Pengetahuan Pedagogi (PP) merujuk k

Pengetahuan Pedagogi (PP) merujuk kepada prinsip-prinsip dalam perancangan, strategi pengurusan dan pengendalian kelas (Shulman, 2012; 1987). Dengan kata lain, cara pengajaran guru dipengaruhi oleh PP, khususnya pendekatan dan teknik yang digunakan untuk melaksanakan pengajaran. Kelemahan guru dalam pedagogi berkait dengan kefahaman mereka tentangnya, kerana mereka kurang pengetahuan tentang apa yang diajar dan bagaimana mengajar (Hasniza, 2014; Zulkefli & Fatin, 2013; Siti Hidayana, 2012; Abd Shatar, 2007).
Kreber dan Cranton (2000; 1997) mengatakan, PP adalah pengetahuan mengenai cara seseorang belajar dan bagaimana pembelajaran dapat dipermudahkan. PP termasuk tentang gaya pembelajaran, gaya kognitif dan proses kognitif dalam pembelajaran. PP menumpukan tentang cara mengajar kandungan mata pelajaran, cara membantu murid menguasai pembelajaran, cara menggunakan pemikiran kritikal dan pembelajaran kendiri.
Mishra dan Koehler (2006) dan Bonner (2001) mengatakan, PP adalah kepercayaan dan persepsi yang mempengaruhi pelaksanaan kurikulum dan mencerminkan strategi pengajaran yang digunakan guru untuk melaksanakan pengajaran. Guru yang tidak memiliki PP mungkin tidak mencapai kepuasan dalam kerjayanya, kerana antara faktor kepuasan melaksanakan pengajaran bergantung kepada pengetahuan pedagogi (Abd. Shatar, 2007; Schempp, Manross & Tan,1998).
Oleh itu, guru lebih selesa dan bersemangat mengajar mata pelajar yang mereka pakar kerana mereka dapat menyesuaikan pengetahuan pedagogi yang dimiliki dengan pelbagai kebolehan murid, minat murid terhadap mata pelajaran berkait atau mempunyai hubungan dengan pengajaran guru. Menurut Mishra dan Koehler, (2006), sesuatu mata pelajaran yang tidak diminati kerana cara pengajaran guru yang kurang menarik dan tidak memberi makna.

Results (English) 1:

Knowledge of Pedagogy (PP) refers to the principles in the planning, management and operation of class strategy (Shulman, 2012; 1987). In other words, ways of teaching teachers influenced by PP, in particular approaches and techniques used for teaching. Weaknesses in teacher pedagogy related to their understanding about it, because they lack knowledge about what is taught and how to teach (Hasniza, 2014; Sarina & Fatin, 2013; Siti Hidayana, 2012; Abd Shatar, 2007).Kreber and Cranton (2000; 1997) say, SO is knowledge about how a person learns and how learning can be facilitated. PP including about learning styles, cognitive style and cognitive processes in learning. PP focuses on how to teach content subjects, helping students master learning, how to use critical thinking and independent learning.Mishra and Koehler (2006) and Bonner (2001) say, SO is trust and perception that influence the implementation of curriculum and reflects the teaching strategies used for teaching. Teachers who do not own PP may not achieve satisfaction in his career, because between satisfaction teaching depends on pedagogical knowledge (Abd. Shatar, 2007; Schempp, Manross & Tan, 1998).Therefore, teachers more comfortable and eager to teach their students eye specialist because they can customize pedagogical knowledge owned with a variety of abilities of students, the interest of students towards subjects related or related to teaching teachers. According to Mishra and Koehler, (2006), a subject that is not favoured because of the way a teacher teaching less attractive and does not give meaning.

Results (English) 2:

Pedagogical Knowledge (PP) refers to the principles in the planning, management and control strategy class (Shulman, 2012; 1987). In other words, the way teaching is influenced by the PP, especially the approaches and techniques used to perform teaching. The weakness of teachers in pedagogy related to their understanding of it, because they lack the knowledge of what is taught and how to teach (Hasniza, 2014; Zulkefli & Fatin, 2013; Siti Hidayana, 2012; Abd Shatar, 2007).
Kreber and Cranton (2000; 1997 ) said that the PP is the knowledge about how a person learns and how learning can be facilitated. PP including about learning styles, cognitive styles and cognitive processes in learning. PP focus on how to teach the subject matter, how to help students master learning how to use critical thinking and independent learning.
Mishra and Koehler (2006) and Bonner (2001) says, PP is the beliefs and perceptions that affect the implementation of the curriculum and reflect teaching strategies used by teachers to implement teaching. Teachers who do not have a PP may not achieve satisfaction in his career, because of the satisfaction in the teaching depends on pedagogical knowledge (Abd. Shatar, 2007; Schempp, Manross & Tan, 1998).
Therefore, teachers are more comfortable and excited about teaching students they are experts because they can adjust their pedagogical knowledge with various abilities of students, students' interest in subjects related or have a relationship with the teacher. According to Mishra and Koehler (2006), a subject which is not desirable as a way of teaching less attractive and does not mean anything.