Relationship between Content Knowledge and Pedagogical Design Capacity of Elementary Mathematics Teachers in Gilgit Baltistan
Abstract
The contradiction in the idea that a person having more knowledge can teach better, compelled to check and relate the teachers’ content knowledge and pedagogical design capacity. The objectives of study were; to evaluate the content knowledge and pedagogical design capacity of elementary mathematics teachers, and to find out the relationship between both the variables along with the comparison of teachers pedagogical designe capacity with respect to experience and professional education. The population of the study included 194 teachers teaching mathematics to class 7th in Gilgit Baltistan. A test for content knowledge and an observation sheet for pedagogical design capacity was used. The data were analyzed through mean score, Pearson product moment correlation and one way ANOVA. Results of the study revealed that teachers’ professional education does not affect their teaching instructions rather their teaching experience have some effects at start of their service but have no effect later on.
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