Pedagogical content knowledge in higher education in Indonesia

Classroom teaching in a higher education setting in Indonesia requires not only pedagogical or content knowledge, but the combination of both. Using Shulman’s knowledge bases of learning (1986), this paper investigates the importance of pedagogical content knowledge based on teacher cognition and reflected on teaching practice. In a pilot study conducted in a Strategic Marketing in Education Business class in a private university in Surabaya, classroom observation and interviews were conducted to find out the techniques used to create effective learning environment. The finding suggests that questioning becomes an instrumental tool in increasing students’ participation and achievement. The aspects of questioning will be discussed extensively as part of teachers’ personal practical knowledge. This initial study will serve as a foundation for a larger scale research to look at the transition from personal practical knowledge to pedagogical content knowledge.