Treffer: Technological, Pedagogical, and Content Knowledge of Diploma in Professional Education Graduates Teaching Biology

Title:
Technological, Pedagogical, and Content Knowledge of Diploma in Professional Education Graduates Teaching Biology
Language:
English
Authors:
Loseñara, Jleian Mard, Jugar, Richard R.
Source:
Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia). 2023 9(1):1-14.
Availability:
Department of Biology Education, University of Muhammadiyah Malang. Jl. Raya Tlogomas 246 Malang, East Java, Indonesia 65144. Tel: +62-341-464318 ext 120; e-mail: jpbi@umm.ac.id; e-mail: journal.educationalbiology@gmail.com; Web site: https://ejournal.umm.ac.id/index.php/jpbi/index
Peer Reviewed:
Y
Page Count:
14
Publication Date:
2023
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
High Schools
Secondary Education
Descriptors:
Technological Literacy, Pedagogical Content Knowledge, Biology, Science Instruction, Teacher Attitudes, Instructional Effectiveness, Teacher Competencies, Science Teachers, Faculty Development, Program Design, Career Change, High School Teachers, Foreign Countries, Teacher Characteristics, Teacher Certification, Teacher Qualifications, Professional Education
Geographic Terms:
Philippines
ISSN:
2442-3750
2527-6204
Entry Date:
2023
Accession Number:
EJ1386953
Database:
ERIC

Weitere Informationen

Content, pedagogy, and technology knowledge are central to effective teaching. Moreover, the interaction and integration of these knowledge bases challenge teachers, especially non-teacher education graduates including diploma professional education (DPE) graduates. Utilising adapted instruments, this study investigated the teaching competence of biology teachers who are DPE graduates, specifically their Technological, Pedagogical, Content Knowledge (TPACK) and Biology teaching competence to design a teacher professional development (TPD) programme. Most teachers were BS Nursing graduates with professional teaching licenses and teaching experience ranging from 3 to 10 years. Also, most teachers received between one to five TPDs focused on biology, pedagogy, and technology. Among the TPACK components, the teachers perceived that they were least competent in pedagogical knowledge (PK) and pedagogical content knowledge (PCK). Although the teachers agreed on their perceived overall TPACK competence, there is still an avenue to strengthen their TPACK. Teachers also believed that they were least competent in biological cellular processes. Need-based teacher professional development programmes are recommended to enhance Biology teachers' TPACK, and ultimately, biology education.

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