An Assessment of Pre-Service Teachers’ Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) in Economics in Lagos State University, Nigeria
DOI:
https://doi.org/10.65820/ejes-18vol2-issue2-2026Abstract
Purpose: This study assesses teacher trainees’ Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) in Economics at Lagos State University. The study was conducted to improve the teacher-training programme.
Methodology: The study employs a descriptive research design to determine the impact of the teacher training programme on the trainees' knowledge in the content or subject matter area and pedagogical skills. It sampled 90 teacher-trainees using a purposive sampling technique. Twenty-five test items were developed to measure the teacher trainees' content knowledge in Microeconomics, Macroeconomics, and mathematical representation in economics, as well as their pedagogical content knowledge in economics.
Result: . Findings established a difference between male and female participants in Content Knowledge of economics and pedagogy. It equally showed a strong positive relationship (r = .68) between teacher-trainees’ content knowledge and mathematical representation. Teacher trainees must be trained to be balanced in both pedagogical and content knowledge, regardless of their gender.
Novelty and contribution: The study established that phobias and erroneous beliefs that certain knowledge is meant for a particular gender create a gap between teacher trainees’ content and pedagogical knowledge.
Practical and social implications: Finally, based on the findings of this study, it is recommended that teaching practice students be oriented so that both content knowledge and pedagogical skills are acquired simultaneously. Additionally, the Government should emphasize the professional development of teachers. Teachers should not just attend trainings, but rather those relevant to their teaching subjects.
References
Akyildiz, S. H. (2023). Pre-service teachers' mathematical pedagogical content knowledge of the order of operations. doi: 10.5204/thesis.eprints.240795
Anamuah-Mensah, J., Mereku, D. K., & Ghartey-Ampiah, J. (2008). Ghana Junior Secondary School Students' Achievement in Mathematics and Science: Report from Ghana's Participation in 2007 trend in International Mathematics and Science Study. Accra: Ministry of Education, Youth and Sports.
Ball, D., Thames, M., & Phelps, G. (2008). Content knowledge for teaching: what makes it special? Journal of Teacher Education, 59(5), 389-407.
Buma, A. M and Sibanda, D. (2022). In-Service and Pre-Service Science Teachers’ Enacted Pedagogical Content Knowledge about the Particulate Nature of Matter. Education Sciences, doi: 10.3390/educsci12090576
Buschang, R. (2008). Validating measure of mathematics teacher's knowledge. California Educational Research Association Annual Meeting. California: Rancho Mirage.
Bwalya, A., & Rutegwa, M. (2023). Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities. Eurasia Journal of Mathematics, Science and Technology Education, 19(2), em2222.
Correia, M and Baptista, M (2022). Supporting the Development of Pre-Service Primary Teachers' PCK and CK through a STEM Program. Education Sciences, doi: 10.3390/educsci12040258
Danisman, S., & Tanisli, D. (2017). Examination of mathematics teachers' pedagogical content knowledge of probability. Malaysian Online Journal of Educational Sciences, 5(2), 16-34.
Darling-Hammond, L. (2000). Teacher quality and students' achievement: a review of state policy evidence. Retrieved September 5, 2020, from Education Policy and Archive: http://www.epaa.asu.edu/epaa/v8nl
Dersch, A. S., Heyder, A., & Eitel, A. (2022). Exploring the nature of teachers’ math-gender stereotypes: The math-gender misconception questionnaire. Frontiers in Psychology, 13, 820254.
Eminer, Nur, Ünveren & Bilgiç. (2022). The relationship between technological pedagogical content knowledge of mathematics teacher candidates and teaching mathematics anxiety. Journal of Educational Technology and Online Learning, doi: 10.31681/jetol.1115994
Federal Republic of Nigeria (2013). National Policy on Education. Lagos: NERDC
Fernanda, N., & Antonio, M. (2012). A framework for civic education teachers' knowledge. Social and Behavioural Sciences, 47, 1179-1183.
Guerrero, S. (2010). Technological pedagogical content knowledge in the mathematics classroom. Journal of Computing in Teacher Education, 26(4), 132-139.
Hallim, L. (1997). A critical appraisal of secondary science teacher training programme in Malaysia with an emphasis on pedagogical content knowledge. London: King's College.
Isah, M. F. (2011). Relationship between subject content knowledge and pedagogical skills of NCE integrated science students in Niger State, Nigeria. Zaria: Ahmadu Bello University.
Krauss, S., Baumert, J., & Blum, W. (2008). Secondary mathematics teachers' pedagogical content knowledge and content knowledge: validation of the COACTIV constructs. The International Journal on Mathematics Education, 40(5), 873-893.
Kruger, D. (2017). Teachers' educators' perspectives on pedagogical content knowledge for secondary School Economics teaching. North-west University. Potchefstroom: North-west University.
Leong, K. E., Chew, C. M., & Rahim, S. S. A. (2015). Understanding Malaysian pre-service teachers' mathematical content knowledge and pedagogical content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 11(2), 363-370.
Matshidiso, M. M.& Mpalami. N. (2022). A critical exploration of student teachers’ choice and use of representations in a challenging environment. Eurasia Journal of Mathematics, Science and Technology Education, doi: 10.29333/ejmste/12516
Mehmet, F., Öçal, & Güzel, A. (2010). Investigation of the Effectiveness of Pedagogical Education from Mathematics Teachers’ Perceptions. International Journal of Research,
National Educational Research Center (2000). National curriculum for senior secondary school on Economics. Lagos: Federal Ministry of Education.
Nousheen, A. Zia, M. A. & Waseem, M. (2022). Exploring pre-service teachers’ self-efficacy, content knowledge, and pedagogical knowledge concerning education for sustainable development. Environmental Education Research. doi: 10.1080/13504622.2022.2128055
Novianti, M. & Retnawati. M (2019). Student-teacher’s perception of mathematical representation in mathematics learning. doi: 10.1088/1742-6596/1320/1/012106
Novikasari, I. (2020). Pre-service teachers’ mathematical knowledge for teaching in problem-based learning. Journal of Research and Advances in Mathematics Education. doi: 10.23917/JRAMATHEDU.V5I2.10556
Odumosu, M. O., Olisama, O. V., & Areelu, F. (2018). Teachers' content and pedagogical knowledge on students' achievement in algebra. International Journal of Education and Research, 6(3).
Okonkwo, O. A., & Chikwelu, E. E. (2017). Challenges facing student-teachers during teaching practice exercise in Federal College of Education (Technical), Umunze. 1-14.
Gjøvik, O., Kaspersen, E., & Farsani, D. (2022). Stereotypical images of male and female mathematics teachers. Research in Mathematics Education. doi: 10.1080/14794802.2022.2041471
Onyebukwa-Nwanoro, C. J. (2017). Challenges of student-teachers during teaching practice in Nigeria. Journal of Educational Policy and Entrepreneurial Research, 4(5), 30-36.
Ozden, M. (2008). The effect of content knowledge on pedagogical content knowledge: The case of teaching phases of matter. Educational Science: Theory and Practice, 8(2), 633-64.
Park, S., & Oliver, S. (2008). Revisiting the conceptualisation of pedagogical content knowledge: PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284.
Pinamang, I., & Penrose, O. C. (2017). Pre-service teachers' content knowledge and pedagogical content knowledge in teaching geometric transformation. African Journal oF Educational Studies in Mathematics and Sciences, 13.
Rahmi, E. (2018). The analysis of pedagogical content knowledge of teacher candidate. Advances in Economics, Business and Management Research, 57, 604-609.
Raimundo, O., Tatiana, G., & Soledad, E. (2014). Teachers' pedagogical content knowledge and its relation with students' understanding. Revista Brasileira de Educação, 59, 913-944.
Rohaan, E. J., Taconis, R., & Jochem, W. M. (2009). Measuring teachers' pedagogical content knowledge in primary technology education. Research in Science & Technology Education, 27(3), 327-338.
Siswanto, S., Muhson, A. A., & Wibawa, E. A. (2022). The teaching readiness of pre-service teachers from the economics and business education programs. Cakrawala Pendidikan: jurnal ilmiah pendidikan, doi: 10.21831/cp.v41i3.50016
Suripah, S., Suyata, S., & Retnawati, H. (2021). Pedagogical Content Knowledge (PCK) Mathematics Pre-service Teachers in Developing Content Representations (CoRes). doi: 10.12928/IJEME.V5I1.19954
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
Schiering, D., Sorge, S., Melanie, M., Keller, & Neumann, K. (2022). A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK): What constitutes high‐level PCK. Journal of Research in Science Teaching, doi: 10.1002/tea.21793
Vistro-yu, C. P. (2000). Pedagogical skills in mathematics: Secondary school mathematics teachers face the challenge of teaching a new class. Retrieved September 2, 2020, from http://www.ateneo.edu
Walstad, W. B., Rebeck, K., & Butters, R. B. (2013). The test of economic literacy: Development and results. The Journal of Economic Education, 44(3), 298-309. Wang, Y., Gu, X., & Liu, S. (2020). The Investigation and Analysis of Pre-Service Teachers TOWARD TPACK Competencies. Open Journal of Social Sciences, doi: 10.4236/JSS.2020.812027
Wilson, S., Floden, R., & Ferrini-Mundy, J. (2002). Teacher preparation research: an insider's view from outside. Journal of Teacher Education, 53(3), 190-204.
Yaw, B., Acquah, S. & Partey, P. A. (2023). Self-Efficacy Beliefs and Performance of Pre-Service Economics Teachers: Implications for Teacher Training. Journal of Educational Issues, doi: 10.5296/jei.v9i1.16324
Yusminah, M., Yusof, E. Z., & Siti, M. M. (2016). Teachers' general pedagogical content knowledge and content knowledge in algebra. Medwell Journal of Social Science, 5, 668-672.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Anuoluwapo Omowunmi Fashoto, Nurudeen Babatunde Bamiro, Sulaiman Adewale, Daniel Oyeniran (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This article is licensed under a Creative Commons Attribution 4.0 International License.
