Pedagogical Content Knowledge and Self-Efficacy in Bhutan’s Pre-Service Teachers
DOI:
https://doi.org/10.33830/ijrse.v7i2.1833Keywords:
Competency, Pedagogical Content Knowledge, Perceptions, Pre-service Teachers, Paro CollegeAbstract
This quantitative study investigated the perceptions of Pedagogical Content Knowledge (PCK) among pre-service teachers at Paro College of Education. Using purposive sampling, participants reported high perceptions of PCK (M = 3.64, SD = 0.99), indicating strong understanding and application of content knowledge in teaching. The competency level of participants also scored high (M = 3.49, SD = 0.72), reflecting effective integration of pedagogy and content knowledge in instructional practices. Suggestions for improving PCK were proactive, with a mean score of 3.95 (SD = 0.75). An analysis of variance revealed no significant difference between perceptions and competency levels; however, gender significantly influenced recommendations for enhancing PCK (p = 0.02). Independent t-tests supported this finding, and correlations among perceptions, competency, and improvement strategies were statistically significant, with p-values of 0.000, 0.203, and 0.054. These findings highlight the positive perceptions, high competency levels, and gendered differences in enhancing PCK, contributing valuable insights for future research and professional development in education.
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