Developing an Instrument to Measure Pedagogical Content Knowledge Using an Action Learning Method
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| Title: | Developing an Instrument to Measure Pedagogical Content Knowledge Using an Action Learning Method |
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| Language: | English |
| Authors: | Alimuddin, Zulfikar, Tjakraatmadja, Jaan Hidajat, Ghazali, Achmad |
| Source: | International Journal of Instruction. Jan 2020 13(1):425-444. |
| Availability: | International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Pedagogical Content Knowledge, Measures (Individuals), Teacher Characteristics, Experiential Learning, Test Reliability, Test Construction, Foreign Countries |
| Geographic Terms: | Indonesia |
| ISSN: | 1694-609X |
| Abstract: | Pedagogical content knowledge (PCK) is a category of teachers' knowledge that encompasses knowledge used by teachers to successfully deliver subject materials to students in classroom practice. To examine the extent to which teachers have developed their PCK and how they could improve, they need a tool to measure such a concept. This study, therefore, aimed to provide an instrument which can be used as a reference to measure teachers' PCK from a general perspective. This study constructed an instrument which consists of open-ended questions, exemplary answers and a five-level rubric. The instrument uses action learning and PCK as the foundation concept in its development. The instrument was developed based on Watkins and Marsick's continuous learning model and Morine-Dershimer and Kent's interpretation of PCK. Validation of the instrument content was conducted by experts in the education field. Test--retest reliability was carried out to examine the reliability. A Wilcoxon signed-ranking analysis indicated that pretest and post-test answers to the questions show no significant differences, which indicates that the instrument is reliable for use. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1239308 |
| Database: | ERIC |
| Abstract: | Pedagogical content knowledge (PCK) is a category of teachers' knowledge that encompasses knowledge used by teachers to successfully deliver subject materials to students in classroom practice. To examine the extent to which teachers have developed their PCK and how they could improve, they need a tool to measure such a concept. This study, therefore, aimed to provide an instrument which can be used as a reference to measure teachers' PCK from a general perspective. This study constructed an instrument which consists of open-ended questions, exemplary answers and a five-level rubric. The instrument uses action learning and PCK as the foundation concept in its development. The instrument was developed based on Watkins and Marsick's continuous learning model and Morine-Dershimer and Kent's interpretation of PCK. Validation of the instrument content was conducted by experts in the education field. Test--retest reliability was carried out to examine the reliability. A Wilcoxon signed-ranking analysis indicated that pretest and post-test answers to the questions show no significant differences, which indicates that the instrument is reliable for use. |
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| ISSN: | 1694-609X |
