Quality and status of pedagogical content knowledge of well-performing physics teachers a case study of six teachers in senior high schools in Volta region.

Abstract

The study explored the pedagogical content knowledge (PCK) among well-performing senior high school (SHS) physics teachers in the Volta Region of Ghana. This research investigated the link between teacher knowledge and learner achievement, with a specific focus on topic-specific PCK. A case study design and qualitative method were employed to examine the PCK of six physics teachers and their development in teaching thermal physics. The selection of participating teachers was based on their schools' consistent per formance in WASSCE physics over a five-year period. Data were collected through les son plan analysis, pre-lesson interviews, lesson observations, post-lesson interviews, and document analysis. The analysis assessed individual teachers' content knowledge in thermal physics, their understanding of instructional strategies, their knowledge of learn ers' preconceptions and learning difficulties and factors contributing to the development of teachers’ PCK. The findings revealed that the six physics teachers generally possessed the necessary content knowledge of thermal physics and employed topic-specific instruc tional strategies. However, they demonstrated limited knowledge of learners' preconcep tions and learning difficulties related to thermal physics. Even though these well performing teachers demonstrated limited knowledge of learners' preconceptions and learning difficulties related to thermal physics, they exhibited adequate knowledge of content and instructional strategy, and this apparently, is the reason their learners perform well. The teachers’ development of PCK in teaching thermal physics was primarily at tributed to formal university education programmes, extensive classroom teaching expe rience, peer support, and participation in in-service workshops. The implications include enhancing the quality of physics instruction in senior high schools by encouraging both well-performing and non-performing teachers to adopt effective instructional strategies, improve their PCK while they identify and address common student misconceptions. This integrated approach can lead to improved student understanding and learning outcomes in physics, particularly in challenging topics such as thermal physics. The study emphasised the need for teachers to address learners' learning difficulties to enhance instructional ef fectiveness. Additionally, it underscores the significance of continuous professional de velopment programmes to further enhance teachers' PCK and improve physics education outcomes in the region.