Abstract
Professional teachers need to be skilled in planning their lesson. One of the activities to plan the lesson is analyzing the competence and teaching material demanded by the curriculum. This article aims to describe the Indonesian pre-service mathematics teachers’ skills in analyzing junior high school mathematics competence. The analysis is important to prepare the appropriate material for their students. This is qualitative research involving 26 pre-service teachers enrolled in the subject of Curriculum Analysis for Junior High School. First, they were assigned to analyze a given basic competence and were then challenged to select the appropriate materials and the indicators when the competence achieved according to Bloom taxonomy. Surprisingly, though there are many reference books available for sources of analysis, the teacher candidates found some difficulties in arranging the topics and composing the appropriate indicators. Some errors found such as the use of unmeasurable verbs, unclear activities, and illogical-irrelevant topics.
Highlights
The government of Indonesia set some indicators of professionalism for teachers
This paper is concerned with how the preservice mathematics teachers master the subject knowledge and, how they prepare their materials in a systematical way
The details of the workshop agenda are: (1) Introduction to curriculum analysis and the document products; (2) Analysis of the graduate competence standard; (3) Developing factual, conceptual, procedural, and metacognitive knowledge; (4) Introduction to Bloom taxonomy and analysis of the mathematics basic competences for junior high school; (5) Reviewing and selecting teaching materials related to certain basic competence; (6) Developing the indicators of competence achievement; and (7) Constructing learning objectives
Summary
Mastering subject knowledge and teaching methodology are two among them (Thair & Treagust, 2003; Sari, 2012). This paper is concerned with how the preservice mathematics teachers master the subject knowledge and, how they prepare their materials in a systematical way. As suggested by the curriculum, the learning process has to facilitate the students to achieve competence at the end of the learning process. A professional teacher needs to be able to analyze the demand of the curriculum as articulated in the basic competences. The teacher needs to know what the students are expected to achieve before planning the material, method, and assessment (Courey et al, 2013)
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