Yogyakarta (Indonesia) EFL Teachers' Conceptualization of Pedagogical Content Knowledge in Their Instructional Curriculum Design and Practices  

Oleh:

Triastuti, Anita

Jenis: Article from Proceeding
Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 459-466.
Topik: PCK; conceptualization of knowledge; instructional curriculum; instructional design; and instructional practices
Fulltext: YOGYAKARTA (INDONESIA) EFL TEACHERS’ CONCEPTUALIZATION.pdf (6.95MB)

Isi artikel

The evolving demand of teachers as effective curriculum practitioners and adapters has put the centrality of teacher knowledge in the dynamic system of instructional curriculum development. This study is aimed at exploring the development of Yogyakarta (Indonesia) EFL teachers’ conceptualization of pedagogical content knowledge (PCK) in their instructional curriculum design and practices. Within Shulman’s (1986, 1987) conception of PCK, Graves’ (2000) framework of instructional design processes and Graves (2008) model of a dynamic system of curriculum development, the primary investigation of the research focuses on how, and in what forms teachers’ understanding of content/subject matter representations is transformed into teachable instructional design and learnable instructional practices for a specific group of learners in particular socioeducational contexts. Multiple case study with purposive within- and multiple-case sampling techniques (Miles & Huberman, 1994) is employed to select six teachers; three of each represent experienced and inexperienced teachers of public junior high schools in Yogyakarta. The qualitative data are obtained from instructional document assessments, post-lesson reflections, semi-structured interviews, stimulated-recall interviews, and classroom observations. The preliminary research findings taken from instructional classroom observations are to primarily specify the development of teachers’ PCK in enacting their instructional curriculum. The identification of potential pitfalls of teachers’ classroom transformations to enhance student learning is beneficial to formulate more concrete strategies to help teachers improve their knowledge conceptualization for their instructional purposes.

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