IX
IX
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九
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Muhammad Daoh
中科院分区：
文献类型：
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作者：
Mohamad Rofian Ismail;Muhammad Daoh
本研究旨在探讨教学知识与教学创造力的关系。教学知识是Mishra & Koehler（2006）提出的技术教学内容知识（TPACK）模型中包含的要素之一。该模型被用作本研究的主要参考。在这项研究中的受访者包括530名阿拉伯语教师，涉及马来西亚半岛，包括沙巴和沙捞越。为收集数据，采用了定量研究方法和随机抽样。使用社会科学统计软件包（SPSS）第20版对数据进行分析。研究结果表明，教师的教学知识（平均值= 4.03，SD = 0.36）处于较高水平。教学创造力的调查结果（平均值= 4.08，SD = 0.38）处于较高水平。研究结果还描述了教学知识和教学创造力之间的正相关关系（r = 0.631，p < 0.01）马来西亚的阿拉伯语处于中等水平。最后，根据研究结果清楚地表明，在马来西亚的阿拉伯语教师有一个优秀的知识，在教学知识和创造性的优秀知识。
This study is to investigate Pedagogical Knowledge and creativity in teaching. Pedagogical Knowledge is one of the elements contained in the model of Technological Pedagogical Content Knowledge (TPACK) that have been introduced by Mishra & Koehler (2006). This model is used as the main reference for this research. Respondents in this study consisted of 530 Arabic teachers involving Peninsular Malaysia including Sabah and Sarawak. Quantitative research methods used and random sampling carried out for the collection of data. The data are analyzed using the Statistical Package for Social Science (SPSS) version 20. The findings show that Pedagogical Knowledge (mean = 4.03, SD = 0.36) is at high level. The findings on creativity of teaching (mean = 4.08, SD = 0.38) is at high level. The findings also describe the positive relationship between Pedagogical Knowledge and the creativity of teaching (r = .631, p < 0.01)Arabic in Malaysia is at medium level. In conclusion, based on the finding clearly indicate that the Arabic language teachers in Malaysia have an excellent knowledge in Pedagogical Knowledge and excellent knowledge in creativity of teaching.