Facilitating pedagogical content knowledge development through professional development intervention

Abstract

Teacher has main responsibility to accommodate all students and their learning needs in dynamic classroom situations. This goal can be accomplished if teacher can organize high quality teaching practice to support student’s success. So that teachers must be equipped with wide range of knowledge about how particular mathematics topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners. Such knowledge is known as Pedagogical Content Knowledge (PCK). Many studies have proven PCK as professional knowledge that should be acquired by teacher to make effective teaching. Considering its importance, there must be systematic effort to develop pedagogical content knowledge through professional development. Teacher professional development has been used as the most effective approach to promote teacher change. Accordingly, the purpose of this paper is to explore ways to develop PCK in professional development intervention. The method used in this study is literature review. The review revealed that professional development intervention with collaborative-reflective situation such as: lesson study, analysing student’s work, analysing video of classroom practices, or construction of Content of Representation (CoRe) and Pedagogical and Professional Experience Repertoires (PapeRs) – based program, has positive impact to develop teacher’s pedagogical content knowledge.