Clinical supervision that contains the elements of Knowledge Technology and Content Pedagogy is not emphasized by the administration especially for technical and vocational teachers who teach new Designs and Technology subjects in schools throughout Malaysia. The purpose of this study is to identify needs PTPK element in clinical supervision among Design and Technology teachers (RBT) during the teaching process in the classroom. The sample of the study consisted of Senior Technical and Vocational Subject Teachers (GKMP TV) of 4 84 people in the state of Melaka. The study was carried out using quantitative methods through random sampling with the use of a questionnaire. Overall, the data shows that the element of knowledge of the content of the subject, giving the lowest mean of the pedagogical technology knowledge element. While the elements of technological knowledge, pedagogical knowledge, content pedagogy knowledge, content technology knowledge and content pedagogy technology are indispensable in the guidance process in the supervision of RBT teachers. The teacher's challenge enhances the latest technology competence, knowledge and teaching skills to become a necessity to meet the wave of a transformation of RBT subjects and achieve a high level of professionalism. Schools become a platform where teachers learn and teach students to enjoy.
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In-Text Citation: (Naziri, Rasul, & Affandi, 2019)
To Cite this Article: Naziri, F., Rasul, M. S., & Affandi, H. M. (2019). Importance of Technological Pedagogical and Content Knowledge (TPACK) in Design and Technology Subject. International Journal of Academic Research in Business and Social Sciences, 9(1), 99–108.
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