Assessing the Level of Secondary Mathematics Teachers' Pedagogical Content Knowledge

Autor/inn/en	Moh'd, Salma Saleh; Uwamahoro, Jean; Joachim, Nzotungicimpaye; Orodho, John Aluko
Titel	Assessing the Level of Secondary Mathematics Teachers' Pedagogical Content Knowledge
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 6, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Secondary School Teachers; Mathematics Teachers; Pedagogical Content Knowledge; Knowledge Level; Teacher Effectiveness; Self Evaluation (Individuals); Teaching Experience; Educational Attainment; Classroom Techniques; Public Schools; Foreign Countries; Tanzania + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Wissensbasis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsabschluss; Bildungsgut; Klassenführung; Public school; Öffentliche Schule; Ausland; Tansania
Abstract	This study reports mixed-methods research findings, which assesses the level of mathematics teachers' pedagogical content knowledge (PCK) in selected secondary schools of Zanzibar. A Likert-scale questionnaire related to PCK self-assessment was administered to 69 teachers, 12 of whom were observed three times during lesson delivery in their respective mathematics classrooms. Both descriptive, inferential, and qualitative analyses were used. The study based on a questionnaire revealed that the level of mathematics teachers' PCK was moderate. However, significant differences in the levels of PCK based on teacher's education level and teaching experience were observed, while teachers' specializations showed no significant differences in their PCK level. The findings based on observation indicate that the level of PCK in classroom practices is low. This indicates the teachers' challenge in the implementation of PCK in classroom practices. There is, therefore, a need for more in-service training on raising teachers' PCK levels, which will eventually lead to improved mathematics teaching and learning. (As Provided).
Anmerkungen	Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01