Pedagogical Content Knowledge of Geography Teachers in International Schools

Abstract

One of the primary needs for all geography teachers is to have ample knowledge to convey the subject matter to the learner. This can be achieved if the teacher is thorough in the subject matter, pedagogy and content. The notion that addresses this dichotomy is called pedagogical content knowledge (PCK), which is essential to all teachers. Hence, this study attempts to investigate to what extent geography teachers possess PCK in international schools, especially in middle school, from years 7 to 9. A quantitative research approach was used. The study involved 60 teachers who were selected from thirty international schools in Colombo using the random sample technique representing two teachers from each school. A survey research design was executed, and a questionnaire was administered to collect the data. The findings of the study show that there are many concerns related to subject matter and pedagogical competencies. Even though teachers teach geography, nearly 40% of them have not studied the subject at a degree level. 25% of the teachers possess a master’s degree in Geography and Education. However, only 20% of the teachers own a PGDE. Most teachers have not shown interest in enhancing their professional qualifications. It’s also clearly visible that many teachers are unaware of the learner’s needs and abilities. Hence, the school management should rethink recruiting well-qualified geography teachers and invest more in ongoing training sessions to improve their pedagogical competencies.