Teachers’ Pedagogical Content Knowledge in inclusion of deaf students in regular Basic School

Abstract

This study focused on teachers Pedagogical Content Knowledge (PCK) in teaching deaf students at the Unipra South Inclusive School, Winneba. Specifically, the study examined the PCK of teachers, factors that influence teacher’s PCK, how teachers acquire PCK and the views of teachers on the impact of PCK on deaf students. This was a pragmatic study which adopted a mixed method approach and explanatory sequential design to collect and analyse data. Census sampling was used to select 38 teachers for the quantitative study and purposeful sampling was used to select six teachers for the qualitative study. The study revealed that, teachers generally had high level of PCK and teachers PCK are influenced by their gender, teaching experience and area of specialization. The study also revealed, in service training, seminars, workshops and personal development training helped in teachers’ PCK acquisition and impacted positively on students’ learning outcomes. The study recommends that the Effutu Municipality Educational Directorate in collaboration with the heads of schools should organize periodic in-service training and workshops so that all teachers will develop a better understanding and aptitude of the importance of pedagogical content knowledge.