Fitriani, Fitriani (2019) Pre-Service English Teachers’ Perception Toward Pedagogical Content Knowledge. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

The teacher, as the important aspect in teaching and learning process have knowledge that should be mastered by them. A teacher also demanded to know how to teach well using various techniques and method to support the learning process. Shulman (1986) propose about Pedagogical Content Knowledge, which is the knowledge about teacher’s deep understanding about the material and how to teach well. The researcher interested to investigate about how the application of Pedagogical Content Knowledge in teaching English, which rarely conducted by the researcher especially in Indonesia. This study described how pre-service English teachers’ perceptions about their pedagogical content knowledge when they taught and teachers’ perceptions about pedagogical content knowledge when pre-service English teachers taught. Researcher also described the differences perceptions between pre-service English teachers and English teachers about how their pedagogical content knowledge while they were teaching. The design of this research was qualitative method with descriptive approach. The subjects in this research were pre-service students and English teachers in SMP Nadhatul Ulama and SMK Bina Banua Banjarmasin. The object of this research were their perception of pedagogical content knowledge. In data collection, the researcher used observations, interviews and questionnaires. Then, all of data have been collected that were analyzed in descriptive analysis based on Miles and Huberman. The results of this research showed that most of pre-service English teachers understood and applied the seven aspects of pedagogical content knowledge when they taught. There were only a few students who still less in seven aspects of pedagogical content knowledge. These aspects were knowledge of curriculum aspect, knowledge of pedagogic content, knowledge of general pegagogic and knowledge about purpose, value, and learning philosophy.

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