Determination and Comparison Pedagogical Content Knowledge of Pre-Service and In-Service Elementary School Teachers in Mathematics

Authors

  • Yurniwati Yurniwati Universitas Negeri Jakarta
  • Cecep Kustandi Universitas Negeri Jakarta

DOI:

https://doi.org/10.33423/jhetp.v22i4.5161

Keywords:

higher education, pedagogical content knowledge, pre-service teacher, in-service teacher, mathematics

Abstract

The research investigates and compares pedagogical content knowledge of pre-service and in-service elementary school teachers in mathematics. The study used a quantitative method design, and the participants were 96 pre-service teachers and 80 in-service elementary school teachers. The data collected by questionnaires using 5-point Likers scala consists of content knowledge, pedagogical knowledge, and pedagogical content knowledge. The data is analyzed using a one-way ANOVA and MANOVA. The results showed that pre-service and in-service teachers showed higher levels of pedagogical content knowledge. Teachers in services scored higher in pedagogical content knowledge than pre-service teachers significantly. In-service teachers have higher scores in each of the components. Pre-service teachers have higher scores in pedagogical knowledge and pedagogical content knowledge except for content knowledge. Teacher educators need to pay attention to increased pre-service content knowledge and activating preservice teachers in elementary school as co-teacher. In-service teachers can improve their skills through educational seminars and webinars online that do not interfere with teaching time.

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Published

2022-05-11

How to Cite

Yurniwati, Y., & Kustandi, C. (2022). Determination and Comparison Pedagogical Content Knowledge of Pre-Service and In-Service Elementary School Teachers in Mathematics . Journal of Higher Education Theory and Practice, 22(4). https://doi.org/10.33423/jhetp.v22i4.5161

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Section

Articles