YOGYAKARTA (INDONESIA) EFL TEACHERS’ CONCEPTUALIZATION OF PEDAGOGICAL CONTENT KNOWLEDGE IN THEIR INSTRUCTIONAL CURRICULUM DESIGN AND PRACTICES

Triastuti, Anita (2016) YOGYAKARTA (INDONESIA) EFL TEACHERS’ CONCEPTUALIZATION OF PEDAGOGICAL CONTENT KNOWLEDGE IN THEIR INSTRUCTIONAL CURRICULUM DESIGN AND PRACTICES. In: The 61 TEFLIN International Conference, UNS Solo 2014, 2014, Universitas Sebelas Maret.

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    Abstract

    The evolving demand of teachers as effective curriculum practitioners and adapters has put the centrality of teacher knowledge in the dynamic system of instructional curriculum development. This study is aimed at exploring the development of Yogyakarta (Indonesia) EFL teachers’ conceptualization of pedagogical content knowledge (PCK) in their instructional curriculum design and practices. Within Shulman’s (1986, 1987) conception of PCK, Graves’ (2000) framework of instructional design processes and Graves (2008) model of a dynamic system of curriculum development, the primary investigation of the research focuses on how, and in what forms teachers’ understanding of content/subject matter representations is transformed into teachable instructional design and learnable instructional practices for a specific group of learners in particular socioeducational contexts. Multiple case study with purposive within- and multiple-case sampling techniques (Miles & Huberman, 1994) is employed to select six teachers; three of each represent experienced and inexperienced teachers of public junior high schools in Yogyakarta. The qualitative data are obtained from instructional document assessments, post-lesson reflections, semi-structured interviews, stimulated-recall interviews, and classroom observations. The preliminary research findings taken from instructional classroom observations are to primarily specify the development of teachers’ PCK in enacting their instructional curriculum. The identification of potential pitfalls of teachers’ classroom transformations to enhance student learning is beneficial to formulate more concrete strategies to help teachers improve their knowledge conceptualization for their instructional purposes. Keywords: PCK, conceptualization of knowledge, instructional curriculum, instructional design, and instructional practices

    Item Type: Conference or Workshop Item (Paper)
    Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
    Divisions: UNSPECIFIED
    Depositing User: satria mahendra
    Date Deposited: 22 May 2016 09:32
    Last Modified: 22 May 2016 09:32
    URI: https://eprints.uns.ac.id/id/eprint/26282

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