Abstract:

The present study was designed to explore the Pedagogical Content Knowledge (PCK) belief and practices of prospective teachers enrolled in 8th semester of B.Ed. (Hons.) 4 years programme in Public sector universities of Punjab. The mix method with sequential explanatory design (QUAN-QUAL) was used to achieve the objectives of the study. In the first phase, quantitative data on prospective teachers’ PCK belief were collected by using a self-developed PCK scale with Cronbach Alpha reliability .86, while the observation protocol was used to examine their PCK practices during practice teaching. On the basis of mean scores on PCK belief scale, 5 extreme cases from upper range of data and 5 cases from lower range of data were selected for the qualitative phase of the study. The quantitative results showed that prospective teachers considered themselves knowledgeable in six PCK domains: (i) knowledge of subject matter, (ii) knowledge of lesson planning (iii) knowledge of lesson presentation, (iv) knowledge of learners, (v) knowledge of teaching methods, and (vi) knowledge of assessment. The qualitative findings indicated that prospective teachers with high PCK belief showed more consistency in demonstrated PCK practices in five domains of PCK except assessment domain relative to those with low PCK belief. The assessment domain received less attention by all prospective teachers. Moreover, gaps between prospective teachers' PCK beliefs and practices were also found in all domains of PCK. On the basis of findings, intensive supervisory practices are recommended to bridge the gaps between PCK beliefs and practices of prospective teachers.

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