Exploring pedagogical content knowledge for teacher preparation a study of social studies tutors in selected colleges of education

Abstract

The purpose of the study was to explore how the Social Studies tutors in the Colleges of Education perceive, enact and adapt pedagogical content knowledge (PCK) to prepare teachers. This study sits in interpretivism philosophy and employed a qualitative research approach with its data collection and analysis. The study employed a case study design. Fifteen Social Studies tutors were selected from five Colleges of Education affiliated with the University of Cape Coast through multi staged sampling techniques. Fifteen Social Studies tutors were observed and interviewed. The data were analysed using inductive thematic approach. Findings revealed that Social Studies tutors adopted a variety of pedagogical approaches such as inquiry-based learning and differentiated instruction techniques to cater for varying needs. Furthermore, the study found that tutors demonstrated pedagogical content knowledge by integrating content knowledge with pedagogical skills, supported by digital tools, collaborative instruction, assessment with feedback, and insights from developmental psychology. However, tutors did not demonstrate adequate knowledge of teacher trainees’ misconceptions and learning difficulties. Also, Social Studies tutors faced challenges in applying PCK, including inadequate teaching resources, insufficient contact hours and large class sizes. The study concluded that Social Studies tutors demonstrated strong pedagogical skills aligned with Lev Vygotsky’s sociocultural theory by fostering collaborative, contextually situated learning environments. The study further concluded that the challenges Social Studies tutors face in applying PCK are rooted in limited teaching resources, inadequate instructional hours and large class sizes, underscoring a persistent gap between theoretical ideals of teacher education and realities of classroom practice. The study recommended that Social Studies tutors continue to explore and adopt modern pedagogical approaches, blending them with content knowledge in their teaching. It is also recommended that the Ministry of Education, the University of Cape Coast as the mentoring university, and Colleges of Education management should make efforts to resource college libraries with required textbooks, reading materials, globes, charts, maps and other physical resources needed for the effective application of PCK in Social Studies lessons delivery.