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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| The purpose of this study was to assess and analyse the Pedagogical Content Knowledge (PCK) of novice and experienced Biology teachers. The study examined five components namely, content knowledge, pedagogical knowledge, knowledge of student’s, teacher’s beliefs in the nature of Biology and teaching of Biology. It also aimed to investigate the integration of these components in producing an effective teaching of Biology. Respondents of the study comprised four teachers involving two novice teachers (1-3 years teaching experience) and two experienced teachers (more than 5 years of teaching experience) who were teaching Biology at secondary schools in the district of Rompin, Pahang. This study employed the case study design. The data of this study were analysed thematically with information gathered through semi-structured interview, non-involvement of distant observation and document analysis. This study found that experienced teachers are able to balance PCK components. Experienced teachers deliver content by using various methods and techniques which are catered to the students’ individual differences. At the same time, experienced teachers emphasise the concepts and use more of student-centred strategies to guide and motivate them. Experienced teachers depend on their experience, knowledge and skills to integrate PCK effectively in teaching and learning Biology. The study also found that novice teachers are weak in PCK and are unable to balance the components in PCK. They are not able to deliver the content effectively. The strategies used are also less effective. Novice teachers emphasise less on the content knowledge. The study also found that teachers face difficulties to teach Biology in English. Thus, additional skills such as the ability to communicate in English and computer skills are important to overcome problems related to teachers’ ability in teaching Biology effectively. |
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