Teachers Pedagogical knowledge in Effective Education and Curriculum in Ghana
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Abstract
This present study used a sequential mixed approach to investigate teachers' pedagogical knowledge in effective education and curriculum in integrated science and mathematics. To test the consistency of the outcome, a triangulation technique was utilized in the context of diverse instruments. A semi-structured questionnaire and interview were used as research instruments for the data collection where 17 items (questions) were used on a five-point Likert scale. The study's setting surrounds integrated science and mathematics teachers in senior high schools; hence the study's population. However, the Ashanti region was used as the study area; therefore, 187 teachers were sampled for the study from 30 different senior high schools. The sampling method used is the non-probability method; thus, purposive and convenience sampling approach for selecting respondents from the various schools and districts in which their schools are situated. In a nutshell, it is obvious from the findings in that majority of teachers perceive integrated science and mathematics as: amalgamation of all science disciplines, methods of teaching, and basis of STEM (science, technology, engineering, and mathematics). It is evidential that almost all of the respondents have pedagogical knowledge concering their field of teaching. Moreover, there is a significant relationship between teachers’ pedagogical knowledge and integrated science and mathematics education and curriculum in senior high schools, specifically Ashanti region of Ghana. However, to achieve greater strides in the field of integrated science and mathematics, the curriculum and contents used should be backed by modern practices of pedagogy.
Keywords
Pedagogial Knowledge; Integrated Science; Mathematics; Curriculum; Pedagogy perception
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