The improvement of mathematics teachers' Pedagogical Content Knowledge (PCK) through mentoring

• Published in: Journal of physics. Conference series Vol. 1088; no. 1; pp. 12068 - 12074
• Main Authors: Zubaidah, T, Johar, R, Suparno
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.09.2018
• Subjects: Mathematical analysis; Mathematics teachers; Pedagogy; Physics; Prototyping; R&D; Research & development; Teachers
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1088/1/012068

This study aimed to examine the improvement of mathematics teachers' Pedagogical Content Knowledge (PCK) through mentoring as the foundation to develop a mentoring model to enhance teachers' PCK. This study employed Research and Development method consisting of three phases: the preliminary research, prototyping and assessment phase. At the preliminary research, the teachers and mentors prepared the learning. The initial observation indicated that the initial PCK of teachers was lacking and therefore mentoring was needed to improve teachers' PCK. The instrument of PCK used was validated for its language to assist the observers in assessing teachers' PCK. In the following phase, the prototyping, the mentoring model was designed and then implemented for two teachers in one of the senior high school in Banda Aceh, Indonesia. The results showed that the instrument used to assess teachers' PCK was valid to be used and the mentoring model enhanced teachers' PCK. Thus, this study should be continued in the assessment phase. In the next phase, the mentoring model should also be validated and implemented for more teachers with a more intensive observation.