Mathematics Teacher Educators' Geometry Pedagogical Content Knowledge: Pre-service Teachers' Perceptions and Instructional Enactment in Colleges of Education in Ghana

Abstract

Teaching geometry is challenging as it requires knowledge of content and representations‚ anticipating possible learner misunderstandings‚ and knowing how to implement the teaching methods․ Not much research exists in examining how mathematics teacher educators (MTEs) show geometry-specific PCK in teacher preparation programs․ The study explored PSTs' perceptions of MTEs' geometry pedagogical content knowledge and teaching effectiveness in Colleges of Education in Eastern Ghana․ The study was guided by an explanatory sequential mixed-methods design involving a questionnaire administered to a sample of 235 first-year PSTs developed along a five-point Likert scale (1 = strongly disagree)․ The investigation involved semi structured interviews and classroom observations of 10 participants․ The four PCK components assessed in the questionnaire were content knowledge‚ knowledge of students' understanding‚ instructional strategies‚ and curriculum and assessment knowledge․ PSTs rated MTEs as effective geometry instructors overall‚ with a mean of 3․85 and an SD of 1․08․ PSTs rated MTEs' PCK highest for understanding how to connect geometry concepts to the real world ( M = 4․09‚ SD = 0․96)‚ and understanding how to use multiple representations (M = 3․95‚ SD = 1․08)․ Teaching actions specific to geometry (M = 3․66‚ SD = 1․04)‚ and teaching actions focused on addressing student misconceptions (M = 3․65‚ SD = 1․22) received lowest averages․ Qualitative results indicated PSTs valued explanation‚ examples‚ representations‚ and questioning‚ but desired pedagogical training on adaptive instruction‚ manipulatives‚ and technology integration in particular․ Findings confirm the importance of sound mathematics content knowledge and learner-centered pedagogy for effective teaching of geometry‚ supported through active professional development for MTEs․