Prospective Mathematics Teachers’ Pedagogical Content Knowledge in Teaching Mathematics Using Flipped Classroom Strategy

Abstract

The purposes of this study are to describe (1) how the learning trajectory of students taking Micro Teaching courses in class D for the 2020/2021 academic year is so that students can practice the Flipped Learning model, and (2) how the Pedagogical Content Knowledge (PCK) of students who take the Micro Teaching course in practicing the Flipped Learning model in every phase is. The subjects of this study were 18 students. This study employed design research. Data collection methods used in this study were observation and documentation. The instrument used in this study was an observation sheet containing PCK components that need to be observed when each student is doing the flipped learning process in every phase. The results of the observation of student practice were as follow: (1) more than 70% of students only use one representation in conveying messages at the pre-phase stage, giving greetings, and asking students how their condition is; (2) there are two video streams made by students, and (3) there are two learning paths made by students in the synchronous phase.