The Impact of Professional Development on the Pedagogical Content Knowledge of the Mathematics Teacher
Alfred Kofi Adams, Felix Asemnor, Vincential Nkansah, Harrison Adonu
Asian Journal of Advanced Research and Reports · pp. 19–28 · Published 3 Mar 2023
10.9734/ajarr/2023/v17i3470Abstract
Aim: The study Sought to explore the impact of professional development on the pedagogical content knowledge of the mathematics teacher in Ghana. Study Design: The study used a case study research design. Methodology: Three research instruments, namely; documents, interview and semi-structured open-ended questionnaires was used for the study. Twelve (12) teachers were sampled from a teacher population of forty-eight (48) mathematics teachers from nine (9) government assisted Senior High Schools in the Keta Municipality to respond to the questionnaire, while a Deputy Director of Education was interviewed to gather qualitative data for analysis. Results: This research study identified that professional development had positive impacts on the Pedagogical Content Knowledge of mathematics teachers. These findings imply that, professional development for teachers is important to ensure effective teaching for improved performance of students in mathematics. Conclusions: Teachers were of the view that they should be included in the planning process of the professional development programmes, realistic duration for the programmes, they also suggested teacher motivation for participation, called for consistency in the organization of the programmes, follow-up programmes and also provision of adequate learning materials.
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Cited by 10
Alfred Kofi Adams, Felix Asemnor, Adams , Alfred Kofi · Asian Journal of Advanced Research and Reports · 2023
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Asniah Mananggolo · Psychology and Education: A Multidisciplinary Journal · 2025
Diah Puji Nali Brata, Edy Setiyo Utomo, Ahmad Farhan · KnE Social Sciences · 2025
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