Pedagogical content knowledge of novice and experienced iban language teachers in Sarawak secondary schools

Purpose – The efficiency and expertise of a teacher is reflected in his or her teaching technique. In this paper, focus is given to the teaching process of Iban language subject teachers in order to determine the effectiveness of their teaching. The study was based on Shulman’s pedagogical content knowledge (PCK) theory. It explored and deeply examined PCK among Iban language subject teachers in secondary schools in Sarawak. Methodology – This qualitative study focused on both novice and experienced Iban language subject teachers. Three teachers from the Subis Education Department Office and one teacher from the Miri Education Department Office were chosen to be interviewed and observed. The transcripts of the interview were analysed utilising QSR Nvivo9 software. Findings – PCK among the teachers was found to be influenced by their discipline of knowledge, as most of them come from different specialisations. There was no difference between experienced and new teachers. Rather, it is personal factors that made a difference in the teachers’ PCK, and whether the teachers are new or experienced is just a minor factor. The PCK of Iban language teachers is also found to be influenced by their respective specialisations. Observations revealed that the best PCK teacher is produced when a teacher truly absorbs and appreciates the Iban language subject itself. Significance – This study is important to the school management to ensure that the Iban language teachers are qualified to teach the Iban Language subject.