1. PEDAGOGICAL
CONTENT
KNOWLEDGE

2. LEARNING OUTCOMES:
At the end of the module, participants
should be able to:
 explain about teaching knowledge base
 define pedagogy in relation to subject
matter
 illustrate pedagogical content knowledge
PEDAGOGICAL CONTENT
KNOWLEDGE

3.  PCK has attempted to address the
question of how new lecturers learn to
teach subjects that they already know or
are in the process of acquiring
IMPORTANCE OF
PEDAGOGICAL CONTENT
KNOWLEDGE
 PEDAGOGI KNOWLEDGE :
General Pedagogy-body language, instrumentation,
Content Pedagogy-subject expert + pedagogy skills

4. TEACHING KNOWLEDGE
BASE
 1 SELF KNOWLEDGE AS TEACHER-
 2 KNOWLEDGE OF STUDENT -
 3 KNOWLEDGE OF EDUCATION -
 4 KNOWLEDGE OF GENERAL PEDAGOGY-
 5 KNOWLEDGE OF PEDAGOGY’S CONTENT-
 6 KNOWLEDGE OF THE CURRICULUM-
 7 KNOWLEDGE OF EDUCATIONAL ENDS-
 8 KNOWLEDGE OF CONTENT PER-SE
Lee Shulman (1987) Hanipah (2004)

5. ACTIVITY 1
TELL YOUR GROUP
WHAT DO YOU KNOW
ABOUT (30 MINUTS)
TEACHING
KNOWLEDGE
BASE?

6.  EXPLAIN TO YOUR GROUP WHAT YOU
KNOW ABOUT
TEACHING KNOWLEDGE
BASE
PEDAGOGICAL CONTENT
KNOWLEDGE

7. PEDAGOGY
From education point of view,
Pedagogy is a SYSTEMATIC STUDY
about SCIENCE OF TEACHING
AND LEARNING. It is about how
knowledge be organize
EFFECTIVELY and used in order to
implement curriculum…..
 Lee Shulman (1987) Hanipah (2004)
 LINK TO FILE NOTES

8.  "Pedagogical Content
Knowledge (PCK) identifies
the distinctive bodies of
knowledge for teaching.
Cont…
PEDAGOGICAL CONTENT
KNOWLEDGE

9.  It represents the blending of
content and pedagogy into an
understanding of how particular
topics, problems or issues are
organized, represented, and
adapted to the diverse interests
and abilities of learners, and
presented for instruction.
Cont…
PEDAGOGICAL CONTENT
KNOWLEDGE

10.  Pedagogical content
knowledge is the category
most likely to distinguish the
understanding of the content
specialist from that of the
pedagogue"
(Shulman, 1987, p. 4).
PEDAGOGICAL CONTENT
KNOWLEDGE

11. Relationship between the four general areas of
teacher knowledge
(Wilson, Shulman, & Richert, 1987, p. 118).

12. General
Taxonomy
of
Pedagogical
Content
Knowledge

13. ACTIVITY 2
(30 MINUTES)
IN YOUR OWN FIGURE, EXPLAIN
WHAT IS PEDAGOGICAL
CONTENT KNOWLEDGE
AND PRESENT TO THE GROUP

14. PEDAGOGICAL CONTENT
KNOWLEDGE

15. PEDAGOGICAL CONTENT
KNOWLEDGE
Development of TPACK. ( Mishra & Koehler:2006)

16. Mishra & Koehler 2006

17. CONTENT AND CURRICULUM
KNOWLEDGE OF STUDENTS
AND THEIR LEARNING
LEARNING ENVIRONMENTS
ASSESSMENT
PLANING AND INSTRUCTION
PROFESSIONALISM
ELEMENTS of PEDAGOGICAL
CONTENT KNOWLEDGE

18. ASSESMENT
CRITERIA
CONTENT AND
CURRICULUM
KNOWLEDGE OF
STUDENTS AND
THEIR LEARNING
LEARNING
ENVIRONMENTS
ASSESSMENT
PLANING AND
INSTRUCTION
PROFESSIONALISM
SELF APPRAISAL (CHECK LIST)

19. IMPORTANCE OF
PEDAGOGICAL CONTENT
KNOWLEDGE Professional preparation of engineering
educators was often separated or
disjointed. This separation occurred
when new lecturers learned pedagogy
apart from subject matter.
 Pedagogical content knowledge (PCK)
has been suggested as one knowledge
base to intergrate content and pedagogy
(Anderson & Mitchener, 1994).

20. LESSON REFLECTION :
My critical event for this lesson is Pedagogical Content Knowledge.
How I organize my material and at the same time I have to monitor my
verbal communication so that I can link the topic to the good examples or
analogy. The worse thing happened during my explanation, was the failure
internet connection during demonstration and failed me to explain
effectively.
The Simulation Technique was failed and I achieve my TPCK through
normal teaching and it only 70% done. This indicator is low for me and it is
because I have to use the conventional way to teach engineering student
and it takes time to draw that entire figure then.
It impacts my mood and quality services to my students, because they are
going to rate my performing. Students like to know more figures so they
can discuss among friend about the subtopic in depth. I used white board
rather then Computer added through internet. Next time I need to develop
plan B for better planning, and make sure the Lab that I choose is reliable
for internet connection. My action is to look for another Lab or develop
Learning Object and put in Off Line Presentation inside my SPeL. I would
like to discuss this matter to my coordinator subject matter.
LINK TO LESSON PLAN

21. ACTIVITY 3
IN A GROUP, HOW DO YOU
CONCEPTUALIZE YOUR OWN
SUBJECT?

22. HOW DO YOU CONCEPTUALIZE YOUR OWN SUBJECT
 CONTENT KNOWLEDGE…………………………………………
 PEDAGOGY KNOWLEDGE………………………………………
 PEDAGOGICAL CONTENT KNOWLEDGE……………………..
 TECHNICAL PEDAGOGICAL KNOWLEDGE………………
 TECHNICAL PEDAGOGICAL CONTENT KNOWLEDGE
…………………………………………………………………………
PEDAGOGICAL CONTENT
KNOWLEDGE

23. LIMITATIONS
 LECTURERS LACK CONTENT
KNOWLEDGE.
 LECTURERS LACK PEDAGOGY
KNOWLEDGE.
 LECTURERS DO NOT SEE THE
REALTIONSHIP BETWEEN CONTENT
AND PEDAGOGY.
 CONSTRAINTS OF THE LEARNING
ENVIRONMENT.

24. CONCLUSION

25. PEDAGOGY PROCESS
L = P+Q+C+R+A
L= Learning Outcome
P= Program Knowledge ( knowledge+values+skills)
Q= Questioning Activities (explore+inquiry)
C= Changes of Behaviour ( awareness+reframe)
R= Reflection (learning by own experience)
A= Action (implement the suggestion)
Bigger Q&R will bring Bigger L. Bigger L will bring bigger C. Bigger C
will effected future action….L will dynamic. P will out of date and
reprogram. C will be occur and L willing to change. If this process exits,
then our university could be claimed as one of the Learning Organization
that practice Action Learning.

26. THANK YOU