Pre-service teachers’ content knowledge and pedagogical content knowledge in teaching geometric transformation

  • Isaac Pinamang Ghana Education Service Konongo Odumase Directorate
  • Penrose O. Cofie University of Education, Winneba
Keywords: content knowledge, pedagogical content knowledge, pre-service teachers, geometric transformation achievement test Introduction

Abstract

This study investigated pre-service teachers’ content and pedagogical knowledge in teaching geometric transformation. Eighty-two pre-service teachers from two Colleges of Education in the Ashanti region of Ghana consisted the sample size. The study was a quantitative study which employed survey as a strategy of enquiry with a Geometric Transformation Achievement Test (GTAT) as the instrument used for data collection. The GTAT was given to pre-service teachers to identify how knowledgeable they are in content and pedagogical knowledge in geometric transformation. The results indicated a high level of content knowledge but low level of pedagogical content knowledge among the pre-service teachers in geometric transformation. A correlation analysis was also performed to identify the relationship between pre-service teachers’ content and pedagogical knowledge in geometric transformation and the results indicated a weak positive significant relationship between pre-service teachers’ content knowledge and pedagogical content knowledge, r (82) = .044, p < .05, two–tailed. It was therefore recommended that geometric transformation content and pedagogical courses at the Colleges of Education be made more practical and that pre-service teachers should be given ample opportunity to practice what they are going to teach at the basic level.

Author Biographies

Isaac Pinamang, Ghana Education Service Konongo Odumase Directorate
Konongo Odumase Senior High School
Penrose O. Cofie, University of Education, Winneba
Department of Mathematics Education
Published
2017-08-10
Section
Articles

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print ISSN: 2508-1128