Investigation of Pedagogical Content Knowledge of Graduate Social Studies Teachers in Senior High Schools in the Western Region of Ghana

Abstract

This study investigated the pedagogical content knowledge of Social Studies teachers in Senior High Schools in Sekondi-Takoradi Metropolis in the Western Region of Ghana. This research question guided the study: What is the pedagogical content knowledge of trained graduate Social Studies teachers at the Senior High School level? A sequential mixed method design was used for the study.  Instruments for data collection were questionnaire and interviews. Data from questionnaire was triangulated with interviews. Non-probability sampling method, that is, convenience and purposive sampling techniques, were used to select the sample of districts, schools and respondents for the study.  In all, seventy-two (72) Social Studies teachers were selected from twelve (12) Senior High Schools.

The data suggest that teachers perceived Social Studies as citizenship education. Therefore, the teaching and assessment of the subject should address students’ ability to develop civic competence in order to solve their personal and societal problems.

Key-words: Pedagogical content knowledge. Citizenship Education.