Pengetahuan kandungan dan pedagogi guru pendidikan moral tingkatan empat di sebuah sekolah = Content and pedagogical knowledge of form four moral teachers in a school

Che Abd. Rahman, Abd. Shatar (2007) Pengetahuan kandungan dan pedagogi guru pendidikan moral tingkatan empat di sebuah sekolah = Content and pedagogical knowledge of form four moral teachers in a school. PhD thesis, University of Malaya.

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The purpose of this study, which is to examine the pedagogical content knowledge of Form Four Moral Teachers in a school towards creating a Whole Child Model. The main aspect explored is the content and pedagogical knowledge through inquiring the participants’ understanding of the changes made in form four moral curriculum specification (called Huraian Sukatan Pelajaran or HSP), method used to transform this understanding into lesson plans and classroom teaching practice. This is a qualitative research case study. Three moral teachers were choose through purposive sampling as participants. Collection of the data was done through interviews, teaching observation and even collecting and analyzing documents for 4 months (January – April 2004). The main interview was held twice, besides pre and post-teaching interviews. The first interview was done to inquire the background information of the participants and their understanding of the HSP. The second interview however is to get the response of the participant towards questions regarding the 12 critical incidents. All the critical incidents were based on issues or real episodes of occurrences during the teaching and learning processes. Pre and post-teaching interviews were held to obtain more information regarding a lesson through observation. This interview was audio recorded while the observation of lesson was done by note-taking along with audio recording. The video recording, for the two observations were done at the end of the lesson. Through the first phase of all analysis, the audio and video recording were transcribed. All the data were then analyzed using TextSTAT version 1.52 computer software. The analysis of the data during the last phase was done manually based on the themes, which was formed by the research questions. The findings of this study show that participants’ knowledge on moral concepts, values, subject contents and learning outcomes are not in accordance with the revised Form Four Moral Curricullum Specifications. They are found to be confused between values and teaching topics which in turn, affects the subject contents and learning outcomes. The findings also show that participants use only value inculcation approach and teachercentred teaching and learning techniques. The focus on teaching is more towards examination-oriented and less on the emphasis on balanced moral dimension. The underlining implication is that the Whole Child Model seize to become a reality thus, remains rhetorical in nature. Thus, curriculum change or review, by exposing all the teachers involved in both domains of knowledge namely content and pedagogical knowledge, need to be streamlined.

Item Type: Thesis (PhD)
Uncontrolled Keywords: Form Four Moral Teachers, School Teaching, Pedagogical content knowledge, Whole Child Model
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Date Deposited: 19 Jul 2013 04:15
Last Modified: 19 Jul 2013 04:15

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