PEDAGOGICAL STRATEGIES AND CONTENT KNOWLEDGE IN 92 ENGLISH FOR MATHS LECTURE IN CONTENT-BASED INSTRUCTION TEACHING

Ayu Fitrianingsih, Syahrul Udin

Abstract


This study was intended to find the pedagogical strategies applied by the teacher in the teaching learning process and to know teacher‘s content knowledge, how teacher need to understand the subject matter taught. This study was carried out in English for Math lecture of Mathematics education study program IKIP PGRI Bojonegoro which involved the teacher and the students as the respondent. This study is under qualitative case study. In collecting the data, questionnaire, observation and interview were conducted to get detail information of the issues. The result reveals: 1) the teacher combines some methods such as cooperative learning, problem-based learning and task-based learning to get the students enthusiasm; 2) based on teacher‘s educational background, although the teacher graduated from Bachelor Degree of Mathematics Education but she was able to combine English teaching through mathematics content very well. It can be concluded that Teacher‘s pedagogical strategy and content knowledge is very important in the application of content-based instruction teaching and learning.

Keywords


Content-based instruction, content knowledge, pedagogical strategy

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