Exploring the Issue of content, pedagogical and technological knowledge among preschool teachers

Chee, Jain; Mariani, M.N.; Othman, Abdul Jalil; Mashitah, M.R. Nor

International Journal of Advanced and Applied Sciences

Int. j. adv. appl. sci.

EISSN: 2313-3724

Print ISSN: 2313-626X

Volume 4, Issue 3 (March 2017), Pages: 130-136

Title: Exploring the issue of content, pedagogical and technological knowledge among preschool teachers

Author(s): Jain Chee ^1,*, M.N. Mariani ¹, Abdul Jalil Othman ¹, M.R. Nor Mashitah ²

Affiliation(s):

¹Faculty of Education, University of Malaya, 50603 Kuala Lumpur, Malaysia
²Department of Early Childhood and Education, Faculty of Education and Human Development, Sultan Idris Education University, Perak, Malaysia

https://doi.org/10.21833/ijaas.2017.03.020

Full Text - PDF XML

Abstract:

The study aimed to explore the Technological Pedagogical Content Knowledge (TPACK) of preschool teachers towards preparing pupils to Year One. The main aspect being explored is the Content Knowledge (CK), Pedagogical Knowledge (PK) and Technological Knowledge (TK) by investigating understanding, transforming and classroom teaching practice in preschool. The design of this study was a case study with four preschool teachers was selected as the research participants. Data were collected in the form of interviews, teaching observation and document analysis in duration of six months. The main interview was held six times, pre and post-teaching interviews held during the teaching processes and the critical incident interviews held once. While, teaching observation was held five times. All interviews were audio and video recorded while field notes were used to record teaching observations. Analysis of the content of the document based on the purpose of the study. Data was analyzed based on previous research. Validity and reliability based on triangulation method, pilot study, research participants’ validation, Cohen Kappa Index Scale and the duration of the study. The study found, research participants do not have extensive knowledge and understanding of curriculum content and technology of teaching. However, research participants have very good knowledge and understanding of pedagogy. While, the teachers emphasized on teaching planning and preparation of lesson plans while the implementation of teaching more focused on skills in reading, writing and mathematics to prepare pupils to Year One, compare to teaching activities to produce balance humanism in terms of physically, mentally, emotionally, spiritual and personality.

This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

Keywords: Preschool teacher, Content knowledge, Pedagogical knowledge, Technological knowledge

Article History: Received 2 November 2016, Received in revised form 21 January 2017, Accepted 25 January 2017

Digital Object Identifier:

https://doi.org/10.21833/ijaas.2017.03.020

Citation:

Chee J, Mariani MN, Othman AJ, and Nor Mashitah MR (2017). Exploring the issue of content, pedagogical and technological knowledge among preschool teachers. International Journal of Advanced and Applied Sciences, 4(3): 130-136

http://www.science-gate.com/IJAAS/V4I3/Chee.html

References:

Anderson RH and Pavan BN (1998). Nongradedness: Helping it to happen. Technomic Publishing, Pennsylvania, USA.

Bates AW (2000). Managing technological change: Strategies for college and university leaders. Jossey-Bass Inc. Publishers, San Francisco, USA.

Bonner PS (2001). The influence of secondary science teachers' pedagogical content knowledge, educational beliefs and perceptions of the curriculum on implementation and science reform. Ph.D. Thesis, University of Connecticut, USA.

Grossman PL (1990). The making of a teacher: Teacher knowledge and teacher education. Teachers College Press, New York, USA.

Hannafin RD (1999). Can teachers' attitudes about learning be changed?. Journal of Computing in Teacher Education, 15(2): 7-13.

Hasniza N (2014). Pre-service teachers' TPACK and experience of ICT integration in schools in Malaysia and New Zealand. Ph.D. Dissertation, University of Canterbury, New Zealand.

Kelly C (2007). Student's perceptions of effective clinical teaching revisited. Nurse Education Today, 27(8): 885-892. https://doi.org/10.1016/j.nedt.2006.12.005 PMid:17321013

Koehler MJ and Mishra P (2009). What is technological pedagogical content knowledge?. Contemporary Issues in Technology and Teacher Education, 9(1): 60-70.

Kreber C and Cranton PA (2000). Exploring the scholarship of teaching. Journal of Higher Education, 7(14): 476-495. https://doi.org/10.2307/2649149

Lim CP (2007). Effective integration of ICT in Singapore schools: Pedagogical and policy implications. Educational Technology Research and Development, 55(1): 83-116. https://doi.org/10.1007/s11423-006-9025-2

McDiarmid GW, Ball DL and Anderson CA (1989). Why saying one chapter ahead doesn't really work: Subject-specific pedagogy. Reynolds DM (Ed.), Knowledge Base for the beginning teacher: 1-28. Pergamon, Oxford, UK.

McIntyre D (1990). Ideas and principles guiding the internship scheme. In: Benton P (Ed.), The Oxford Internship Scheme: Integration and Partnership in Initial Teacher Education: 17-33. Calouste Gulbenskin Foundation, London, England.

Miles HB and Huberman AM (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications, California, USA.

Mishra P and Koehler MJ (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6): 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

MOE (2010). National standard preschool curriculum. Department of Curriculum Developing. Ministry of Education, Kuala Lumpur, Malaysia.

MOE (2012). School Inspectorate and Quality Assurance (SIQA) of National Preschool Teaching Report. Ministry of Education, Kuala Lumpur, Malaysia.

MOE (2013). School Inspectorate and Quality Assurance (SIQA) of National Preschool Teaching Report. Ministry of Education, Kuala Lumpur, Malaysia.

Piaget J (1952). The origins of intellect. International University Press, New York, USA.

Rozaiman M, Zamri M, Noor IMT, and Haron AR (2016). Pengetahuan teknologikal pedagogikal kandungan kesusasteraan melayu: peranan guru sastera dalam SPN 21 [Technological pedagogical content knowledge in Malay literature: The roles of Malay literature teachers in SPN 21]. Jurnal Pendidikan Bahasa Melayu [Malay Language Journal Education], 1(2): 85-98.

Sandra R, Abu BN and Norlidah A (2013). Penggunaan ICT merentas Kurikulum Standard Prasekolah Kebangsaan (KSPK): Tinjauan di prasekolah Kementerian Pelajaran Malaysia. Jurnal Kurikulum and Pengajaran Asia Pasifik, 1(4): 12-20.

Schempp P, Manross D and Tan S (1998). Subject expertise and teachers' knowledge. Journal of Teaching in Physical Education, 17(3): 342-356. https://doi.org/10.1123/jtpe.17.3.342

Shulman LS (1986). Those who understand teach: Knowledge growth in teaching. Educational Researcher, 15(2): 4-14. https://doi.org/10.3102/0013189X015002004

Shulman LS (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1): 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411

Shulman LS (1992). Ways of seeing, ways of knowing ways of teaching, ways of learning about teaching. Journal of Curriculum Studies, 23(5): 393-396. https://doi.org/10.1080/0022027910230501

Siti HN (2012). Kajian kes terhadap amalan pengetahuan teknologi pedagogi dan kandungan (PTPK) guru fizik Johor Bahru. Ph.D. Dissertation, Universiti Teknologi Malaysia, Johor, Malaysia.

Smith C (2010). Mathematics in early childhood: An investigation of mathematics skill in preschool and kindergarten students. Ph.D. Thesis, Alfred University, New York, USA.

Usiskin Z (2002). Teachers need a special type of content knowledge. ENC Focus, 9(3): 14-15.

Whitehead BM, Jensen DFN and Boschee F (2013). Planning for technology: A guide for school administrators, technology coordinators, and curriculum leaders. Corwin Press, California, USA.

Yin RK (2003). Case study research: Design and methods. SAGE Publications, California, USA.