Abstract
Since the introduction by Shulman in the early 1980s, Pedagogical Content Knowledge (PCK) has been identified as a key teachers’ knowledge that influence teachers’ classroom activity. The identification of this particular type of knowledge developed awareness that the improvement of teachers’ competencies should take the teachers’ PCK into account. If the teachers’ classroom activities need to be improved, the professional development programs should also aware of the teachers’ knowledge and beliefs related to their daily classroom practices. This research was aiming at developing a teacher professional development model with the development of PCK as a main improvement indicator. The research implemented Design Research method. The participants of the research were science teachers and mathematics teachers of Junior High School in Yogyakarta participating in the STEM approach project. The data collected during the processes of preparation, implementation, and evaluation-reflection of the implementation of STEM approach through interviews, focus discussion group, and questionnaires. The research resulted a model of teachers’ professional development program that focuses not only on the teachers competencies but also the teachers’ knowledge that drive their activities in the classroom. One of the main features of the model is on its time allocation dedicated for teachers to be aware of their value and knowledge system and to reflect on the extent to which their value and knowledge system influence their teaching practices.
Highlights
The government and several parties have made efforts to improve teacher competence through various means
This research was aiming at developing a teacher professional development model with the development of Pedagogical Content Knowledge (PCK) as a main improvement indicator
One of the main features of the model is on its time allocation dedicated for teachers to be aware of their value and knowledge system and to reflect on the extent to which their value and knowledge system influence their teaching practices
Summary
The government and several parties have made efforts to improve teacher competence through various means. The effort is based on the belief that increasing teacher competence is a necessity to improve the quality of learning in schools. This belief is supported by the results of the research of Hattie (2006) which shows that teachers have a contribution of 30% to the success of student learning [1]. The PISA test results shows that the learning achievements of Indonesian school students are still low compared to their peers' achievements in various countries [2]. This is an indicator that the quality of learning in Indonesian schools is still low. The current teacher professional development need to be improve, there is a needs for new ways in efforts to improve teacher competency
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