Pedagogical competencies in minor subjects of Ghanaian pre-service geography teachers and their implications for teacher education
Abstract Despite the proliferation of research on teacher education, pre-service teachers’ pedagogical preparedness to teach their minor subjects has received little attention in the literature. Therefore, this study assessed Ghanaian pre-service geography teachers’ pedagogical competence in their m...
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| Format: | Article |
| Language: | English |
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Springer Nature
2023-05-01
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| Series: | Humanities & Social Sciences Communications |
| Online Access: | https://doi.org/10.1057/s41599-023-01713-y |
| _version_ | 1797832195810787328 |
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| author | Bismark Mensah |
| author_facet | Bismark Mensah |
| author_sort | Bismark Mensah |
| collection | DOAJ |
| description | Abstract Despite the proliferation of research on teacher education, pre-service teachers’ pedagogical preparedness to teach their minor subjects has received little attention in the literature. Therefore, this study assessed Ghanaian pre-service geography teachers’ pedagogical competence in their minor subjects, including political science, economics, social studies, and history. Pedagogical competence was conceptualised using three constructs adapted from the Technological Pedagogical Content Knowledge (TPACK) framework: pedagogical knowledge, pedagogical content knowledge, and technological pedagogical knowledge. Through a survey, a total of 182 pre-service geography teachers participated in the study. The empirical data obtained were analysed using descriptive statistics such as mean and standard deviation. A one-way MANOVA test was conducted to explore the differences in the pre-service teachers’ pedagogical competencies based on minor subject classifications. The results showed that the pre-service geography teachers had relatively higher pedagogical knowledge in their minor subject than pedagogical content and technological pedagogical knowledge. Minor subject classifications significantly affected pedagogical knowledge, with higher scores reported among the economics minor group. The implications of the findings for teacher education curricula, in addition to the need for pre-service teachers to read pedagogy-related courses in their minor subjects, are discussed. |
| first_indexed | 2024-04-09T14:04:59Z |
| format | Article |
| id | doaj.art-f5e72c8779bc42e3a8e6a38ce7e9a4e2 |
| institution | Directory Open Access Journal |
| issn | 2662-9992 |
| language | English |
| last_indexed | 2024-04-09T14:04:59Z |
| publishDate | 2023-05-01 |
| publisher | Springer Nature |
| record_format | Article |
| series | Humanities & Social Sciences Communications |
| spelling | doaj.art-f5e72c8779bc42e3a8e6a38ce7e9a4e22023-05-07T11:08:49ZengSpringer NatureHumanities & Social Sciences Communications2662-99922023-05-011011910.1057/s41599-023-01713-yPedagogical competencies in minor subjects of Ghanaian pre-service geography teachers and their implications for teacher educationBismark Mensah0University of Education, WinnebaAbstract Despite the proliferation of research on teacher education, pre-service teachers’ pedagogical preparedness to teach their minor subjects has received little attention in the literature. Therefore, this study assessed Ghanaian pre-service geography teachers’ pedagogical competence in their minor subjects, including political science, economics, social studies, and history. Pedagogical competence was conceptualised using three constructs adapted from the Technological Pedagogical Content Knowledge (TPACK) framework: pedagogical knowledge, pedagogical content knowledge, and technological pedagogical knowledge. Through a survey, a total of 182 pre-service geography teachers participated in the study. The empirical data obtained were analysed using descriptive statistics such as mean and standard deviation. A one-way MANOVA test was conducted to explore the differences in the pre-service teachers’ pedagogical competencies based on minor subject classifications. The results showed that the pre-service geography teachers had relatively higher pedagogical knowledge in their minor subject than pedagogical content and technological pedagogical knowledge. Minor subject classifications significantly affected pedagogical knowledge, with higher scores reported among the economics minor group. The implications of the findings for teacher education curricula, in addition to the need for pre-service teachers to read pedagogy-related courses in their minor subjects, are discussed.https://doi.org/10.1057/s41599-023-01713-y |
| spellingShingle | Bismark Mensah Pedagogical competencies in minor subjects of Ghanaian pre-service geography teachers and their implications for teacher education Humanities & Social Sciences Communications |
| title | Pedagogical competencies in minor subjects of Ghanaian pre-service geography teachers and their implications for teacher education |
| title_full | Pedagogical competencies in minor subjects of Ghanaian pre-service geography teachers and their implications for teacher education |
| title_fullStr | Pedagogical competencies in minor subjects of Ghanaian pre-service geography teachers and their implications for teacher education |
| title_full_unstemmed | Pedagogical competencies in minor subjects of Ghanaian pre-service geography teachers and their implications for teacher education |
| title_short | Pedagogical competencies in minor subjects of Ghanaian pre-service geography teachers and their implications for teacher education |
| title_sort | pedagogical competencies in minor subjects of ghanaian pre service geography teachers and their implications for teacher education |
| url | https://doi.org/10.1057/s41599-023-01713-y |
| work_keys_str_mv | AT bismarkmensah pedagogicalcompetenciesinminorsubjectsofghanaianpreservicegeographyteachersandtheirimplicationsforteachereducation |