Pedagogical Content Knowledge (Pck) Calon Guru Pada Materi Aljabar Siswa SMP

Pedagogical Content Knowledge (PCK) guru sangat menentukan keberhasilan siswa dalam mencapai tujuan pembelajaran. Calon guru merupakan salah satu unsur paling penting yang kelak akan bertanggung jawab melaksanakan dengan baik dan benar. Calon guru tidak hanya sekedar memberikan pengetahuan akan tetapi calon guru harus mempunyai pengetahuan dasar lainnya seperti pengetahuan materi subjek, pengetahuan pedagogik (PK) dan pengetahuan contextual knowledge (CK). Aljabar merupakan salah satu cabang matematika yang cukup penting di samping beberapa cabang ilmu matematika lainnya yaitu aritmatika, geometri dan analisis. Salah satu materi aljabar yang dipelajari siswa pada tingkat SMP adalah faktorisasi aljabar. Penelitian ini bertujuan untuk menganalisis PCK calon guru pada materi aljabar pad siswa SMP.Data penelitian dikumpulkan melalui pengamatan kegiatan pembelajaran dan wawancara terhadap calon guru. Data dianalisis secara kualitatif berdasarkan indikator PCK yang diamati. Berdasarkan hasil penelitian diketahui bahwa PCK calon guru pada materi aljabar siswa SMP dapat dikatakan baik dalam strategi pembelajaran, menyusun rancangan pembelajaran dan kegiatan pembelajaran berpusat pada siswa

Considering pedagogical content knowledge in the context of research on teaching: An example from technology.

When thinking about teaching, the pedagogical content knowledge of teachers cannot be ignored. We argue that pedagogical content knowledge is a major determiner of teaching practice and is central to teachers' curriculum decision-making at the classroom level. This paper takes a sociocultural perspective on the importance of developing teachers' pedagogical content knowledge. From our classroom-based research in technology education and the past research on pedagogical content knowledge we propose a model of pedagogical content knowledge with seven characteristics that we believe are important for effective teaching

Pedagogical literacy : what it means and what it allows

In the context of literacy being understood as an evolving concept, this article argues that a particular form of literacy, pedagogical literacy, is an important cognitive tool for a developed conceptualisation of pedagogical content knowledge and that, by extension, being pedagogically literate is an integral feature of being a professional teacher. Pedagogical literacy is a reflexive concept in which reading and writing (through a knowledge-transforming model) about pedagogical content knowledge is the essential means through which the teacher's pedagogical reasoning develops

Competency level of technological pedagogical contents knowledge (TPCK) framework amongst graduate teachers

This article propose a framework for educational technology based on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the integration of technology into it. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching. Briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). The TPCK framework has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological as well as the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology

Student\u27s pedagogical knowledge: a source of pedagogical content knowledge

This paper presents the results of interviews with Year 5 and 6 students about their views of effective teaching practices in mathematics. The students interviewed were part of a largescale study into improving middle years mathematics and science. Their views confirm findings from the literature and other data sources from the project, and provide valuable insights into student perceptions of effective teaching practice in middle years mathematics.<br /

Pedagogical content knowledge and preparation of string teachers

In the past few decades, there has been an increase in the percentage of non-string specialists teaching string classes. In this article, we review literature about subject-specific pedagogical content knowledge (PCK) in general and music education settings, to better understand the challenges that teachers with limited knowledge of string-specific content may face when teaching strings students. Included in this review are discussions concerning trends in the string teacher workforce, PCK in education and music, acquisition of PCK in general settings and music teacher preparation programs, and relationships between teacher content knowledge and instructional effectiveness, both in general and string education settings. Based on this review, we recommend that preservice and professional development curricula for music teachers include comprehensive preparation in both content-specific and pedagogical-specific knowledge for teaching strings

Readiness to teach secondary mathematics: A study of pre-service mathematics teachers\u27 self-perceptions

This study evaluated pre-service teachers’ (PSMTs) perceptions of their own readiness to teach secondary mathematics. The study was conducted at an Australian university across two campuses, in different states. Specifically, PSMTs’ perceptions of their preparedness were explored in terms of mathematical content knowledge, pedagogical content knowledge, and mathematical knowledge for teaching. Findings indicate that while the majority of participants feel that they have the requisite content knowledge to confidently teach Lower School secondary mathematics, further training is required to develop their content and pedagogical knowledge, especially for upper secondary mathematics

Converting theory to practice: University-school collaboration on devising strategies for mentoring pedagogical knowledge

There appears no shortage of theorists for preservice teacher education; however many ideas are abandoned without practical applications. Indeed, it can take years for theories to materialise into practice, if they materialise at all. The quality of preservice teacher education is central for enhancing an education system, and mentors’ roles can assist to shape preservice teachers’ development within the school context. Yet mentoring can be haphazard without being underpinned by a theoretical framework. A mentoring model (personal attributes, system requirements, pedagogical knowledge, modelling, and feedback) has emerged from research and the literature to guide mentors’ practices. This qualitative study investigates mentors’ pedagogical knowledge as one factor crucial to the mentoring process. More specifically, this study involves a questionnaire and audio-recorded focus group meetings with experienced mentors (n=14) who deliberated on devising practical applications for mentoring pedagogical knowledge. Findings revealed that these experienced mentors pinpointed practical applications around a mentor’s role for providing pedagogical knowledge to the mentee. These strategies were varied and demonstrated that any one mentoring practice may be approached from a number of different angles. Nevertheless, there were core mentoring practices in pedagogical knowledge such as showing the mentee how to plan for teaching, articulating classroom management approaches, and talking about how to connect learning to assessment. Mentors may require education on current mentoring practices with practical strategies that are linked to theoretical underpinnings

Interpreting Embedding Models of Knowledge Bases: A Pedagogical Approach

Knowledge bases are employed in a variety of applications from natural language processing to semantic web search; alas, in practice their usefulness is hurt by their incompleteness. Embedding models attain state-of-the-art accuracy in knowledge base completion, but their predictions are notoriously hard to interpret. In this paper, we adapt "pedagogical approaches" (from the literature on neural networks) so as to interpret embedding models by extracting weighted Horn rules from them. We show how pedagogical approaches have to be adapted to take upon the large-scale relational aspects of knowledge bases and show experimentally their strengths and weaknesses.Comment: presented at 2018 ICML Workshop on Human Interpretability in Machine Learning (WHI 2018), Stockholm, Swede