TEACHER PEDAGOGICAL CONTENT KNOWLEDGE FOR THE TOPIC, BIODIVERSITY: A CASE OF SELECTED MIDLANDS URBAN HIGH SCHOOL TEACHERS

Abstract

This study investigated teacher pedagogical content knowledge for the topic, Biodiversity and examined why the teachers exhibit the observed level of pedagogical content knowledge. The introduction of the competency-based curriculum by the Ministry of Primary and Secondary Education in Zimbabwe in 2016 came as a tactical approach to solving an array of both social and economic problems bedevilling the country. Learning should be aimed at acquiring 21st century skills such as critical thinking, creativity, problem solving and innovation among others. Teacher pedagogical content knowledge becomes critical when it comes to the implementation of such a curriculum. This study is located within a framework of teacher pedagogical content knowledge. The hexagonal conceptual framework used in the study draws elements from existing pedagogical content knowledge frameworks. Six key constructs in this model were considered in the study. A qualitative research approach was chosen for this study in which a case study research design was employed. The unit of analysis was the biology teacher’s pedagogical content knowledge. Four teacher participants were purposively selected as information rich sources for the phenomenon under study. Data was collected using lesson observations, teacher interviews and learner questionnaires. Content analysis on the topic Biodiversity in the ‘A’ level Biology competence-based curriculum was used to ascertain the demands of the curriculum. An analytical framework consisting of six constructs from the hexagonal conceptual framework was used to analyse teacher pedagogical content knowledge. The study revealed that the ‘A’ level Biology curriculum demands context-based teaching of biodiversity and emphasise on the use of constructivist methodologies packaged with learner centred strategies aimed at bringing awareness to the practical application of skills and knowledge in solving societal challenges. The study also revealed that teachers’ pedagogical content knowledgevaries dependingon aconsortium of factors. Two of the teacher participants had adequate pedagogical content knowledge whilst the other two had inadequate pedagogical content knowledge. Inadequate pedagogical content knowledgewas attributed to apoor teacher identity, non-exposure to workshops, lack of orientation on the demands of the competence-based curriculum, lack of planning, deficiency of motivation and inadequate supervision. The study also revealed the significance of content knowledge in the development of teacher pedagogical content knowledge. The two teachers with inadequate pedagogical content knowledgehad inadequatecontent knowledge. The inadequate pedagogical content knowledge in some teachers was coined as one of the causes of a divide between the intended goals of the competence-based curriculum and what is being implemented in schools. This research led to the design of a model for improving teacher pedagogical content knowledge on Biodiversity. This study recommends the use of the model by ‘A’ Level Biology teachers. Furthermore, the study recommends education authorities to organise workshops on the demands of the competence-based curriculum, positive teacher identity, content knowledge and pedagogical content knowledge development. There is a need for teachers to shift from traditional instruction to process oriented instruction if skills such as creativity, critical thinking and problem solving are to be imparted to learners. Further research on pedagogical content knowledge of Biology teachers in other topics is strongly recommended.