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Pedagogical Content Knowledge: How do Pre-service Teachers Adapt and Employ it in their Teaching?

Pedagogical content knowledge (PCK) is increasingly recognized as an essential component in assessing pre-qualified teachers and in establishing ‘quality teaching’. PCK refers to an understanding of subject matter; an understanding of students: their abilities and interests and how they respond to d...

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Main Authors: Abd Rahman, Fadzilah, Scaife, Jon
Format: Article
Language:English
English
Published: 2008
Online Access:http://psasir.upm.edu.my/id/eprint/12551/2/Pedagogical%20Content%20Knowledge.pdf
http://psasir.upm.edu.my/id/eprint/12551/
http://ijl.cgpublisher.com/product/pub.30/prod.1968
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spelling my.upm.eprints.125512015-12-04T04:19:32Z http://psasir.upm.edu.my/id/eprint/12551/ Pedagogical Content Knowledge: How do Pre-service Teachers Adapt and Employ it in their Teaching? Abd Rahman, Fadzilah Scaife, Jon Pedagogical content knowledge (PCK) is increasingly recognized as an essential component in assessing pre-qualified teachers and in establishing ‘quality teaching’. PCK refers to an understanding of subject matter; an understanding of students: their abilities and interests and how they respond to diverse situations; an application of different teaching strategies; and how various types of classroom activity might be managed. Although PCK has come to be seen as important, details of its development, depth and quality among pre service teachers (PSTs) has remained something of mystery, as has the capability of PSTs to adapt and employ PCK in their actual teaching. As an effort to develop a coherent understanding of prospective teachers’ construction and application of PCK, this study is a reflection on two questions. First, to what extent are PSTs prepared in terms of PCK at the end of their teacher education programme and secondly, how do PSTs apply their PCK during their teaching practices? The paper illustrates the results of a study that involved a sample of 74 student teachers at a university in Malaysia. At the beginning of the study, each student teacher was given a questionnaire. Based on an analysis of the completed questionnaires, 11 of the pre service teachers were observed. Result indicate that, while their self-rating scores were good, they were still a little below the average in practices. 2008 Article PeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/12551/2/Pedagogical%20Content%20Knowledge.pdf Abd Rahman, Fadzilah and Scaife, Jon (2008) Pedagogical Content Knowledge: How do Pre-service Teachers Adapt and Employ it in their Teaching? The International Journal of Learning, 15 (11). pp. 221-228. ISSN 1447-9494 http://ijl.cgpublisher.com/product/pub.30/prod.1968 English
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
English
description Pedagogical content knowledge (PCK) is increasingly recognized as an essential component in assessing pre-qualified teachers and in establishing ‘quality teaching’. PCK refers to an understanding of subject matter; an understanding of students: their abilities and interests and how they respond to diverse situations; an application of different teaching strategies; and how various types of classroom activity might be managed. Although PCK has come to be seen as important, details of its development, depth and quality among pre service teachers (PSTs) has remained something of mystery, as has the capability of PSTs to adapt and employ PCK in their actual teaching. As an effort to develop a coherent understanding of prospective teachers’ construction and application of PCK, this study is a reflection on two questions. First, to what extent are PSTs prepared in terms of PCK at the end of their teacher education programme and secondly, how do PSTs apply their PCK during their teaching practices? The paper illustrates the results of a study that involved a sample of 74 student teachers at a university in Malaysia. At the beginning of the study, each student teacher was given a questionnaire. Based on an analysis of the completed questionnaires, 11 of the pre service teachers were observed. Result indicate that, while their self-rating scores were good, they were still a little below the average in practices.
format Article
author Abd Rahman, Fadzilah
Scaife, Jon
spellingShingle Abd Rahman, Fadzilah
Scaife, Jon
Pedagogical Content Knowledge: How do Pre-service Teachers Adapt and Employ it in their Teaching?
author_facet Abd Rahman, Fadzilah
Scaife, Jon
author_sort Abd Rahman, Fadzilah
title Pedagogical Content Knowledge: How do Pre-service Teachers Adapt and Employ it in their Teaching?
title_short Pedagogical Content Knowledge: How do Pre-service Teachers Adapt and Employ it in their Teaching?
title_full Pedagogical Content Knowledge: How do Pre-service Teachers Adapt and Employ it in their Teaching?
title_fullStr Pedagogical Content Knowledge: How do Pre-service Teachers Adapt and Employ it in their Teaching?
title_full_unstemmed Pedagogical Content Knowledge: How do Pre-service Teachers Adapt and Employ it in their Teaching?
title_sort pedagogical content knowledge: how do pre-service teachers adapt and employ it in their teaching?
publishDate 2008
url http://psasir.upm.edu.my/id/eprint/12551/2/Pedagogical%20Content%20Knowledge.pdf
http://psasir.upm.edu.my/id/eprint/12551/
http://ijl.cgpublisher.com/product/pub.30/prod.1968
_version_ 1643825071956951040
score 13.211869

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