Abstract:

The aim of the study is to explore pedagogical content knowledge of entrepreneurship education (EE) technical vocational education and training lecturers (TVET) in the context of knowledge of content and students. Knowledge of content and student (KCS) is defined as lecturers’; knowledge about the students’ conception and misconception on limit of function material and teacher’s ability to cope with students’ difficulty, mistake, and misconception. Central to these tasks is knowledge of common student conceptions and misconceptions about EE content and methods to eliminate the difficulties and misconceptions. Participatory action research was operationalises to collect data generate through meeting, class observation and discussion. The finding of the study finds out that entrepreneurship education TVET lecturers’ have difficulties with making it more practical. The lecturers also found difficulty in finding effective ways to minimize those misconceptions and mistakes. The class visits also found that lectures frequently failed to recognize students’ misconception due to lack of conceptual knowledge of entrepreneurial education. Moreover, lecturers had issues in generating effective teaching strategies as they had limited knowledge of content and students. The result of this research shows that lecturers’ inability to analyzing the cause of students’ difficulty, mistake, and misconception. Lecturers tended to overcome the students’ difficulty, mistake, and misconception by re-explaining the procedure of question completion which is not understood by the students. The papers argue there is a need for a framework to capacitate the lecturers to teach EE effectively.

Keywords:

Pedagogical Content Knowledge, EE students, lecturers’ knowledge content and students, strategies.