Abdurrahman, Abdurrahman and Nurulsari, Novinta and Maulina, Hervin and Rahman, Bujang and Umam, R and Jermsittiparsert, Kittisak (2019) Multi-level Scaffolding: A Novel Approach of Physics Teacher Development Program for Promoting Content Knowledge Mastery. International Journal of Innovation, Creativity and Change, 7 (8). ISSN 2201-1315

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Abstract

Global assessment of teacher’s competence in Indonesia illustrated that the teacher's professional development program (TPD) had not been effective in improving teacher quality, especially in the aspect of content knowledge (CK). This paper addresses the question of how to promote Physics teachers’ CK in science teacher education. The primary focus is on the knowledge transformation process. Mixed method design was used in this study to investigate the development of CK within a group of 45 high school Physics teachers who had at least 5 years of work experience teaching. The authors present a multi-level scaffolding (MLS) approach as a design heuristic for the in-service Physics Teacher Development Program (TPD) to further the principled design of these materials. They build from ideas about teacher learning and organise the heuristics around important parts of a teacher’s subject matter knowledge base. These heuristics provide a context for a theoretically oriented discussion of how features of TPD may promote teacher’s CK, by serving as cognitive tools that are situated in teachers’ practice. The authors explore challenges in the design of MLS approach, such as the tension between providing guidance and choice.

Item Type:	Article
Subjects:	L Education > L Education (General)
Divisions:	Fakultas Keguruan dan Ilmu Pendidikan (FKIP) > Prodi Pendidikan Fisika
Depositing User:	Dr. Abdurrahman Abdurrahman
Date Deposited:	18 Nov 2019 05:05
Last Modified:	18 Nov 2019 05:05
URI:	http://repository.lppm.unila.ac.id/id/eprint/16859

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