NCRJ VOLUME 3 (eISSN 2984-8520) PEDAGOGICAL CONTENT KNOWLEDGE OF NON-MAJOR TEACHERS: BRIDGING GAPS THRU TEACHER TRAINING FRAMEWORK

PEDAGOGICAL CONTENT KNOWLEDGE OF NON-MAJOR TEACHERS: BRIDGING GAPS THRU TEACHER TRAINING FRAMEWORK

Ma. Victoria C. Vivo, EdD

victoria.vivo@email.lcup.edu.ph

Niña S. Burce, MaEd

nina.burce@email.lcup.edu.ph

Charlyn S. Dela Cruz, MaEd

charlyn.delacruz001@deped.gov.ph

Kiss Mark S. Esbieto, MaEd

kissmark.esbieto@deped.gov.ph

Romailyn V. Flores, MSME

floresr@norzagaraycollege.edu.ph

Roselle D. Gabriel, MaIE

roselle.gabriel@email.lcup.edu.ph

Leo C. Lledo, MaEd

leo.lledo@deped.gov.ph

Rodbert M. Santos, MaEd

rodbert.santos@deped.gov.ph

Roxan B. Sta Ana, MaEd

roxan.sta.ana@email.lcup.edu.ph

Joanna I.Villamar, MaEd

joannamarie.villamar@deped.gov.ph

La Consolacion University Philippines

2024

ABSTRACT

This study investigated non-major teachers' perceptions of their pedagogical knowledge, content knowledge, and pedagogical content knowledge (PCK) when teaching subjects outside their specialization. It aimed to identify challenges faced and coping mechanisms used, proposing a teacher training framework to address these issues. Survey data from 44 teachers revealed that pedagogical knowledge was perceived as "Excellent" with a Grand Weighted Mean of 3.31. However, content knowledge was rated as "Good," with a Grand Weighted Mean of 3.08, indicating areas for improvement. PCK also received an "Excellent" rating with a Grand Weighted Mean of 3.29. Statistical analysis shows no significant relationship between the years of teaching non-specialized subjects and the components of pedagogical knowledge (r = 0.145, p = 0.347), content knowledge (r = 0.137, p = 0.377), or PCK (r = 0.013, p = 0.933), suggesting that experience alone does not significantly impact these areas. Key challenges identified include difficulties in subject mastery (29.55%) and explaining complex concepts (25.00%). Coping mechanisms include self-study (20.45%), seeking assistance from specialized colleagues (11.36%), and participating in seminars and training (15.91%). To address these challenges, a proposed teacher training framework includes phases such as enhancing pedagogical skills (Objective: Develop effective teaching methods; Activities: Workshops and classroom management training), providing a teaching and learning delivery guide (Objective: Standardize teaching practices; Activities: Create lesson scripts and assessment techniques), and ensuring continuous professional development (Objective: Update teaching practices; Activities: Workshops, online courses, and distributing subject journals). The framework aims to improve instructional effectiveness and teacher satisfaction despite the challenges of teaching outside their specialization.

Keywords: Pedagogical Knowledge, Content Knowledge, Pedagogical Content Knowledge, Non-Major Teachers, Teacher Training Framework

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