Developing an Instrument to Measure Pedagogical Content Knowledge Using an Action Learning Method

Abstract

Pedagogical content knowledge (PCK) is a category of teachers' knowledge that encompasses knowledge used by teachers to successfully deliver subject materials to students in classroom practice. To examine the extent to which teachers have developed their PCK and how they could improve, they need a tool to measure such a concept. This study, therefore, aimed to provide an instrument which can be used as a reference to measure teachers' PCK from a general perspective. This study constructed an instrument which consists of open-ended questions, exemplary answers and a five-level rubric. The instrument uses action learning and PCK as the foundation concept in its development. The instrument was developed based on Watkins and Marsick's continuous learning model and Morine-Dershimer and Kent's interpretation of PCK. Validation of the instrument content was conducted by experts in the education field. Test-retest reliability was carried out to examine the reliability. A Wilcoxon signed-ranking analysis indicated that pretest and post-test answers to the questions show no significant differences, which indicates that the instrument is reliable for use.

The Empirical Study of Factors Affecting Students’ Competence of Fashion Design Education in the Industrial Revolution 4.0 Era

“…Therefore, H1 is accepted as pedagogy positively affected competence. This is in line with previous studies such as Alimuddin et al (2020), Sopegina et al (2016), Wang and Calvano (2018). Better pedagogy increases competence and educational learning activities (Arifin et al, 2020), shapes students' characteristics (Faerm, 2020), increases their mastery of learning theory and curriculum development (Sudargini & Purwanto, 2020), develops the potential and communication, and learning evaluation (Wang &Calvano, 2018).…”

“…Competence can be enhanced through various efforts, including optimizing learning strategies (Arifin et al, 2020;Letina, 2020;Hollweck et al, 2019;Vijayalakshmi & Kanchana, 2020), enhancing student pedagogical concepts (Darling-Hammond et al, 2019;de Troyer et al 2017;Glaesser, 2019), improving lecturer competence (Long & Gee, 2018;Prasetio et al, 2017;Sudargini & Purwanto, 2020), and integrating technology in education process (Ambassador & Martinez-Rivera, 2015;Sharkova, 2014). However, these strategies only focus on the pedagogical aspect (Alimuddin et al, 2020;Mayorova et al, 2020;Wang & Calvano, 2018), meaning that they are not effective enough to solve the increasing need for competencies, especially in fashion design education in the IR 4.0 era (Chika-James, 2020).…”

English as a Foreign Language (EFL) Teachers’ Perceptions and Practices of Pedagogical Content Knowledge (PCK) in Teaching Reading Skills in Secondary Schools

“…The researchers of this study believe that improving teacher quality is one of the most important ways to improve education quality. However, Alimuddin et al (2020) say, there seems to be lack of studies conducted on teachers' perceptions and practice of PCK. Regardless of their importance, studies on teachers' knowledge based on PCK, particularly in the field of teaching English as a second or foreign language, are scanty or scarce.…”

Assessing the Rigour of the Mathematics Courses Being Used to Prepare Primary School Teachers

“…On the other hand, PCK is developed when pre-service teachers are given the opportunity to explore best practices, grounded in contextual considerations, for teaching the curriculum topics for which they are being prepared to teach (Kilic, 2011). This perspective is supported by Alimuddin et al (2020), as they have defined PCK as the teacher's knowledge of how to effectively deliver a subject's content in the classroom. Additionally, PCK is developed when pre-service teachers are mentored by a content expert in a practice environment, as well as when they engage in learning activities that allow them to critically analyse teaching episodes (Loughran, 2006).…”