Abstract
The study aimed to analyze the development of biology teachers’ Technological Pedagogical Content Knowledge (TPACK) in lesson study and to describe the role of the observer in developing teacher’s TPACK during the activity. The lesson study was carried out in two from, school-based lesson study and biology teacher association based lesson study. The method used in the study was descriptive involved teachers in one school located in Bandung and member of biology teacher association in West Bandung District West Java, Indonesia. The development of TPACK was focused on five components; they are: learning objective, concept, pedagogy, evaluation, and technology. The information of teachers’ TPACK was gain from CoRe + technology, and the result was categorized in pre, growing, and maturing TPACK. The study revealed that the teachers’ TPACK in school-based lesson study was more in the aspect of pedagogical knowledge meanwhile teacher TPACK in biology association lesson study improved their TPACK in pedagogical knowledge, content knowledge, and technological knowledge. The development of teachers’ TPACK was varied for each indicator from pra to maturing and from growing to maturing. The overall result, the development of teachers’ TPACK in the two types of lesson study (school-based lesson study and Biology association lesson study) was more to the pedagogical aspect. The research suggests that teacher association based lesson study is more useful to develop teacher TPCAK than school-based lesson study, and the role of the observer is essential in developing teacher TPACK.Â
Highlights
Teachers are professionals who have an essential role in shaping society to be more competitive
According to Schulman (1986), Pedagogical Content Knowledge (PCK) consisted of two aspects, content and knowledge (CK) that covers knowledge of the concept, theory, idea, thinking framework, the method of proven and the proof
We analyze teachers Technological Pedagogical Content Knowledge (TPACK) in 3 learning of school-based lesson study and six learning of biology teachers association
Summary
Teachers are professionals who have an essential role in shaping society to be more competitive. The teacher should be able to use better technology to accompany the development of biology teaching, which appropriates with the improvement of the digital era and students’ characteristics. Many strategies have been done to improve teachers’ professional development, including the use of technology in teaching. The implementation of the lesson plan was carried out in the “do” step In this stage, one teacher provides the teaching known as teacher model and other teachers becoming an observer for students’ learning. Rukayadi / JPII 8 (2) (2019) 201-210 203 promote several advantages of lesson study, they are: (a) help to teacher to observe and criticize their learning; (b) help teacher to strengthen the content including the scope and the curricular sequence; (c) strengthen teachers’ collaboration in their teaching; and (d) improve teachers’ competence which promotes students’ achievement. The study identifies the role of the observer in the lesson study related to teachers’ TPACK development
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