Pedagogical Content Knowledge (PCK) in Ethiopian Secondary School Teacher Education Practicum Supervision

Authors : Tesfamichael GETU, Mulugeta TEKA

Pages : 165-181

View : 75 | Download : 12

Publication Date : 2018-06-01

Article Type : Research Paper

Abstract :The current teacher education program in Ethiopia has taken a relatively new modality known as PGDT insert ignore into journalissuearticles values(Postgraduate Diploma in Teaching); program, in which candidates are admitted after obtaining a first degree in one of school subjects and expected to acquire professional knowledge insert ignore into journalissuearticles values(i.e., Pedagogical Knowledge insert ignore into journalissuearticles values(PK);, Pedagogical Content Knowledge insert ignore into journalissuearticles values(PCK); and knowledge of learners and context);. The current study, therefore, aims to examine the practicum supervision practices of the PGDT program at Bahir Dar University insert ignore into journalissuearticles values(BDU); and Mekelle University insert ignore into journalissuearticles values(MU);, Ethiopia. To achieve this, data were collected from student teachers insert ignore into journalissuearticles values(n=21);, university supervisors insert ignore into journalissuearticles values(n=16);, teacher educators insert ignore into journalissuearticles values(n=11);, and cooperating teachers insert ignore into journalissuearticles values(n=19); and program coordinators insert ignore into journalissuearticles values(n=3); through interview along with document analysis. The results show that the practice fails to adequately address PCK as subject-specific pedagogy becomes a peripheral issue in the practicum supervision. Hence, it is called for restructuring the PGDT practicum supervision program in a way that could well address PCK
Keywords : Pedagogical content knowledge, postgraduate diploma in teaching, practicum, supervision

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