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Abstract:
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The purpose of this study, which is to examine the pedagogical content knowledge of
Form Four Moral Teachers in a school towards creating a Whole Child Model. The main
aspect explored is the content and pedagogical knowledge through inquiring the
participants’ understanding of the changes made in form four moral curriculum
specification (called Huraian Sukatan Pelajaran or HSP), method used to transform this
understanding into lesson plans and classroom teaching practice.
This is a qualitative research case study. Three moral teachers were choose through
purposive sampling as participants. Collection of the data was done through interviews,
teaching observation and even collecting and analyzing documents for 4 months
(January – April 2004). The main interview was held twice, besides pre and post-teaching
interviews. The first interview was done to inquire the background information of the
participants and their understanding of the HSP. The second interview however is to get
the response of the participant towards questions regarding the 12 critical incidents. All
the critical incidents were based on issues or real episodes of occurrences during the
teaching and learning processes. Pre and post-teaching interviews were held to obtain
more information regarding a lesson through observation. This interview was audio
recorded while the observation of lesson was done by note-taking along with audio
recording. The video recording, for the two observations were done at the end of the
lesson. Through the first phase of all analysis, the audio and video recording were
transcribed. All the data were then analyzed using TextSTAT version 1.52 computer
software. The analysis of the data during the last phase was done manually based on the
themes, which was formed by the research questions.
The findings of this study show that participants’ knowledge on moral concepts, values,
subject contents and learning outcomes are not in accordance with the revised Form Four
Moral Curricullum Specifications. They are found to be confused between values and
teaching topics which in turn, affects the subject contents and learning outcomes. The
findings also show that participants use only value inculcation approach and teachercentred
teaching and learning techniques. The focus on teaching is more towards
examination-oriented and less on the emphasis on balanced moral dimension. The
underlining implication is that the Whole Child Model seize to become a reality thus,
remains rhetorical in nature. Thus, curriculum change or review, by exposing all the
teachers involved in both domains of knowledge namely content and pedagogical
knowledge, need to be streamlined. |