Determination and Comparison Pedagogical Content Knowledge of Pre-Service and In-Service Elementary School Teachers in Mathematics

Abstract

The research investigates and compares pedagogical content knowledge of pre-service and in-service elementary school teachers in mathematics. The study used a quantitative method design, and the participants were 96 pre-service teachers and 80 in-service elementary school teachers. The data collected by questionnaires using 5-point Likers scala consists of content knowledge, pedagogical knowledge, and pedagogical content knowledge. The data is analyzed using a one-way ANOVA and MANOVA. The results showed that pre-service and in-service teachers showed higher levels of pedagogical content knowledge. Teachers in services scored higher in pedagogical content knowledge than pre-service teachers significantly. In-service teachers have higher scores in each of the components. Pre-service teachers have higher scores in pedagogical knowledge and pedagogical content knowledge except for content knowledge. Teacher educators need to pay attention to increased pre-service content knowledge and activating preservice teachers in elementary school as co-teacher. In-service teachers can improve their skills through educational seminars and webinars online that do not interfere with teaching time.