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 multistage 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.