MEASURING PRESERVICE PEDAGOGICAL CONTENT KNOWLEDGE IN CONSECUTIVE PROGRAM

Yenny Anwar, Dr and Nuryani Rystaman, Prof and Ari Widodo, Dr and Sri Redjeki, Prof (2013) MEASURING PRESERVICE PEDAGOGICAL CONTENT KNOWLEDGE IN CONSECUTIVE PROGRAM. Proceeding MSCEIS 2013. pp. 223-227. ISSN ISBN 978-602-95549-2-2

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      Abstract

      A study tomeasure Pedagogical Content Knowledge (PCK) of prospective biology teachers who joint the Professional Teacher Education Program (PPG) through consecutive approach was carried out with the involvement of prospective teachers who have completed their study in Biology. The longitudinal study was conducted for one whole academic year. Data was collected using CoRes and Pap-eRs tests, interview techniques, observation and analysis of teaching skills curriculum documents, lesson plans they made, and field notes. Research data obtained through the CoRes and Pap-eRs on topic “the transport of substance”, after the program run for 12 month was analyzed by descriptive techniques using qualitative and quantitative concurrent triangulation design. Preliminary results indicate that prospective student teachers' PCK on biology is very limited. Research finding shows their improvement since the first test conducted at the begining of the program to the second test conducted after the pedagogical workshop, thenthe third test after peer teaching and the last test after teaching practice at school. The results suggest that training and experience improve preservice teachers’ PCK

      Item Type: Article
      Uncontrolled Keywords: Biology Consecutive Longitudinal Study Pedagogical Content Knowledge (PCK) PPG
      Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
      Divisions: Faculty of Teacher Training and Science Education > Department of Mathematics and Sciences Education > Biology Education
      Depositing User: Dr Yenny Anwar
      Date Deposited: 27 Jul 2015 11:15
      Last Modified: 27 Jul 2015 11:15
      URI: http://eprints.unsri.ac.id/id/eprint/5612

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