Comparison of Pedagogical Content Knowledge between Expert and Novice Lecturers in Teaching and Learning Process

Abstract

This study was conducted to study the differences in the practice level of Pedagogical Content Knowledge (PCK) between expert and novice lecturers in their teaching and learning process based on five components in PCK. The components are knowledge of 1) content, 2) importance of subject, 3) students' difficulty, 4) pedagogy, and 5) evaluation techniques. Eight lecturers were chosen in this study, consisting of four expert lecturers and four novice lecturers from the Faculty of Science in Universiti Teknologi Malaysia. The data were collected through interviews and teaching observation. The interviews were audio recorded, while the lesson observations were conducted using video recording and note taking. The data obtained were analyzed using the content analysis technique. The study found that there are differences between experts and novices lecturers in their knowledge concerning students' difficulties, importance of subject and pedagogy while the expert lecturers are masters in respect of students' difficulties and pedagogy but not concerning the importance of the subject. The results also showed that both expert and novice science lecturers are masters of knowledge concerning content and evaluation techniques.