@article{education20221072,
author={{Owusu-Fordjour, Collins and Koomson, Charles Kwesi and Twumasi, Stephen Annan and Baidoo, Michael Afari and Lumor, Prosper Deo-Donne and Mensah, Napthali and Konadu, Elizabeth},
title={Pedagogical Content Knowledge of Integrated Science Teachers and Its Impact on Their Instructional Practice},
journal={American Journal of Educational Research},
volume={10},
number={7},
pages={439--443},
year={2022},
url={http://pubs.sciepub.com/education/10/7/2},
issn={2327-6150},
abstract={The impact of science instructors' Pedagogical Content Knowledge (PCK) on educational practice was studied in this study. Synthesis of a teacher's subject knowledge and pedagogical skill is described as PCK. The study's goal was to see if there was a link between Ghanaian science instructors' PCK and classroom practices. This research employed a descriptive survey approach. Eighty (80) teachers were randomly recruited and data was collected using a standardized questionnaire. Simple percentages and charts were used to organize and illustrate the data. It was revealed that subject matter understanding varies depending on a teacher's level of education. Experienced teachers, on the other hand, demonstrated greater pedagogical expertise and were better able to improve academic achievement than inexperienced teachers. The formal education of a teacher was a strong predictor of their knowledge and ability in the classroom. According to the findings of this study, teachers' pedagogical and subject-matter knowledge are crucial for effective science instruction and student comprehension.},
doi={10.12691/education-10-7-2}
publisher={Science and Education Publishing}
}