Resultsmentioning

confidence: 99%

Patterns of Changing Pedagogical Content Knowledge Prospective Biology Teachers in the Covid-19 Pandemic

Abidin¹,

Hindriana²,

Ginanjar³

et al. 2022

Proceedings of the 2nd Universitas Kuningan International Conference on System, Engineering, and Technology, UNISET 2021, 2 Dec

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“…PK is the most crucial part of instruction and essential for teachers and prospective teachers to put theory into practice in authentic classroom learning (Chen, 2016). PK is a structured system related to the teachers' knowledge to prepare, implement teaching, evaluate learning, motivate and assess students through heterogeneous learning groups in the classroom (Dadvand and Behzadpoor, 2020; König and Kramer, 2016).…”

Section: Introductionmentioning

confidence: 99%

Online microteaching lesson study: a recipe to enhance prospective physics teachers' pedagogical knowledge

Handayani

Triyanto

2022

IJLLS

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PurposeThe research aims to explore prospective physics teachers' pedagogical knowledge (PK) through an online microteaching lesson study (OMLS).Design/methodology/approachThe study used a case study with eight prospective physics teachers. Various data sources are triangulated involving audiovisual meeting recording, documents from OMLS sessions, interviews, and observation.FindingsOMLS can build and enhance the PK of prospective physics teachers. The stages and cycles encourage participants to collaborate, exchange ideas to design active learning in the lesson plan teaching practice and revise deficiencies for improvement. The trial, analysis, discussion and revision of lessons reduced prospective teacher cognitive discrepancy.Research limitations/implicationsThis study has several limitations. First, the research only focuses on prospective physics teachers' PK with two cycles, limiting data collection and inaccuracies. Second, the data were taken qualitatively and from a relatively small group, so the findings are not generalizable.Practical implicationsEducational departments in higher education can implement and develop various MLS models according to the conditions of their respective students.Originality/valueThis study realizes higher education as a preparation place for prospective teachers' future careers as professional teacher candidates.

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“…En términos generales, los modelos elaborados por estos autores se han inclinado por la definición de ámbitos reflexivos. Éstos se diferencian de la siguiente forma: los que transitan entre los fines de la educación, las creencias y los significados políticos de la acción (Manen, 1977); los que definen acciones: describir una situación y comparar críticamente perspectivas que explican una situación (Jay & Johnson, 2002); los que definen planos de subjetividad e intersubjetividad: lo personal, interpersonal, contextual y crítico (Smith, 2011); los que se centran en los sentidos de la experiencia tanto para sí mismos y en relación con otros, y la proyección o planificación futura de la experiencia para el beneficio tanto a nivel personal como social (Ryan, 2013); y finalmente los que se adentran en el proceso de enseñanza y aprendizaje: comprensión del contenido y desarrollo del pensamiento, reconocimiento del contexto en función del aprendizaje, y el desarrollo de una docencia sustentada en una comunicación que permita el aprendizaje (Chen, 2016).…”

Section: La Reflexión Como Eje Del Rol Del Mentorunclassified

Mentoría, inducción y desarrollo profesional continuo. Una propuesta de modelo para la formación de mentores

Castillo¹

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Contextualizing Generic Pedagogical Knowledge through Tension-focused Reflection: A Self-study

Cited by 5 publications

References 33 publications

Patterns of Changing Pedagogical Content Knowledge Prospective Biology Teachers in the Covid-19 Pandemic

Patterns of Changing Pedagogical Content Knowledge Prospective Biology Teachers in the Covid-19 Pandemic

Online microteaching lesson study: a recipe to enhance prospective physics teachers' pedagogical knowledge

Mentoría, inducción y desarrollo profesional continuo. Una propuesta de modelo para la formación de mentores

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