IMPROVING SECONDARY SCHOOL BIOLOGY TEACHERS’ TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE: EVIDENCE FROM LESSON STUDIES

Thumah Mapulanga; Yaw Ameyaw; Gilbert Nshogoza; Elton Sinyangwe

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IMPROVING SECONDARY SCHOOL BIOLOGY TEACHERS’ TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE: EVIDENCE FROM LESSON STUDIES

Title	IMPROVING SECONDARY SCHOOL BIOLOGY TEACHERS’ TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE: EVIDENCE FROM LESSON STUDIES
Publication Type	Journal Article
Year of Publication	2023
Authors	Mapulanga, T, Ameyaw, Y, Nshogoza, G, Sinyangwe, E
Journal	Journal of Baltic Science Education
Volume	22
Issue	1
Start Page	20-36
Pagination	Continuous
Date Published	February/2023
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	enacted pedagogical content knowledge (ePCK), lesson study, respiration, secondary school, topic-specific pedagogical content knowledge (TSPCK)
Abstract	Since pedagogical content knowledge (PCK) influences the teaching-learning process, it has dominated research on teacher effectiveness. This case study explored teachers’ enacted topic-specific PCK (TSPCK) during the biology lesson study stages: planning, teaching, and reflecting. The enacted TSPCK in two video-recorded research lessons was analysed qualitatively. The results showed that the teacher enacted both high-order and low-order pedagogical actions in the enactment of the TSPCK on eight themes, namely: teaching strategies, classroom interactions, representations, curricular saliency, conceptual teaching strategies, students’ prior knowledge and misconceptions, and what makes teaching or learning difficult. The results also show that the teachers’ collective planned TSPCK was more developed than their personal TSPCK, indicating that participation in the lesson study improved the teachers’ TSPCK. The study is important as it shows how teachers enact their personal and collective TSPCK in respiration. It also demonstrates the potential of lesson study to improve teachers’ PCK through collaborative planning and reflection on taught lessons. The study recommends using lesson study to improve teachers’ enacted TSPCK in respiration, and biology as a whole.
URL	https://oaji.net/articles/2023/987-1676960436.pdf
DOI	10.33225/jbse/23.22.20
Refereed Designation	Refereed
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