Challenges in Developing Pedagogical Content Knowledge among Mathematics Education Teachers at C. K. Tedam University of Technology and Applied Sciences: Implications for Teacher Education Reform in Ghana

Abstract

Abstract

This study investigated the challenges that mathematics education teachers encounter in developing pedagogical content knowledge (PCK) at C. K. Tedam University of Technology and Applied Sciences (CKTUTAS) in Ghana. PCK, which integrates subject matter expertise with pedagogical strategies, remains a critical determinant of teacher effectiveness and student learning. Using a descriptive survey design, data were collected from 98 undergraduate and postgraduate mathematics education students through a structured questionnaire. Results revealed that participants struggled most with applying multiple instructional strategies, diagnosing students’ misconceptions, and integrating curriculum knowledge into classroom practice. Limited exposure to practice-based training and insufficient opportunities for reflective teaching were identified as key barriers. These findings underscore the need for systemic reforms in teacher education to better integrate theory with practice. Policy implications include strengthening practicum experiences, promoting mentorship, and embedding PCK-focused modules in mathematics teacher education programs.

Keywords: pedagogical content knowledge, mathematics education, teacher education reform, instructional challenges, Ghana