Uses of Pedagogical Content Knowledge (Pck) By Social Science Teachers in Classroom Transaction at Elementary Level
Journal Title: The International Journal of Social Sciences and Humanities Invention - Year 2017, Vol 4, Issue 10
Abstract
The main purpose of this study is to investigate the uses of PCK in classroom transaction by social science teachers in relation to qualification. The qualitative research method was applied for studying the uses of PCK with 30 social science teachers selected purposefully from Government elementary schools of Bhubaneswar city, Odisha, India. Out of 30 teachers, 15 are having degree with D.EL.Ed. and 15 are having degree with B.Ed. Self-developed observation schedule consisting of 28 items based on uses of general pedagogy, content knowledge, knowledge of context and learners was used for data collection. The collected data were analyzed by using percentage and accordingly interpretations are drawn. The study found that i) 73.33% of teachers frequently use teaching learning strategy and play way techniques during classroom transaction. But more percentage of B.Ed. teachers use teaching learning strategy and more percentage of D.EL.Ed. teachers use play way techniques ii) 80% of teachers not at all analyze students’ mistakes and reasons of mistakes to facilitate learning, iii) only 6.66% of teachers fulfill students’ needs and conducts activities as per interest of the learners in social science learning situations iv) 76.66% of teachers not at all facilitates the students according to individual difference v) and 70% of teachers are liberal and friendly to students in the class. The study has suggested implications for teachers, teacher educators as well as educational planners of both the pre-service and in-service teacher education programme
Authors and Affiliations
Mrs. P. Sujata Dora1, Dr. Ramakanta Mohalik2
Keywords
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- EP ID EP314525
- DOI 10.18535/ijsshi/v4i10.12
- Views 67
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