கற்பித்தல் நடவடிக்கையில் இடைநிலைப்பள்ளி மொழி ஆசிரியர்களின் உள்ளடக்க அறிவு

Content Knowledge of Secondary School Language Teachers’ in Teaching Activities

  • Bavani Arumugam Faculty of Education, University of Malaya, Kuala Lumpur, MALAYSIA
  • Alagesan Ambikapathy Faculty of Creative Industries, Universiti Tunku Abdul Rahman, Selangor, MALAYSIA
Keywords: மொழி ஆசிரியர், உள்ளடக்க அறிவு, நடைமுறைகள், திறன்

Abstract

ஆசிரியர் என்பவர் நாட்டின் கல்வி சீர்த்திருத்தத்தை உணரச் செய்யும் முக்கிய நபராவார். கல்வியாளரின் ஆக்கப்பூர்வமான அறிவுத்திறன் கற்றல் கற்பித்தல் நடவடிக்கையில் ஆழமான மாற்றத்தை ஏற்படுத்தவல்லது. ஏனெனில், எதிர்காலத்தில் கல்வியின் வாயிலாக நல்ல பழக்க வழக்கங்கள் நிறைந்த நாட்டின் சிறந்த குடிமக்களை உருவாக்குவதில் ஆசிரியர்களே முக்கியப் பங்கினை வகிக்கின்றனர். மொழி கற்பிக்கும் ஆசிரியர்கள், நல்ல பழக்க வழக்கம், கல்வியறிவு, திறன்கள் ஆகியவற்றில் நன்கு புலமை பெற்றிருந்தால் மட்டுமே இடைநிலைப்பள்ளிக்கான புதிய பாடத்திட்டத்தின் நோக்கத்தை அடைய இயலும். இவ்வாய்வானது, சிறந்த கற்றல் கற்பித்தல் நடவடிக்கையை மேற்கொள்வதில் உள்ளடக்க அறிவின் முக்கியத்துவத்தை விளக்குவதாக அமைந்துள்ளது. கல்வியாளருக்கு மிக முக்கியமாக இருக்க வேண்டிய உள்ளடக்க அறிவைப் பற்றியே இவ்வாய்வில் விரிவாக ஆராயப்பட்டுள்ளது. உள்ளடக்க அறிவிற்குக் காரணமாக விளங்கும் சில முக்கிய விளைவுகள் இவ்வாய்வின் முடிவில் அறியப்பட்டுள்ளது. இதன் வாயிலாக, மொழிப் பாடத்தைக் கற்பிப்பதில் மொழி ஆசிரியர்களின் உள்ளடக்க அறிவின் முக்கியத்துவத்தைப் பற்றிய விழிப்புணர்வை நாம் அறிய இயலும்.

Teachers are important people in the world of education. Teachers who have a high idealism towards teaching, students and society will display personal, interpersonal, professional, intellectual characteristics and skills in teaching and learning. Therefore, a teacher must play an important role in the learning process of the student in order to change their behavior and create a human being that will become a state asset. The goal of the Secondary School Curriculum (KBSM) can be achieved if a teacher is able to equip themselves with skills, knowledge, and positive attitudes. In this regard, the purpose of this article is to discuss the importance of content knowledge among educators to improve their teaching practices effectively. This knowledge is widely studied because such knowledge is considered as one of faculty must have by each educator. Based on the results of the study, there are some of the most important factors that contribute to a high level of content knowledge. The literature review of content knowledge in this article can help bring awareness about the importance of mastering content in a subject with more focus on teachers teaching a language.

Keywords:   Language Teacher, Knowledge of Content, Practices, skills

Downloads

Download data is not yet available.

Author Biography

Bavani Arumugam, Faculty of Education, University of Malaya, Kuala Lumpur, MALAYSIA

Former Student

References

Andrews, S. (1994). The grammatical knowledge and awareness of Hong Kong teachers of English.In e. a.N. Bird (Ed.), Language and learning proceedings of ILEC 1993 (Vol.508-520). Hong Kong: Institute of Language in Education, Education Department.

Aydin, S., & Boz, Y. (2012). Review of Studies Related to Pedagogical Content Knowledge in the Context of Science Teacher Education: Turkish Case. Educational Sciences: Theory and Practice, 12 (1), 497-505.

Baecher, L., Farnsworth, T., & Ediger, A. (2014). The challenges of planning language objectives in content-based ESL instruction. Language Teaching Research, 18(1), 118-136. doi: 10.1177/136216881350538.

Borko, H., & Putnam, R. (1996). Learning to teach.In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 673-708). New York: Macmillan.

Cajkler, W., and J. Hislam. 2002. “Trainee Teachers’ Grammatical Knowledge: The Tension between Public Expectation and Individual Competence”. Language Awareness 11: 161-177.

Chandler, P., Robinson, W., & Noyes, P. (1988). The level of linguistic knowledge and awareness amongst student teachers training to be primary teachers. Language and Education, 2(3), 161-174.

Carlsen, W. S. (1999). Domains of teacher knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining Pedagogical Content Knowledge (pp. 133-144). Dordrecht, Boston: Kluwer Academic Publishers.

Chee et al. (2017). Understanding the content pedagogical knowledge among preschool teachers and application of developmentally appropriate practices in teaching. International Journal of Advanced and Applied Sciences, 4 (3), 148 153. https://doi.org/10.21833/ijaas.2017.03.023.

Cochran, D. J., & Kulinna, P. H. (2008). Teacher Kowledge about and use of teaching models. The Physical Educator,65 (3).

Cochran, K. F., De Ruiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44 (4), 263-272.

Hammond, J. & Macken-Horarik, M. (2001). Teachers’ voices, teacher’ practices: Insider perspectives on literacy education. Australian Journal of Language and Literacy, 24 (2), 112-132.

Herold, F & Waring, M. (2017). Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education. Physical Education and Sport Pedagogy, 22(3), 231-245.

Kamarudin Husin, Abdullah Yusof, Mohd Ra’in Shaari. (2011). Pedagogi Bahasa : Amalan Bilik Darjah. Tanjung Malim, Perak: Emeritus Publications.

Kamarul Azmi Jasmi, Mohd Faeez Ilias, Ab. Halim Tamuri & Mohd Izham Mohd Hamzah. (2011). Penggunaan Bantu Mengajar dalam kalangan Guru Cemerlang Pendidikan Islam Sekolah Menengah di Malaysia. Journal of Islamic and Arabic Education, 3 (1), 59-74.

Lafayette, R. C. (1993). Subject-matter content: What every foreign language teacher needs to know. I. In G. Gunterman (Ed.), Developing language teachers for a changing world (pp. 124-150). Lincolnwood, IL: National Textbook Company.

Lim Chap Sam, Abdul Rashid Mohamed, & Shuki Osman. (2014). Integrating Lesson Study into Pre-service Teacher Education: A Proposed Model of Learning to Teach in Real Context. Sains Humanika, 2 (4), 93–97.

Louden, W., Rohl, M., Gore, J., Greaves, D., Mcintosh, A., Wright, R., Siemon, D., & House, H.(2005a). Prepared to teach: An investigation into the preparation of teachers to teach literacy and numeracy. Canberra, ACT: Australian Government Department of Education, Science and Training.

Magdeline Nor, Zamri Mahamod, & Nur Ehsan Mohd. Saida. (2012). Pengetahuan Pedagogi Kandungan dan Masalah Pengajaran Guru Bahasa Iban Sekolah Menengah di Sarawak. Jurnal Teknologi (Social Sciences), 58, 71-78.

Magdeline Nor, & Zamri Mahamod. (2014). Penterjemahan pengetahuan pedagogi kandungan dalam proses tindakan guru bahasa Iban baharu dan berpengalaman bukan opsyen. Jurnal Pendidikan Malaysia, 39 (1), 37-49.

Mahat Afifi. (2014). Pengetahuan pedagogi Hiwar guru Bahasa Arab J-Qaf sekolah rendah. (Tesis sarjana yang tidak diterbitkan), Universiti Kebangsaan Malaysia, Kuala Lumpur.

McNamara, D. (1991). Subject Knowledge and its Application: problems and possibilities for teacher educators. Journal of Education for Teaching, 17(2), 113-128.

Metzler, J., & Woessmann, L. (2010). The Impact of Teacher Subject Knowledge on Student Achievement: Evidenc from Within-Teacher Within-Student Variation. Paper presented at the Institute for Economic Research; Institute for the Study of Labor (IZA); CESifo (Center for Economic Studies and Ifo Institute for Economic Research); University of Munich - Ifo Institute for Economic Research.

Mok, S. S. (2010). Pedagogi untuk pengajaran dan pembelajaran. Kuala Lumpur: Multimedia Sdn Bhd.

Muijs, D., & Reynolds, D. (2017). Effective Teaching: Evidence and Practice. London: Sage.

Mohammad Yusof Arshad, Johari Surif, Utahayakumari, Tan Soo Yin & Dalina Daud. (2002). Kefahaman pelajar mengenai konsep zarah perbandingan respon pelajar di Malaysia dan pelajar di United Kingdom. Jurnal Pendidikan Universiti Teknologi Malaysia. 8: 8-10.

Myhill, D., Jones, S., Watson, A., & Lines, H. (2013). Playful Explicitness with Grammar: A Pedagogy for Writing. Literacy, 47(2), 103-111. http://dx.doi.org/10.1111/j.1741-4369.2012.00674.x

Myhill, D. (2000). Misconceptions and Difficulties in the Acquisition of Metalinguistic Knowledge.Language and Education, 14(3), 151-163. doi: 10.1080/09500780008666787

Nathan, M., Koedinger, K., & Alibali, M. (2001). Expert blind spot: When content knowledge eclipse pedagogical content knowledge. Paper presented at the Third International Conference on Cognitive Science, Being, China.

Noor Shah Saad. (2006). Pengetahuan Pedagogi Kandungan dan Amalannya di kalangan guru Matematik sekolah menengah. (Tesis Doktor Falsafah yang tidak diterbitkan), Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak.

Nurul Hudaa Hassan, Nik Mohd Rahimi Nik Yusof, & Kamarulzaman Abdul Ghani. (2010). Pengetahuan pedagogi isi kandungan bagi tajuk Isim Ai-Adad Wa Al-Ma’dud dalam kalangan guru bahasa Arab sekolah menengah. Paper presented at the Seminar Penyelidikan Siswazah, Bangi.

Rahil Mahyuddin, Habibah Elias, Kamariah Abu Bakar. (2009). Amalan Pengajaran Berkesan.Selangor : Karisma Publication.

Rattya, K. (2013). Languaging and Visualisation Method for Grammar Teaching: A Conceptual Change Theory Perspective. English Teaching: Practice and Critique, 12(3), 87-101.

Roberts, J. (2016). Language Teacher Education. Routledge: London. https://doi.org/10.4324/9781315824932.

Rosnah Ali & Zaharah. (2011). Kualiti Guru Pendidikan Islam dalam Ilmu Pengetahuan Isi Kandungan Mata Pelajaran Pendidikan Islam. Jurnal Pendidikan (Edisi Khas), Kuala Lumpur: Universiti Malaya.

Rosnidar Mansor. (2011). Pengetahuan pedagogical isi kandungan (PPIK) guru dan kefahaman konseptual pelajar dalam topik respirasi. (Tesis doktor falsafah yang tidak diterbitkan), Universiti Kebangsaan Malaysia, Bangi.

Sarkawi, S., Ibrahim, M., Md Salleh, H., & Ratnavadivel, N. (2011). Pengetahuan Tentang Pelajar dan Pembelajaran dalam Kalangan Guru Pelatih Teknologi Maklumat. Jurnal Teknologi Pendidikan Malaysia, 1 (4), 31-41.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(4), 4-14.

Shulman, L. S. (1987). Knowledge and the teaching: Foundation of the new reform. Harvard Educational Review, 57 (1), 22.doi:http://dx.doi.org/10.17763/haer.57.1.j463w79r56455411.

Siti Mistima Maat, & Effandi Zakaria. (2014). Analyzing Pedagogical Content Knowledge of Algebra using Confirmatory Factor Analysis. Indian Journal of Science and Technology, 7(3), 249-253.

Smith, D. C., & Neale, D. C. (1989). The Construction of subject matter knowledge in primary science teaching. Teaching and Teacher Education, 5 (1), 1-20.

Smith, (2010). Current Status of Research in Teaching and Learning Evolution: II. Pedagogical Science &

Education, Issues, 19, (6–8), 539–571. https://doi.org/10.1007/s11191-009-9216-4.

Siping, L. (2013). Pedagogical Content Knowledge: A Case Study of ESL Teacher Educator. English Language Teaching, 6(7), 128-138.

Taylor, A. K. and Kowalski, P. (2012). Students’ misconceptions in Psychology: How you ask matters sometimes Journal of the Scholarship of Teaching and Learning, Vol. 12, No. 3, September 2012, pp. 62–77.

Thompson F. and Logue S. (2006). An exploration of common student misconceptions in science. International Education Journal. Vol. 7 (No.4), 553-559.

Ward, P. (2013). The Role of Content Knowledge in Conceptions of Teaching Effectiveness in Physical Education, Research Quarterly for Exercise and Sport, 84:4, 431-440, doi: 10.1080/02701367.2013.844045

Widiyatmoko, A., & Shimizu, k. (2018). Literature Review of Factors Contributing to Students’ Misconceptions in Light and Optical Instruments. International Journal of Environmental & Science Education. 13 (10), 853-863.

Wilkins, J. L. M. (2002). The impact of teachers’ content knowledge and attitudes on instructional beliefs and practices. Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Williamson, J., & Hardman, F. (1995). Time for refilling the bath? A study of primary student-teachers’ grammatical knowledge.Language and Education, 9 (2), 23-45.

Wray, D. (1993). Student-teachers’ knowledge and beliefs about language. In N. Bennett & C.Carré(Eds.), Learning to Teach. London: Routledge.

Xu, W. (2015). Exploring ESL/EFL Teachers' Pedagogical Content Knowledge on Reading Strategy Instruction. English Language Teaching, 8(11), 155-175.

Yusminah Mohd Yusuf. (2012). Pengajaran dan Pengintegrasian komponen Pengetahuan Pedagogikal Isi Kandungan (PCK) Guru dalam Algebra. (Tesis Doktor Falsafah yang tidak diterbitkan), Universiti Kebangsaan Malaysia, Bangi, Kuala Lumpur.

Zulkefli Hashim & Fatin Aliah Phang. (2013). Amalan pengetahuan teknologi pedagogi kandungan guru fizik Tingkatan enam. Fakuti Pendidikan, Universiti Teknologi Malaysia. 2nd Internasional Seminar on quality and Affordable education (ISQAE 2013).

Published
2022-06-25
How to Cite
Arumugam, B., & Ambikapathy, A. (2022). கற்பித்தல் நடவடிக்கையில் இடைநிலைப்பள்ளி மொழி ஆசிரியர்களின் உள்ளடக்க அறிவு. Journal of Valartamil, 3(1), 20-36. https://doi.org/10.37134/jvt.vol3.1.2.2022