Teachers’ Technological, Pedagogical and Content Knowledge in the Junior High School Social Studies Curriculum

Abstract

Knowledge of the content alone is no guarantee for effective teaching and learning, there is the need for teachers to demonstrate high level of technological and pedagogical power. The study examined the technological pedagogical content knowledge of Social Studies teachers' in Junior High Schools in Aowin municipality in the Western North Region of Ghana. The descriptive survey design was used for the study. The population for the study included all Social Studies teachers in the public Junior High Schools in the Aowin Municipality. Simple random and purposive sampling techniques were used to select the Seventy-four (74) Junior High Schools and Seventy-four (74) the Social Studies teachers for the study. The main instrument for data collection was questionnaire. The study revealed that, teachers have adequate content knowledge to teach Social Studies but there are doubts as to whether their knowledge is current. The study also concluded that, teachers were not confident about their technological, pedagogical and content knowledge in Social Studies and this resulted in their negative attitude towards the integration of technology in classroom activities. It is recommended that, the Ghana Education Service should organize In-Service Training and refresher courses for teachers to keep them current and up-to-date their content knowledge in Social Studies. It is also recommended that, teachers should adopt positive attitudes towards learning and using technology in their day-to-day activities.

Effect of Mathematical Content Knowledge on Mathematical Knowledge for Teaching

“…Content knowledge includes knowledge related to a subject and its organizational structure (Shulman, 1986), and refers to facts, concepts, theories, and principles (Bakar et al, 2022;Metz, 2021). Content knowledge is knowledge about the material taught in the form of facts, theories, concepts, procedures, and relationships between concepts, evidence, and content as well(Koehler, M. J., Mishra, 2008).…”