The perspective prospective professional teachers toward (specific) pedagogical content knowledge on derivative concept

Abstract

This study is aimed to investigate the pedagogical content knowledge of prospective professional teachers who participated in the In-service Teacher Professional Program (Program Profesi Guru Dalam Jabatan or PPG Daljab) for the topic of Derivative. The investigation into teachers' knowledge was conducted during the phase of developing lesson plan. For this purpose, 24 in-service teachers were observed during their participation in the PPG program. The data analysis was performed for the interview results, the teachers' lesson plan (RPP), and observation note from the peer teaching activities. The data analysis reveal that the teachers already possessed a correct conceptual understanding of derivative as indicated from their lesson plan. Nevertheless, the concepts that teachers presented in the lesson plan was still partial and did not represent a comprehensive conceptual understanding. This partial conceptual understanding was also observed during peer teaching activities. When performed a teaching simulation, teachers tended to deliver the concept in a procedural way so that the classroom activities did not fully support the development of students' higher order thinking skills.