Examining basic school teachers’ pedagogical content knowledge of English language and their classroom teaching practices the case of Assin South District

Abstract

Little is known about the basic school Language teachers’ Pedagogical Content Knowledge and their Classroom Teaching Practices. Through interview and observation, this qualitative case study sought to examine and unearth the Pedagogical Content Knowledge and the Classroom Teaching Practices of basic school English Language teachers in the Assin South district. A total of 10 basic school English Language teachers were purposively selected for the study. Data collected was analyzed through the thematic approach and the verbatim comments of the participants was also applied. Key findings from the study revealed among others that: teaching of the English Language is geared towards improving the oral aspects and hence, teachers concentrate more on teaching the oral aspects of the language. Again, there is the need for subject specialization in order to teach it effectively. Besides, teachers hold the belief that English Language teaching is a social practice. This implies that, the interactive classroom environment is the preferred one. More so, the study showed that years of teaching experience form part of Pedagogical Content Knowledge. Further revelation from the study is that Pedagogical Content Knowledge of teachers influence their decisions on instruction. Among other recommendations, the study recommends that, stakeholders should work together towards streamlining the focus, methods/strategies and the theoretical basis that will help shape the focus of English Language teaching. It is also recommended that, teachers’ beliefs about the subject should be shaped during pre-service and in-service training.