Examining the Generic Pedagogical Content Knowledge of Mathematics Education Teachers at C. K. Tedam University of Technology and Applied Sciences, Ghana

Abstract

Abstract

The study examined the generic pedagogical content knowledge (GPCK) of mathematics education teachers at C. K. Tedam University of Technology and Applied Sciences (CKTUTAS). Using a descriptive survey design, data were collected from 98 undergraduate and postgraduate mathematics education students through a structured questionnaire. Descriptive statistics were employed to assess participants’ levels of GPCK, while correlation and independent t-tests were used to analyze relationships and demographic variations. The results showed that teachers demonstrated moderate knowledge of students’ understanding but low knowledge of instructional practices. A significant positive correlation was found between the two components of GPCK, indicating their interdependent nature. No significant differences in GPCK were observed across gender or educational level. These findings suggest that weaknesses in pedagogical knowledge are widespread and not tied to demographic factors. The study recommends that teacher education programs integrate more practice-based learning to strengthen instructional skills. Policy initiatives by the Ministry of Education and the Ghana Education Service should prioritize professional development programs that enhance teachers’ instructional competence. Limitations of the study include its reliance on self-reported data from a single university, suggesting the need for larger and mixed-methods studies. The study contributes to the discourse on mathematics teacher preparation and provides evidence to guide reforms in mathematics education in Ghana.

Keywords: pedagogical content knowledge, mathematics education, teacher education, instructional practices, student understanding