Pengetahuan Pedagogi Kandungan (PPK) Guru Bukan Pengkhususan Reka Bentuk dan Teknologi (RBT) di Sekolah Menengah
Keywords:
pengetahuan kandungan, pengetahuan pedagogi, pengetahuan pedagogi kandungan, reka bentuk dan teknologi, guru bukan pengkhususan
Abstract
Kajian ini bertujuan untuk meneroka kefahaman Pengetahuan Pedagogi Kandungan (PPK) guru bukan pengkhususan mata pelajaran Reka Bentuk dan Teknologi (RBT) di Sekolah Menengah. Kajian ini adalah kajian kualitatif single case yang melibatkan dua orang guru bukan pengkhususan mata pelajaran RBT dipilih sebagai peserta kajian. Pengumpulan data menggunakan kaedah temu bual, pemerhatian dan juga analisis dokumen. Proses analisis data melibatkan tiga peringkat koding dalam Grounded Theory iaitu open coding, axial coding dan selective coding. Hasil kajian mendapati kedua peserta belum memahami dan menguasai sepenuhnya hala tuju, matlamat dan fokus KSSM RBT. Selain itu, mereka juga masih menghadapi masalah dalam menguasai isi kandungan mata pelajaran tersebut dengan baik. Dari aspek pengetahuan pedagogi, walaupun peserta kajian sedar tentang pendekatan-pendekatan PdPc yang dicadangkan dalam DSKP KSSM mata pelajaran RBT, namun mereka kurang menggunakan pendekatan tersebut dan masih cenderung menggunakan pendekatan pengajaran tradisional yang lebih berpusatkan kepada guru dan menggunakan kaedah syarahan semasa proses PdPc.
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References
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Plessis, A. E. Du. (2018). The Lived Experience of Out-of-field STEM Teachers : a Quandary for Strategising Quality Teaching in STEM ? Res Sci Educ, (1990).
Rice, A. H., & Kitchel, T. (2017). Shaping Pedagogical Content Knowledge for Experienced Agriculture Teachers in the Plant Sciences : A Grounded Theory. Journal of Agricultural Education, 58(4), 50–64.
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. American Educational Research Association, 15(2), 4–14.
Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Education Review, 57(1), 1–22.
Stake, R. E. (2010). Qualitative Research Studying How Things Work (1st Ed, Vol. 136). New York: The Guilford Press.
Suyanto, S. (2017). A Reflection on the Implementation of A New Curriculum in Indonesia : A Crucial Problem on School Readiness. In The 4th International Conference on Research, Implementation, and Education of Mathematics and Science (Vol. 100008, pp. 1–9). https://doi.org/10.1063/1.4995218
Umi Kalsum Mohd Salleh, & Fonny Hutagalung. (2016). Comparisons of Out of Field and In-Field History Teacher : Teachers ’ and Students ’ Characteristics. Advance Science Letters, 22(8), 1952–1956. https://doi.org/10.1166/asl.2016.7737
Yin, R. K. (2009). Case Study Research Design and Methods (4th Ed). Sage Publications, Inc.
Baharudin Saleh, Mohamad Sattar Rasul, & Haryanti Mohd Affandi. (2018). Pedagogical Practices of Design and Technology Teacher Trainees Pedagogical Practices of Design and Technology Teacher Trainees. International Journal of Academic Research in Business & Social Sciences, 8(5), 319–329. https://doi.org/10.6007/IJARBSS/v8-i5/4104
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content Knowledge For Teaching: What Makes it Special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
Chien Lee Shing, Rohaida Mohd Saat, & Loke, S. H. (2015). The Knowledge of Teaching – Pedagogical Content Knowledge ( PCK ). The Malaysian Online Journal of Educational Science, 3(3), 40–55.
Corbin, J., & Strauss, A. (1990). Grounded Theory Research : Procedures , Canons , and Evaluative Criteria. Qualitative Sociology, 13(1), 3–21.
Creswell, J. W. (2012). Educational Research (Planning, Conduction And Evaluating Quantitative And Qualitative Research) (4th Ed). Boston: Pearson.
Danisman, S., & Tanisli, D. (2017). Examination of Mathematics Teachers’ Pedagogical Content Knowledge of Probability. Malaysian Online Journal of Educational Sciences, 5(2), 16–34. Retrieved from http://libproxy.library.wmich.edu/login?url=https://search.proquest.com/docview/1913352728?accountid=15099
Elizabeth, A., & Plessis, D. (2019). Barriers to e ff ective management of diversity in classroom contexts : The out-of- fi eld teaching phenomenon. International Journal of Educational Research, 93(November 2017), 136–152. https://doi.org/10.1016/j.ijer.2018.11.002
Faulkner, F. (2016). A CPD Programme for out-of-field mathematics teachers : Programme Outline and Preliminary Evaluations by Participants A CPD Programme for ’ out-of-field ’ mathematics teachers in Ireland : Programme outline and initial evaluations by ... In Science and Mathematics Education Conference, Dublin City University (pp. 1–7).
Kam, K., Chan, H., Hin, B., & Yung, W. (2018). Developing Pedagogical Content Knowledge for Teaching a New Topic : More Than Teaching Experience and Subject Matter Knowledge. Res Sci Educ, 48, 233–265. https://doi.org/10.1007/s11165-016-9567-1
Kementerian Pendidikan Malaysia. (2015). Dokumen Standard Kurikulum dan Pentaksiran. Reka Bentuk dan Teknologi, Tingkatan 2.
Kim, E. (2011). Out-of-field secondary school teachers in Korea : Their realities and implications. KEDI Journal of Educational Policy, 1(8), 29–48.
Kola, A. J., & Sunday, O. S. (2015). A Review of Teacher Self-Efficacy , Pedagogical Content Knowledge ( PCK ) and A Review of Teacher Self-Efficacy , Pedagogical Content Knowledge ( PCK ) and Out-of-Field Teaching : Focussing on Nigerian Teachers. International Journal of Elementary Education, 4(3), 80–85. https://doi.org/10.11648/j.ijeedu.20150403.15
Ma’Rufi, I Ketut Budayasa, & Dwi Juniati. (2018). Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject. Journal of Physics: Conference Series, 954(1), 1–8. https://doi.org/10.1088/1742-6596/954/1/012002
Magnusson, S., Borko, H., & Krajcik, J. S. (1994). Teaching Complex Subject Matter in Science : Insights from an Analysis of Pedagogical Content Knowledge.
McCray, J. S., & Chen, J.-Q. (2012). Pedagogical Content Knowledge for Preschool Mathematics : Construct Validity of a New Teacher Interview. Journal of Research in Childhood Education, 26(3), 291–307. https://doi.org/10.1080/02568543.2012.685123
Merriam, S. B. (2009). Qualitative Research A Guide to Design and Implementation (2nd Ed). San Francisco: Jossey-Bass.
Miles, M. B., & Huberman, A. M. (1994). An Expanded Sourcebook Qualitative Data Analysis (2nd Ed). Sage Publications, Inc.
Mohamad Nurul Azmi Mat Nor, & Nurzatulshima Kamarudin. (2017). Penerapan Kemahiran Berfikir Aras Tinggi ( KBAT ): Kesediaan Guru dalam Pengajaran dan Pembelajaran Reka Bentuk dan Teknologi ( RBT ) di Sekolah Rendah. International Research Journal of Education and Sciences, 1(1), 1–5.
Nixon, R. S., Luft, J. A., & Ross, R. J. (2017). Prevalence and Predictors of Out-of-Field Teaching in the First Five Years. Journal of Research in Science Teaching, 54(9), 1197–1218. https://doi.org/10.1002/tea.21402
Paolini, A. (2015). Enhancing Teaching Effectiveness and Student Learning Outcomes, 15(1), 20–33.
Paolucci, C., & Dwyer, L. M. O. (2017). An examination of the professional development needs of out-of- fi eld mathematics teachers ire Ní Ríord a. Teaching and Teacher Education, 64(2017), 162–174. https://doi.org/10.1016/j.tate.2017.02.001
Pella, S. (2015). Pedagogical Reasoning and Action: Affordances of Practice-Based Teacher Professional Development. Teacher Education Quarterly, (Summer), 81–102.
Plessis, A. E. Du. (2018). The Lived Experience of Out-of-field STEM Teachers : a Quandary for Strategising Quality Teaching in STEM ? Res Sci Educ, (1990).
Rice, A. H., & Kitchel, T. (2017). Shaping Pedagogical Content Knowledge for Experienced Agriculture Teachers in the Plant Sciences : A Grounded Theory. Journal of Agricultural Education, 58(4), 50–64.
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. American Educational Research Association, 15(2), 4–14.
Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Education Review, 57(1), 1–22.
Stake, R. E. (2010). Qualitative Research Studying How Things Work (1st Ed, Vol. 136). New York: The Guilford Press.
Suyanto, S. (2017). A Reflection on the Implementation of A New Curriculum in Indonesia : A Crucial Problem on School Readiness. In The 4th International Conference on Research, Implementation, and Education of Mathematics and Science (Vol. 100008, pp. 1–9). https://doi.org/10.1063/1.4995218
Umi Kalsum Mohd Salleh, & Fonny Hutagalung. (2016). Comparisons of Out of Field and In-Field History Teacher : Teachers ’ and Students ’ Characteristics. Advance Science Letters, 22(8), 1952–1956. https://doi.org/10.1166/asl.2016.7737
Yin, R. K. (2009). Case Study Research Design and Methods (4th Ed). Sage Publications, Inc.
Published
2019-10-22
How to Cite
Masingan, C. and Sharif, S. (2019) “Pengetahuan Pedagogi Kandungan (PPK) Guru Bukan Pengkhususan Reka Bentuk dan Teknologi (RBT) di Sekolah Menengah”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 4(6), pp. 64 - 71. doi: 10.47405/mjssh.v4i6.279.
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