Year: 2025
Type: article
Study design: Observational Study
Abstract: This quantitative study investigated the perceptions of Pedagogical Content Knowledge (PCK) among pre-service teachers at Paro College of Education. Using purposive sampling, participants reported high perceptions of PCK (M = 3.64, SD = 0.99), indicating strong understanding and application of content knowledge in teaching. The competency level of participants also scored high (M = 3.49, SD = 0.72), reflecting effective integration of pedagogy and content knowledge in instructional practices. Suggestions for improving PCK were proactive, with a mean score of 3.95 (SD = 0.75). An analysis of variance revealed no significant difference between perceptions and competency levels; however, gender significantly influenced recommendations for enhancing PCK (p = 0.02). Independent t-tests supported this finding, and correlations among perceptions, competency, and improvement strategies were statistically significant, with p-values of 0.000, 0.203, and 0.054. These findings highlight the positive perceptions, high competency levels, and gendered differences in enhancing PCK, contributing valuable insights for future research and professional development in education.
Authors: Sonam Pelden, Pema Wangdi
Institutions: Father Saturnino Urios University, Partido State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4416138804
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