APA Style
Bakar, A. , Bakar, A. Adams, F. H. , Adams, F. H. Tetteh-Osei, F. , Tetteh-Osei, F. Ochour, B. K. , Ochour, B. K. Ansah, P. O. , & Ansah, P. O. (2022). Teachers’ Technological, Pedagogical and Content Knowledge in the Junior High School Social Studies Curriculum.
Current Research in Public Health, 2(1), 34-45.
https://doi.org/10.31586/ujssh.2022.301
ACS Style
Bakar, A. ; Bakar, A. Adams, F. H. ; Adams, F. H. Tetteh-Osei, F. ; Tetteh-Osei, F. Ochour, B. K. ; Ochour, B. K. Ansah, P. O. ; Ansah, P. O. Teachers’ Technological, Pedagogical and Content Knowledge in the Junior High School Social Studies Curriculum.
Current Research in Public Health 2022 2(1), 34-45.
https://doi.org/10.31586/ujssh.2022.301
Chicago/Turabian Style
Bakar, Abu, Abu Bakar. Francis Hull Adams, Francis Hull Adams. Francis Tetteh-Osei, Francis Tetteh-Osei. Benjamin Kwabena Ochour, Benjamin Kwabena Ochour. Philip Owusu Ansah, and Philip Owusu Ansah. 2022. "Teachers’ Technological, Pedagogical and Content Knowledge in the Junior High School Social Studies Curriculum".
Current Research in Public Health 2, no. 1: 34-45.
https://doi.org/10.31586/ujssh.2022.301
AMA Style
Bakar A, Bakar AAdams FH, Adams FHTetteh-Osei F, Tetteh-Osei FOchour BK, Ochour BKAnsah PO, Ansah PO. Teachers’ Technological, Pedagogical and Content Knowledge in the Junior High School Social Studies Curriculum.
Current Research in Public Health. 2022; 2(1):34-45.
https://doi.org/10.31586/ujssh.2022.301
@Article{crph301,
AUTHOR = {Bakar, Abu and Adams, Francis Hull and Tetteh-Osei, Francis and Ochour, Benjamin Kwabena and Ansah, Philip Owusu and Asabere, Isaac Kofi},
TITLE = {Teachers’ Technological, Pedagogical and Content Knowledge in the Junior High School Social Studies Curriculum},
JOURNAL = {Current Research in Public Health},
VOLUME = {2},
YEAR = {2022},
NUMBER = {1},
PAGES = {34-45},
URL = {https://www.scipublications.com/journal/index.php/UJSSH/article/view/301},
ISSN = {2831-5162},
DOI = {10.31586/ujssh.2022.301},
ABSTRACT = {Knowledge of the content alone is no guarantee for effective teaching and learning, there is the need for teachers to demonstrate high level of technological and pedagogical power. The study examined the technological pedagogical content knowledge of Social Studies teachers’ in Junior High Schools in Aowin municipality in the Western North Region of Ghana. The descriptive survey design was used for the study. The population for the study included all Social Studies teachers in the public Junior High Schools in the Aowin Municipality. Simple random and purposive sampling techniques were used to select the Seventy-four (74) Junior High Schools and Seventy-four (74) the Social Studies teachers for the study. The main instrument for data collection was questionnaire. The study revealed that, teachers have adequate content knowledge to teach Social Studies but there are doubts as to whether their knowledge is current. The study also concluded that, teachers were not confident about their technological, pedagogical and content knowledge in Social Studies and this resulted in their negative attitude towards the integration of technology in classroom activities. It is recommended that, the Ghana Education Service should organize In-Service Training and refresher courses for teachers to keep them current and up-to-date their content knowledge in Social Studies. It is also recommended that, teachers should adopt positive attitudes towards learning and using technology in their day-to-day activities.},
}
%0 Journal Article
%A Bakar, Abu
%A Adams, Francis Hull
%A Tetteh-Osei, Francis
%A Ochour, Benjamin Kwabena
%A Ansah, Philip Owusu
%A Asabere, Isaac Kofi
%D 2022
%J Current Research in Public Health
%@ 2831-5162
%V 2
%N 1
%P 34-45
%T Teachers’ Technological, Pedagogical and Content Knowledge in the Junior High School Social Studies Curriculum
%M doi:10.31586/ujssh.2022.301
%U https://www.scipublications.com/journal/index.php/UJSSH/article/view/301
TY - JOUR
AU - Bakar, Abu
AU - Adams, Francis Hull
AU - Tetteh-Osei, Francis
AU - Ochour, Benjamin Kwabena
AU - Ansah, Philip Owusu
AU - Asabere, Isaac Kofi
TI - Teachers’ Technological, Pedagogical and Content Knowledge in the Junior High School Social Studies Curriculum
T2 - Current Research in Public Health
PY - 2022
VL - 2
IS - 1
SN - 2831-5162
SP - 34
EP - 45
UR - https://www.scipublications.com/journal/index.php/UJSSH/article/view/301
AB - Knowledge of the content alone is no guarantee for effective teaching and learning, there is the need for teachers to demonstrate high level of technological and pedagogical power. The study examined the technological pedagogical content knowledge of Social Studies teachers’ in Junior High Schools in Aowin municipality in the Western North Region of Ghana. The descriptive survey design was used for the study. The population for the study included all Social Studies teachers in the public Junior High Schools in the Aowin Municipality. Simple random and purposive sampling techniques were used to select the Seventy-four (74) Junior High Schools and Seventy-four (74) the Social Studies teachers for the study. The main instrument for data collection was questionnaire. The study revealed that, teachers have adequate content knowledge to teach Social Studies but there are doubts as to whether their knowledge is current. The study also concluded that, teachers were not confident about their technological, pedagogical and content knowledge in Social Studies and this resulted in their negative attitude towards the integration of technology in classroom activities. It is recommended that, the Ghana Education Service should organize In-Service Training and refresher courses for teachers to keep them current and up-to-date their content knowledge in Social Studies. It is also recommended that, teachers should adopt positive attitudes towards learning and using technology in their day-to-day activities.
DO - Teachers’ Technological, Pedagogical and Content Knowledge in the Junior High School Social Studies Curriculum
TI - 10.31586/ujssh.2022.301
ER -
