Revitalization of Teacher Character Through Pedagogical Content Knowledge

Abstract
Character education becomes a necessity because education not only makes students intelligent minds but also emotionally intelligent. Character formation in learners can only be done by teachers who character as well. The character teacher always strives and strives to develop the potential of her intelligence to improve the learning process in her classroom by integrating content, pedagogy and moral values. This integration is encapsulated in Pedagogical Content Knowledge (PCK). PCK is an integrated collection of knowledge, concepts, strategies, and values that teachers develop in teaching situations. The ability of PCK teachers and prospective teachers will progress, through the stages of PCK Pre, Growing PCK, and Maturing PCK. These developments are different for each individual, some are growing quite rapidly and some are not. Some of the factors that influence the development include the role of teachers or lecturers who provide inspiration for prospective teachers, the ability and internal motivation of teachers and prospective teachers, teacher assistance guardian and lecturers and the frequency of teaching. To facilitate the development of prospective teacher PCK’s, the teacher education model needs to be graded and structured in advance to provide experience to prospective teachers to interact and gain experience in school, IE by observation stage, preparing lesson plans with teachers, Co-teaching, and Real teaching.

Keywords: Character education, Pedagogical Content Knowledge, Pre PCK, Growing PCK, Maturing PCK

dapat diakses di: http://iiste.org/Journals/index.php/JEP/article/view/41612

Hypothetical Model to Developing Pedagogical Content Knowledge (PCK) Prospective Biology Teachers in Consecutive Approach

https://www.ijsr.net/archive/v3i12/U1VCMTQyNTU=.pdf

Abstract: PCK is the important knowledge to develop professional skills of teachers and prospective teachers. The aims of study is to describe development Pedagogical Content Knowledge (PCK) teacher biology candidates in education program through consecutive approach. The prospective teacher in a consecutive program participants Professional Teacher Education (PPG) biologists who are alumni S1 biology. The development of PCK investigated for one year through the matriculation stage, workshops, peer teaching, and practice teaching, by using longitudinal study. Data was measured by cores and papers and the result was interviewing. As additional data implementation of learning by teacher candidates are also observed. The data were obtained through Core and papers the material transport of substances, were analyzed by using qualitative and quantitative descriptive using Concurrent triangulation design). Capability of PCK prospective biology teacher gradually increased from time to time, from pre PCK becomes Growing PCK. From these results it can be determined that the model is effective to improve PCK prospective teachers, model of teacher education candidates need to be gradual and structured early experience to prospective teachers to interact and gain experience in a school, for example, with the observation stage, preparing lesson plans with the teachers, co-teaching, and real teaching Through early recognition since the beginning of the teacher candidate already has knowledge of the school and students as well as other matters related to the teacher's task.

Keywords: Biology Teacher Education, Pedagogical Content Knowledge (PCK), Education Teachers consecutive, Biology Teacher Candidates