Investigating Pedagogical Content Knowledge (PCK) of Secondary School Physics Teachers: A Case Study  

Oleh:

Sarkim, T.

Jenis: Article from Journal - ilmiah nasional - tidak terakreditasi DIKTI - non-atma jaya
Dalam koleksi: Widya Dharma: Jurnal Kependidikan (Majalah Ilmiah Kependidikan) vol. 17 no. 1 (Oct. 2006), page 1-16.
Topik: Pedagogical Content Knowledge; Knowledge Base for Teaching; Teacher Education

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: WW32.4 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada	Lihat Detail Induk
Perpustakaan PKPM Nomor Panggil: W77 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada	Lihat Detail Induk

Isi artikel

Pedagogical content knowledge (PCK) is understood as essential knowledge for teachers to transform their disciplinary knowledge into effective teaching. PCK has a number of components including: knowledge and beliefs ofteaching objectives, knowledge and beliefs of the science curriculum, knowledge and beliefs about teaching strategies, knowledge of students ‘understanding of science, and knowledge of learning assessment. PCK is acquired through learning experiences in various levels of education and develops through teaching experience. In this study, 4physics teachers (2 experienced and2 begin¬ning ones) teaching in secondary schools in Yogyakarta, Indonesia, were observed and interviewed. The research shows that the participating teachers exhibit low levels of understand¬ing and implementation of PCK The research also reveals that their university teacher trainingstudy helped them very little — in terms of applying modern teaching techniques. This research suggests possiblefactors inhibiting the teachers ‘development oftheirPCK and provides a basis for reform of current practices of disciplinary subject teaching in teacher education programs in Indonesia.

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