4. Loading in...5
×
Total Views
3,625
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
81
Comments
0
Likes
2
Embeds 0
No embeds
Report content
Flag as inappropriate
Copyright Complaint
No notes for slide
Transcript
1. PEDAGOGICAL CONTENT KNOWLEDGE
2. LEARNING OUTCOMES: At the end of the module, participants should be able to: explain about
teaching knowledge base define pedagogy in relation to subject matter illustrate pedagogical content
knowledge PEDAGOGICAL CONTENT KNOWLEDGE
3. PCK has attempted to address the question of how new lecturers learn to teach subjects that they already
know or are in the process of acquiring IMPORTANCE OF PEDAGOGICAL CONTENT KNOWLEDGE
PEDAGOGI KNOWLEDGE : General Pedagogybody language, instrumentation, Content Pedagogy
subject expert + pedagogy skills
4. TEACHING KNOWLEDGE BASE 1 SELF KNOWLEDGE AS TEACHER 2 KNOWLEDGE OF
STUDENT 3 KNOWLEDGE OF EDUCATION 4 KNOWLEDGE OF GENERAL PEDAGOGY
5 KNOWLEDGE OF PEDAGOGY’S CONTENT 6 KNOWLEDGE OF THE CURRICULUM 7
KNOWLEDGE OF EDUCATIONAL ENDS 8 KNOWLEDGE OF CONTENT PERSE Lee Shulman
(1987) Hanipah (2004)
5. ACTIVITY 1 TELL YOUR GROUP WHAT DO YOU KNOW ABOUT (30 MINUTS) TEACHING
KNOWLEDGE BASE?
6. EXPLAIN TO YOUR GROUP WHAT YOU KNOW ABOUT TEACHING KNOWLEDGE BASE
PEDAGOGICAL CONTENT KNOWLEDGE
7. PEDAGOGY From education point of view, Pedagogy is a SYSTEMATIC STUDY about SCIENCE OF
TEACHING AND LEARNING. It is about how knowledge be organize EFFECTIVELY and used in order to
implement curriculum….. Lee Shulman (1987) Hanipah (2004) LINK TO FILE NOTES
8. "Pedagogical Content Knowledge (PCK) identifies the distinctive bodies of knowledge for teaching.
Cont… PEDAGOGICAL CONTENT KNOWLEDGE
9. It represents the blending of content and pedagogy into an understanding of how particular topics,
problems or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and
presented for instruction. Cont… PEDAGOGICAL CONTENT KNOWLEDGE
10. Pedagogical content knowledge is the category most likely to distinguish the understanding of the
content specialist from that of the pedagogue" (Shulman, 1987, p. 4). PEDAGOGICAL CONTENT
5. KNOWLEDGE
11. Relationship between the four general areas of teacher knowledge (Wilson, Shulman, & Richert, 1987, p.
118).
12. General Taxonomy of Pedagogical Content Knowledge
13. ACTIVITY 2 (30 MINUTES) IN YOUR OWN FIGURE, EXPLAIN WHAT IS PEDAGOGICAL
CONTENT KNOWLEDGE AND PRESENT TO THE GROUP
14. PEDAGOGICAL CONTENT KNOWLEDGE
15. PEDAGOGICAL CONTENT KNOWLEDGE Development of TPACK. ( Mishra & Koehler:2006)
16. Mishra & Koehler 2006
17. CONTENT AND CURRICULUM KNOWLEDGE OF STUDENTS AND THEIR LEARNING
LEARNING ENVIRONMENTS ASSESSMENT PLANING AND INSTRUCTION
PROFESSIONALISM ELEMENTS of PEDAGOGICAL CONTENT KNOWLEDGE
18. ASSESMENT CRITERIA CONTENT AND CURRICULUM KNOWLEDGE OF STUDENTS AND
THEIR LEARNING LEARNING ENVIRONMENTS ASSESSMENT PLANING AND
INSTRUCTION PROFESSIONALISM SELF APPRAISAL (CHECK LIST)
19. IMPORTANCE OF PEDAGOGICAL CONTENT KNOWLEDGE Professional preparation of
engineering educators was often separated or disjointed. This separation occurred when new lecturers learned
pedagogy apart from subject matter. Pedagogical content knowledge (PCK) has been suggested as one
knowledge base to intergrate content and pedagogy (Anderson & Mitchener, 1994).
20. LESSON REFLECTION : My critical event for this lesson is Pedagogical Content Knowledge. How I
organize my material and at the same time I have to monitor my verbal communication so that I can link the
topic to the good examples or analogy. The worse thing happened during my explanation, was the failure
internet connection during demonstration and failed me to explain effectively. The Simulation Technique was
failed and I achieve my TPCK through normal teaching and it only 70% done. This indicator is low for me
and it is because I have to use the conventional way to teach engineering student and it takes time to draw that
entire figure then. It impacts my mood and quality services to my students, because they are going to rate my
performing. Students like to know more figures so they can discuss among friend about the subtopic in depth.
I used white board rather then Computer added through internet. Next time I need to develop plan B for better
planning, and make sure the Lab that I choose is reliable for internet connection. My action is to look for
another Lab or develop Learning Object and put in Off Line Presentation inside my SPeL. I would like to
discuss this matter to my coordinator subject matter. LINK TO LESSON PLAN
21. ACTIVITY 3 IN A GROUP, HOW DO YOU CONCEPTUALIZE YOUR OWN SUBJECT?
22. HOW DO YOU CONCEPTUALIZE YOUR OWN SUBJECT CONTENT
KNOWLEDGE………………………………………… PEDAGOGY
KNOWLEDGE……………………………………… PEDAGOGICAL CONTENT
KNOWLEDGE…………………….. TECHNICAL PEDAGOGICAL KNOWLEDGE………………
TECHNICAL PEDAGOGICAL CONTENT KNOWLEDGE
………………………………………………………………………… PEDAGOGICAL CONTENT
KNOWLEDGE
23. LIMITATIONS LECTURERS LACK CONTENT KNOWLEDGE. LECTURERS LACK
PEDAGOGY KNOWLEDGE. LECTURERS DO NOT SEE THE REALTIONSHIP BETWEEN
CONTENT AND PEDAGOGY. CONSTRAINTS OF THE LEARNING ENVIRONMENT.
24. CONCLUSION
25. PEDAGOGY PROCESS L = P+Q+C+R+A L= Learning Outcome P= Program Knowledge (
knowledge+values+skills) Q= Questioning Activities (explore+inquiry) C= Changes of Behaviour (
awareness+reframe) R= Reflection (learning by own experience) A= Action (implement the suggestion)
Bigger Q&R will bring Bigger L. Bigger L will bring bigger C. Bigger C will effected future action….L will
dynamic. P will out of date and reprogram. C will be occur and L willing to change. If this process exits, then
our university could be claimed as one of the Learning Organization that practice Action Learning.
26. THANK YOU
