Teaching Professional Training to Work Transitions of Mathematics Teacher Pedagogical Content Knowledge in Malaysian Chinese Private High Schools

Abstract

The research aimed to examine the effects of teaching professional training in
Malaysian Chinese Private High Schools (CPHSs) on mathematics teachers’ pedagogical
content knowledge (PCK). A total of 28 respondents were involved in interviews using a
multi-stage sampling technique. The respondents were comprised of four groups, namely
five principals, five deputy principals, five mathematics division leaders, and 13
mathematics teachers of the five CPHSs. Principals, deputy principals, and mathematics
division leaders participated in in-depth interviews while mathematics teachers involved
in focus group interviews. Results revealed that most of the mathematics teachers are
possessing PCK excellently except the new teachers. The entire respondents came to an
agreement that the teaching professional training is eligible to improve mathematics
teachers’ PCK abilities to deal with the varying requests to keep well-informed of the
current eras.