Published date: Jul 03 2024

Journal Title: KnE Social Sciences

Issue title: International Joint Seminar on Education, Social Science and Applied Science (IJESAS)

Pages: 433–447

DOI: 10.18502/kss.v9i19.16532

Yohanes Freadyanus Kasiyohaneskasi@gmail.comDepartment of Fisheries Science, Institut Nasional Flores, Jl. Ahmad Yani, Km.6, Kabupaten Nagekeo, East Nusa Tenggara

Ari WidodoDepartment of Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229 Bandung

Achmad SamsudinDepartment of Physic Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229 Bandung

Riandi RiandiDepartment of Biology Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229 Bandung

German Yohanes SolaDepartment of Agricultural Science, Institut Nasional Flores, Jl. Ahmad Yani, Km.6, Kabupaten Nagekeo, East Nusa Tenggara

Benisius PaoDepartment of Animal Husbandry, Institut Nasional Flores, Jl. Ahmad Yani, Km.6, Kabupaten Nagekeo, East Nusa Tenggara

Pedagogical Content Knowledge (PCK) is the basic skill that represents teacher professionalism and has proven useful for investigations in documenting knowledge that makes a good teacher. Teachers are one of the recognized intellectual actors having a knowledge base and set of skills developed during their teaching activities, to produce competent and highly competitive human resources in dealing with the currents of globalization, accompanied by increasingly sophisticated technological development. This research aims to see, historically, the birth of PCK and the growth and development of research on PCK. The method used is a documentary study by analyzing documents, both journals and books that discuss the results of PCK research. The analysis shows that when PCK research began to grow and develop, there were differences in the term PCK. There was a pattern of change in PCK research, a fundamental change in PCK knowledge by integrating technology into it (TPACK). It can be summarized that the future PCK research is directed to PCK improvement strategies for preservice and in-service teachers, as well as training teachers to be able to integrate technology in classroom learning (TPACK).

Keywords: birth, growth, development, pedagogical content knowledge (PCK)

[1] Ufnar VL, Shepherd JA. “The scientist in the classroom partnership program: An innovative teacher professional development model.” Prof Dev Educ. 2018;45(4):642–58.

[2] Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, et al. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci USA. 2014 Jun;111(23):8410–5.

[3] Snoek H, Knezic D, Van Den Berg E, Emmelot Y, Heyma A, Sligte HM. “Impact of in-service Master of Education programmes on teachers and their working environment.” Eur J Teach Educ. 2018;41(5):620–37.

[4] NRC. National Science Education Standards., 1996.

[5] Shulman L. Knowledge and teaching: Foundations of the New Reform. Harv Educ Rev. 1987;57(1):1–23.

[6] Grossman MA, Pamela L, Comeaux. “The making of a teacher: Teacher knowledge and teacher education.” Journal of Teacher Education. pp. 379–382, 1990.

[7] Marks R. Pedagogical content knowledge: From a mathematical case to a modified conception. J Teach Educ. 1990;41(3):3–11.

[8] Morine-Dershimer G, Kent T. The complex nature and sources of teachers’ pedagogical knowledge. Examining Pedagogical Content Knowledge; 1999. pp. 21– 50.

[9] Magnusson HS, Krajcik J, Borko. “Nature, sources, and development of pedagogical content knowledge for science teaching. Examining Pedagogical Content Knowledge; 1999. pp. 95–132.

[10] Loughran PJ, Gunstone R, Berry A, Milroy P, Mulhall. “Developing an understanding of science teachers’ pedagogical content knowledge.” Annual meeting of the National Association for Research in Science Teaching. p. 2000.

[11] Pierson ME. “Technology integration practice as a function of pedagogical expertise.” (2001). https://doi.org/10.1080/08886504.2001.10782325.

[12] Mishra MJ, Koehler P, “Technological pedagogical content knowledge: A framework for teacher knowledge”. Teach Coll Rec. 2006;108(6):1017–54.

[13] Helms LJ, Stokes. “A meeting of minds around pedagogical content knowledge: Designing an international Pck summit for professional, community, and field development.” p. 2013.

[14] De Jong NO, Van Driel JH, Verloop. “Preservice teachers’ pedagogical content knowledge of using particle models in teaching chemistry”. J Res Sci Teach. 2005;42(8):947–64.

[15] Anwar A, Widodo Y, Rustaman N. “Kemampuan Pedagogical Content Knowledge Guru Biologi Yang Berpengalaman Dan Yang Belum Berpengalaman.” Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam. 2014;19(1):69.

[16] Jin WX, Li T, Meirink J, Van des Want A, Admiraal. “Learning from novice–expert interaction in teachers’ continuing professional development,”. Prof Dev Educ. 2019;:1–18.

[17] Yulisman CI, Widodo H, Riandi A, Nurina R. “Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK”. Jurnal Pendidikan Biologi Indonesia. 2019;5(2):185–96.