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Pck

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Pck

  1. 1. PEDAGOGICAL CONTENT KNOWLEDGE
  2. 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. 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 Pedagogy-body language, instrumentation, Content Pedagogy-subject expert + pedagogy skills
  4. 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 PER-SE Lee Shulman (1987) Hanipah (2004)
  5. 5. ACTIVITY 1 TELL YOUR GROUP WHAT DO YOU KNOW ABOUT (30 MINUTS) TEACHING KNOWLEDGE BASE?
  6. 6.  EXPLAIN TO YOUR GROUP WHAT YOU KNOW ABOUT TEACHING KNOWLEDGE BASE PEDAGOGICAL CONTENT KNOWLEDGE
  7. 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. 8.  "Pedagogical Content Knowledge (PCK) identifies the distinctive bodies of knowledge for teaching. Cont… PEDAGOGICAL CONTENT KNOWLEDGE
  9. 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. 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 KNOWLEDGE
  11. 11. Relationship between the four general areas of teacher knowledge (Wilson, Shulman, & Richert, 1987, p. 118).
  12. 12. General Taxonomy of Pedagogical Content Knowledge
  13. 13. ACTIVITY 2 (30 MINUTES) IN YOUR OWN FIGURE, EXPLAIN WHAT IS PEDAGOGICAL CONTENT KNOWLEDGE AND PRESENT TO THE GROUP
  14. 14. PEDAGOGICAL CONTENT KNOWLEDGE
  15. 15. PEDAGOGICAL CONTENT KNOWLEDGE Development of TPACK. ( Mishra & Koehler:2006)
  16. 16. Mishra & Koehler 2006
  17. 17. CONTENT AND CURRICULUM KNOWLEDGE OF STUDENTS AND THEIR LEARNING LEARNING ENVIRONMENTS ASSESSMENT PLANING AND INSTRUCTION PROFESSIONALISM ELEMENTS of PEDAGOGICAL CONTENT KNOWLEDGE
  18. 18. ASSESMENT CRITERIA CONTENT AND CURRICULUM KNOWLEDGE OF STUDENTS AND THEIR LEARNING LEARNING ENVIRONMENTS ASSESSMENT PLANING AND INSTRUCTION PROFESSIONALISM SELF APPRAISAL (CHECK LIST)
  19. 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. 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. 21. ACTIVITY 3 IN A GROUP, HOW DO YOU CONCEPTUALIZE YOUR OWN SUBJECT?
  22. 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. 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. 24. CONCLUSION
  25. 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. 26. THANK YOU

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