Teacher professional development program to improving pedagogical content knowledge: a review of empirical research
Yohanes Freadyanus Kasi (a*) (b), Ari Widodo (a), Achmad Samsudin (a), Riandi (a)

(a) Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
(b) STKIP Nusa Bunga Floresta, Jalan Mbay-Maumere Km 8, NTT 85472, Indonesia

Abstract

This study analyzed articles in journals of the Scopus database to review empirical research about the professional development (PD) program to improve science teacher pedagogical content knowledge (PCK) in the year of 2008-2020. This study also explains the use opportunity of the professional development program in Indonesia. Three stages were used to select the article: 1) identify the articles, 2) classification based on model PD, and 3) code and analyze all reviewed articles. Based on the above stages, 41 articles were selected for further coding in the model of PD program focus to improve PCK on teachers. Six models were collected are lesson study, mentoring, workshop, using CoRe and PaP-eRs, based on technology, and based on role-playing, ethnoscience. The result showed six models in an analysis of the article had a positive effect on improving the PCK on teachers and prospective teachers. However, studies conducted with workshops show that the workshop/course in scientific methods is not sufficient to provide for prospective teachers. A case in Indonesia the combination of model PD from this review analysis is believed to improve the PCK of science teachers. For future studies are needed to harness the resource combination of the model PD to improving teachers^ knowledge and skills.

Keywords: Teacher professional development, pedagogical content knowledge

Topic: Science Education