Experienced biology teachers’ pedagogical content knowledge (PCK) on photosynthesis

Widodo, Ari

doi:10.1063/1.4983985

Cited by 9 publications

(9 citation statements)

References 11 publications

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“…These components are pedagogical knowledge (related to pedagogical competence) and content knowledge (related to professional competence) (Nofrion, Wijayanto, Wilis, & Novio, 2018). Furthermore, the TPACK model also consists of the PCK, which is the knowledge, experience, and skill that the teacher acquires through teaching experience in the classroom, which is a potential indicator of the teacher in implementing quality learning activities (Anwar, Rustaman, Widodo, & Redjeki, 2014;Widodo, 2017).…”

Section: Introductionmentioning

confidence: 99%

Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK

Yulisman¹,

Widodo²,

Riandi³

et al. 2019

JPBI

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Technological Pedagogical and Content Knowledge (TPACK) can be seen as teacher’s skills and abilitiesin choosing and using technology effectively. However, information about the teacher’s attitudes contribution to technology competencies and science teacher's TPACK is still limited. Therefore, this study aimed to analyze the relationship between teacher's technology competencies and their TPACK as well as the effect of teacher’s attitudes as a moderating effect on relation between these two variables. This survey research used total sampling technique which involved 88 science teachers from junior high school of Kota Banda Aceh. The instruments consisted of questionnaires and multiple-choice test which were distributed directly to the teachers. The data analysis was performed by using the Partial Least Square approach. The results showed that technology competencies have a positive relation to TPACK; likewise, the teachers’ attitudes in technology integration were able to strengthen the positive relation between technology competency and science teacher’s TPACK. Therefore, teacher's attitude is an important factor should be concerned in improving teacher's TPACK.

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Section: Introductionmentioning

confidence: 99%

Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK

Yulisman¹,

Widodo²,

Riandi³

et al. 2019

JPBI

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“…[17] recommend that the education of pre-service teachers, not separate schools and campuses because teachers and students in schools can provide feedback on the teaching process carried out by the pre-service teacher. This is as stated by [18] that it is important to innovate through various systematic and planned efforts to improve the PCK of in-service or pre-service teachers in teacher education on campus. The study by [19] on the PCK profile of pre-service science teachers shows that pre-service science teachers with high teaching practice scores can make more detailed lesson plans compared to those with moderate and low scores.…”

Section: The Depth Of Ecological Content To Be Mastered By Senior High School Teachersmentioning

confidence: 99%

Expert Views on the Depth of Ecological Concepts at the Elementary and Middle School Levels

Wulandari¹,

Rustaman²,

Widodo³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Continuing education is one of the main goals of success in the education sector. Quality human resources are the supporting aspect for the success of education. Teachers play an active role in preparing their students to live in the era of the society revolution 5.0. This study aims to investigate the depth of ecological content to be mastered by the teachers of elementary, junior, and senior high schools. Online interviews and questionnaires were conducted on 3 ecologists from three different universities. The results of the interviews were analyzed qualitatively using a grounded theory research design. The data was transcribed and sorted based on the appropriate conceptual themes between ecological opinions. Data analysis is carried out with applicable curriculum and other research results. A new theory is formed that emphasizes the suitability of ecological opinions and educational levels. Based on the analysis of in-depth interviews with ecologists, it is known that there are differences in the scope and depth of ecological content to be mastered by elementary, junior, and senior high school teachers. At the elementary level, teachers should master the concept of environment and survival. Junior high school teachers should master the concepts of healthy lifestyle and energy. Meanwhile, senior high school teachers, in addition to mastering the material taught to elementary and junior high school students, should master concepts related to science and technology and ecosystem services. It is expected that the results of this study be a reference for the adjustment and reorientation of biology material.

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“…A number of those investigations, for example, contend that teachers, who meet professional teaching standards in certain countries, are superior in promoting academic achievement over those who do not meet such standards (Vandevoort, Amrein-Beardsley, & Berliner, 2004). Conversely, Widodo (2017) reports in his study that in Indonesia, teacher certification programs do not necessarily lead to teachers' high competences in teaching. In this sense, the author suggests that it is important to consider subjective factors, such as the type of pedagogical-content knowledge (PCK) that cannot be strictly measured by standardized systems.…”

Section: Non-licensed-in-english Language Teachers (Nlelts)mentioning

confidence: 99%

Empowering Non-licensed-in-English Language Teachers to Construct Professional Knowledge in Their Actual and Imagined Communities of Practice

Garzón¹,

Castañeda-Peña²

2017

ELT

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Research has accumulated important knowledge over recent decades on how licensed language teachers develop and learn from cognitive and socio-cultural stances. Yet, relatively little evidence exists on how non-licensed-in-English language teachers (NLELTs) grow professionally in their communities. Similarly, few studies have yet investigated the concept of "imagined communities" in the language teaching field with these particular types of population. This study attempts to fill this gap by exploring the possible forms of professional knowledge that NLELTs build through participation in the activities of a learning community. Four non-licensed language teachers participated in a nine-month collaborative-reflective process focused on language teaching practices, in a public school in Bogotá (Colombia). In analyzing their interactions and consequent products, we discuss three dimensions of knowledge construction propelled by the individual visions they brought into the community. Furthermore, we analyze how learning in that present community granted the teachers access to envisioned practices in imagined communities for a desirable future. Based on the findings we argue that success or failure in participation in present, real communities determines imagined affiliation to future communities, their practices and even the NLELTs' preferred future positionings as professionals.

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Experienced biology teachers’ pedagogical content knowledge (PCK) on photosynthesis

Cited by 9 publications

References 11 publications

Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK

Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK

Expert Views on the Depth of Ecological Concepts at the Elementary and Middle School Levels

Empowering Non-licensed-in-English Language Teachers to Construct Professional Knowledge in Their Actual and Imagined Communities of Practice

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