Abstract
An Islamic Education Excellent Teacher’s (IEET) expertise can be assessed through his teaching techniques. An IEET usually possesses strong Pedagogical Content Knowledge. This study was carried out to investigate an IEET’s interest and knowledge of pedagogical content in teaching Islamic Education Religious Practices subject. This study used a qualitative approach to the framework of the case study. The subject of the study is a DG 44 graded IEET with 10 years’ experience in teaching Islamic Education. The findings show that the IEET applied all three approaches: student-centered, teacher-centered, and resource/material-centered, but mainly applied the student-centered approach. These findings are in accordance with the features of religious teaching which emphasizes on practice and on the practical aspect. In conclusion, the teaching of the IEET utilizes various teaching approaches, methods and techniques in planning the effective teaching of religious practices. DOI: 10.5901/mjss.2014.v5n16p239
Highlights
IbnuKhaldun (2000) menyatakan profesion sebagai guru adalah satu keahlian, apabila seseorang guru menguasai pengetahuan kandungan dengan baik, guru tersebut akan memahami semua prinsip dasar ilmu tersebut.The study on effective teaching by excellent teachers had been widely discussed by (Smith 2005), Mohd Kassim (2010), Ahmad Yunus (2011), Creasy et al (2011), Ab
The teaching methods of an excellent teacher is usually closely related to the practice of teaching, in relation to the Pedagogical Content Knowledge, that is, “how to teach specific content in specific contexts” which is a key competency to be mastered by a teacher (Mohd Sani, 2006; Mohd Kassim, 2010; Caspersen, 2013), in producing quality teaching (Mellado et al, 1998; Darling-Hammond & Baratz-Snowden, 2005; Hill et al, 2008; Schneider & Plasman, 2011)
Pedagogical Content Knowledge (PCK) is knowledge which is unique to the teacher combining pedagogical knowledge and content knowledge (Shulman, 1986 & 1987)
Summary
IbnuKhaldun (2000) menyatakan profesion sebagai guru adalah satu keahlian, apabila seseorang guru menguasai pengetahuan kandungan dengan baik, guru tersebut akan memahami semua prinsip dasar ilmu tersebut.The study on effective teaching by excellent teachers had been widely discussed by (Smith 2005), Mohd Kassim (2010), Ahmad Yunus (2011), Creasy et al (2011), Ab. The teaching methods of an excellent teacher is usually closely related to the practice of teaching, in relation to the Pedagogical Content Knowledge, that is, “how to teach specific content in specific contexts” which is a key competency to be mastered by a teacher (Mohd Sani, 2006; Mohd Kassim, 2010; Caspersen, 2013), in producing quality teaching (Mellado et al, 1998; Darling-Hammond & Baratz-Snowden, 2005; Hill et al, 2008; Schneider & Plasman, 2011). Pedagogical Content Knowledge (PCK) is knowledge which is unique to the teacher combining pedagogical knowledge and content knowledge (Shulman, 1986 & 1987) These two factors’ intergration helps teachers to understand how teaching is planned and delivered taking into account the diversity of students and involving them in the most optimal manner The PCK is what differentiates a teacher in a particular field from an expert in that field (Cochran et al, 1993)
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