Systemic Barriers to Pedagogical Content Knowledge Development in Mathematics Education: An Integrative Analysis of Teacher Preparation at C. K. Tedam University of Technology and Applied Sciences, Ghana

Abstract

Abstract

This study examined systemic barriers to the development of pedagogical content knowledge (PCK) among mathematics education teachers at C. K. Tedam University of Technology and Applied Sciences in Ghana. PCK, which combines subject matter knowledge with pedagogical strategies, is widely recognized as a foundation of teaching effectiveness, yet teachers often face structural challenges in acquiring it. A descriptive survey design was employed, involving 98 mathematics education students who completed a questionnaire on curricular saliency, representations, instructional strategies, and diagnosis of student misconceptions. The results showed consistent challenges across all areas of PCK, with the greatest difficulties reported in the use of varied instructional strategies and in addressing misconceptions. Demographic variables such as gender, age, and level of education were not significantly associated with these challenges, suggesting that barriers are rooted in the design of teacher preparation rather than individual differences. The study concludes that reforms in Ghana’s teacher education system are urgently needed. These should include curriculum redesign, expanded practicum opportunities, mentorship, and professional development that places PCK at the center of mathematics teacher education.

Keywords: pedagogical content knowledge, systemic barriers, mathematics education, teacher preparation, Ghana