Technological, Pedagogical, and Content Knowledge of Diploma in Professional Education Graduates Teaching Biology

Autor/inn/en	Loseñara, Jleian Mard; Jugar, Richard R.
Titel	Technological, Pedagogical, and Content Knowledge of Diploma in Professional Education Graduates Teaching Biology
Quelle	In: Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia), 9 (2023) 1, S.1-14 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2442-3750
Schlagwörter	Technological Literacy; Pedagogical Content Knowledge; Biology; Science Instruction; Teacher Attitudes; Instructional Effectiveness; Teacher Competencies; Science Teachers; Faculty Development; Program Design; Career Change; High School Teachers; Foreign Countries; Teacher Characteristics; Teacher Certification; Teacher Qualifications; Professional Education; Philippines + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Unterrichtserfolg; Lehrkunst; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Programme design; Programmaufbau; Programmplanung; Career changes; Berufswechsel; High school; High schools; Oberschule; Ausland; Lehrqualifikation; Berufsausbildung; Philippinen
Abstract	Content, pedagogy, and technology knowledge are central to effective teaching. Moreover, the interaction and integration of these knowledge bases challenge teachers, especially non-teacher education graduates including diploma professional education (DPE) graduates. Utilising adapted instruments, this study investigated the teaching competence of biology teachers who are DPE graduates, specifically their Technological, Pedagogical, Content Knowledge (TPACK) and Biology teaching competence to design a teacher professional development (TPD) programme. Most teachers were BS Nursing graduates with professional teaching licenses and teaching experience ranging from 3 to 10 years. Also, most teachers received between one to five TPDs focused on biology, pedagogy, and technology. Among the TPACK components, the teachers perceived that they were least competent in pedagogical knowledge (PK) and pedagogical content knowledge (PCK). Although the teachers agreed on their perceived overall TPACK competence, there is still an avenue to strengthen their TPACK. Teachers also believed that they were least competent in biological cellular processes. Need-based teacher professional development programmes are recommended to enhance Biology teachers' TPACK, and ultimately, biology education. (As Provided).
Anmerkungen	Department of Biology Education, University of Muhammadiyah Malang. Jl. Raya Tlogomas 246 Malang, East Java, Indonesia 65144. Tel: +62-341-464318 ext 120; e-mail: jpbi@umm.ac.id; e-mail: journal.educationalbiology@gmail.com; Web site: https://ejournal.umm.ac.id/index.php/jpbi/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01