Providing Online Learning Situations for In-Service Mathematics Teachers' External Transposition Knowledge during COVID-19 Pandemic: Case of Indonesia

Autor/inn/en	Marfuah, Marfuah; Suryadi, Didi; Turmudi, Turmudi; Isnawan, Muhamad Galang
Titel	Providing Online Learning Situations for In-Service Mathematics Teachers' External Transposition Knowledge during COVID-19 Pandemic: Case of Indonesia
Quelle	In: Electronic Journal of e-Learning, 20 (2022) 1, S.69-84 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Marfuah, Marfuah) ORCID (Suryadi, Didi) ORCID (Turmudi, Turmudi) ORCID (Isnawan, Muhamad Galang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Electronic Learning; Faculty Development; Mathematics Teachers; COVID-19; Pandemics; Foreign Countries; High School Teachers; Algebra; Indonesia + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; High school; High schools; Oberschule; Indonesien
Abstract	Updating mastery of mathematics scholarly knowledge is vital for mathematics teachers' professional development in Indonesia. External transposition refers to the transposition of mathematics scholarly knowledge to the school curriculum. During the COVID-19 pandemic, online learning becomes the primary strategy for strengthening the external transposition knowledge of mathematics teachers in Indonesia. This study aims to describe the process of providing online learning situations in lifting the in-service mathematics teachers' external transposition knowledge during the COVID-19 pandemic. The online learning involved 57 in-service high school mathematics teachers in Indonesia as participants. The scholarly knowledge to be delivered was the visualization of matrix multiplication. This qualitative study is a didactical design research that includes a prospective learning situation analysis, a meta-technopedadidactic analysis, and a retrospective analysis. In the prospective learning situation, the solutions for re-situating face-to-face learning to online learning were disclosed. Moodle was used as the Learning Management System, and GeoGebra Classroom was used as the Task Response System. A meta-technopedadidactic is an educator's ability to comprehensively analyze pedagogic interaction, didactic interaction, and didactic pedagogy anticipation in using technology in a learning situation. The finding in the meta-technopedadidactic analysis showed the role of technology as a visualization tool in online learning, evidence of participants' external didactic transposition, constraints, and collaboration in learning. Finally, the retrospective analysis suggested some future improvements for better online learning situations. This study contributes to the comprehensive organization of e-learning courses in Indonesia for mathematics teachers' professional development based on pedagogic interaction, didactic interaction, and didactic pedagogy anticipation in the use of technology. Despite some of the study's limitations, the findings have the potential to be an advantage for the long-term sustainability of e-learning as a new norm for teachers' professional development programs, rather than just a foreshadowing of the pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01