Comparing pedagogical content knowledge on-action and in-action in physics teaching in Lesotho secondary schools

Nthoesele Hlaela; Loyiso Currell Jita

doi:10.29333/ejmste/16509

Full Text (PDF)

Nthoesele Hlaela ¹ ^* , Loyiso Currell Jita ²

More Detail

¹ Faculty of Science, Lesotho College of Education, LESOTHO² Faculty of Education, University of the Free State, Bloemfontein, SOUTH AFRICA^* Corresponding Author

Abstract

Effective teaching requires both pedagogical content knowledge (PCK) on-action and PCK in-action. However, the interplay of knowledge on-action and in-action is unclear in classroom practice. Therefore, studies are required to investigate the interplay of the two types of knowledge. This paper presents an explanatory sequential mixed method design to investigate physics teachers’ pedagogical content knowledge on-action through a sample of 87 physics teachers who responded to a paper-and-pencil test. The study also involved a subsample of two physics teachers as case studies engaging a qualitative investigation entailing interviews and video recorded classroom observations. Data were quantitatively analyzed using the extended Rasch model and qualitatively analyzed using the narratives. The findings revealed significant gaps in teachers’ knowledge on-action, suggesting challenges in applying this knowledge effectively in classrooms. This study recommends the involvement of teachers in continuous professional development meant to stimulate reflection in teacher knowledge, focusing on different PCK components.

Keywords

professional knowledge
pedagogical content knowledge
classroom practices
PCK components
knowledge on-action
and knowledge in-action

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 6, 2025, Article No: em2649

https://doi.org/10.29333/ejmste/16509

Publication date: 18 Jun 2025

Article Views: 43

Article Downloads: 26

Open Access References How to cite this article

References

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389-407. https://doi.org/10.1177/0022487108324554
Barendsen, E., & Henze, I. (2017). Relating teacher PCK and teacher practice using classroom observation. Research in Science Education, 49, 1141-1175. https://doi.org/10.1007/s11165-017-9637-z
Boone, W. J., & Noltemeyer, A. (2017). Rasch analysis: A prime for school psychology. Researchers and practitioners. Cognet Educaion, 4(1), Article 1416898. https://doi.org/10.1080/2331186X.2017.1416898
Chabongora, B. N., & Jita, L. C. (2013). Opportunities to learn (OTL) grade-10 algebra in three South African catholic secondary schools. Journal of Educational Studies, 12(1), 172-188.
Coetzee, C., Rollnick, M., & Gaigher, E., (2020). Teaching electromagnetism for the first time: A case study of pre-service science teachers’ enacted pedagogical content knowledge. Research in Science Education, 52, 357-378. https://doi.org/10.1007/s11165-020-09948-4
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
Ekiz-Kiran, B., Boz, Y., & Oztay, E. S. (2021). Development of pedagogical content knowledge through a PCK-based school experience course. Chemistry Education Research and Practice, 22(2), 415-430. https://doi.org/10.1039/D0RP00225A
Ergönenç, J., Neumann, K., & Fischer, H. E. (2014). The impact of pedagogical content knowledge on cognitive activation and student learning. In H. E. Fischer, P. Labudde, K. Neumann, & J. Viiri (Eds.), Quality of instruction in physics (pp. 145-160). Waxmann.
Escobar-Pérez, J., & Cuervo-Martínez, A. (2008). Content validity and experts’ judgment: An approach to its usage. Avances en Medición, 6, 27-36.
Gamer, M., Lemon, J., Fellows, I., & Singh, P. (2019). irr: Various coefficients of interrater reliability and agreement. cran.r. https://cran.r-project.org/package=irr
George, M. J. (2017). Assessing the level of laboratory resources for teaching and learning of chemistry at advanced level in Lesotho secondary schools. South African Journal of Chemistry, 70, 154-162. https://doi.org/10.17159/0379-4350/2017/v70a22
Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28-42). Routledge.
Hanson, W. E., Creswell, J. W., Plano Clark, K. L., Petska, K. S., & Creswell, J. D. (2005). Mixed methods research design in counselling psychology. Journal of Counselling Psychology, 52(2), 224-235. https://doi.org/10.1037/0022-0167.52.2.224
Jacob, F., John, S. & Gwany, D.M. (2020). Teachers’ pedagogical content knowledge and students’ academic achievement: A theoretical overview. Journal of Global Research in education and Social Science, 14(2), 14-44.
Keller, M. M., Neumann, K., & Fischer, H. E. (2017). The Impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest. Journal of Research in Science Teaching, 54(5), 586-614. https://doi.org/10.1002/tea.21378
Kirschner, S., Borowski, A., Fischer, H.E., Gess-Newsome, J., & von Aufschnaiter, C. (2016). Developing and evaluating a paper-and-pencil test to assess components of Physics teachers’ pedagogical content knowledge. International Journal of Science Education, 38(8), 1343-1372. https://doi.org/10.1080/09500693.2016.1190479
Kivunja, C., & Kuyini, A.B. (2017). Understanding and applying research paradigms in educational contexts. International Journal of Higher Education, 6(5), 26-41. https://doi.org/10.5430/ijhe.v6n5p26
Lodico, M. S., Spaudling, D. D., & Voegtle, K. (2006). Methods in educational research: From theory to practice. Jossey-Bass.
Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in Science: developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370-391. https://doi.org/10.1002/tea.20007
Mabejane, M. R., Nyabanyaba, T., Koliopoulos, D., & Ravanis, K. (2017). The probable causes for the espoused inadequacies in science student teachers’ practice teaching in schools at the National University of Lesotho. Journal of Subject Didactics, 2(1), 1-19.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome, & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47217-1_4
Mainali, B. (2021). Representation in teaching and learning mathematics. International Journal of Education in Mathematics, Science and Technology, 9(1), 1-21. https://doi.org/10.46328/ijemst.1111
Makhechane, M., & Qhobela, M. (2019). Understanding how chemistry teachers transform stoichiometry concepts at secondary level in Lesotho. South African Journal of Chemistry, 72, 59-66. https://doi.org/10.17159/0379-4350/2019/v72a9
McHugh, M. L., (2012). The interrater reliability: The kappa statistics. Biochemia Medica, 22(3), 276-282. https://doi.org/10.11613/BM.2012.031
NCDC. (2019). Physical science syllabus. Lesotho National Curriculum Development Center and Examination Council of Lesotho. https://web.examscouncil.org.ls/uploads/Physical_Science_Syllabus_c16c28a348.pdf
Nilsson, P., & Vikström, A. (2015). Making PCK explicit–Capturing science teachers’ pedagogical content knowledge (PCK) in the science classroom. International Journal of Science Education, 37(17), 2836-2857. https://doi.org/10.1080/09500693.2015.1106614
Oztay, E. S., & Boz, Y. (2022). Interaction between pre-service chemistry teachers’ pedagogical content knowledge and content knowledge in electrochemistry. Journal of Pedagogical Research, 6(1), 245-269. https://doi.org/10.33902/JPR.2022.165
Park, S., & Chen, Y.-C. (2012). Mapping out the integration of the components of pedagogical content knowledge (PCK) for teaching photosynthesis and heredity. Journal of Research in Science Teaching, 49(7), 922-941. https://doi.org/10.1002/tea.21022
Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284. https://doi.org/10.1007/s11165-007-9049-6
Pitjeng-Mosabala, P., & Rollnick, M. (2018). Exploring the development of novice unqualified graduate teachers’ topic-specific PCK in teaching the particulate nature of matter in South Africa’s classrooms. International Journal of Science Education, 40(7), 742-770. https://doi.org/10.1080/09500693.2018.1446569
Qhobela, M., & Moru, E. K. (2014). Understanding challenges physics teachers come across as they implement students-centered approaches in Lesotho. African Journal of Research in Mathematics, Science and Technology Education, 18(1), 63-74. https://doi.org/10.1080/10288457.2014.884351
Rollnick, M. (2017). Learning about semi-conductors for teaching-the role played by content knowledge in pedagogical content knowledge (PCK) development. Research in Science Education, 47(4), 833-868. https://doi.org/10.1007/s11165-016-9530-1
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Smith, P. S., & Banilower, E. R. (2015). Assessing PCK: a new application of the uncertainty principle. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.). Re-examining pedagogical content knowledge in Science education (pp. 98-113). London: Routledge Press. https://doi.org/10.4324/9781315735665-13
Teddlie, C., & Tashakkori, A. (2009). Foundation of mixed methods research. SAGE.
Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77-100. https://doi.org/10.1177/1558689806292430
ten Hove, D., Jorgensen, T. D., & van de Ark, L. A. (2017). On the usefulness of interrater reliability coefficients. In M. Wiberg, S. Culpepper, R. Janssen, J. González, & D. Molenaar (Eds.), Quantitative Psychology: The 82nd Annual Meeting of the Psychometric Society (pp. 67-75). Springer. https://doi.org/10.1007/978-3-319-77249-3_6
Wilson, S. M., Shulman, L. S., & Richert. A. E. (1987). ‘150 different ways’ of knowing: Representations of knowledge in teaching. In Calderhead, J. (Ed.), Exploring teachers’ thinking (pp. 104-124). Cassell Educational.

How to cite this article

APA

Hlaela, N., & Jita, L. C. (2025). Comparing pedagogical content knowledge on-action and in-action in physics teaching in Lesotho secondary schools. Eurasia Journal of Mathematics, Science and Technology Education, 21(6), em2649. https://doi.org/10.29333/ejmste/16509

Vancouver

Hlaela N, Jita LC. Comparing pedagogical content knowledge on-action and in-action in physics teaching in Lesotho secondary schools. EURASIA J Math Sci Tech Ed. 2025;21(6):em2649. https://doi.org/10.29333/ejmste/16509

AMA

Hlaela N, Jita LC. Comparing pedagogical content knowledge on-action and in-action in physics teaching in Lesotho secondary schools. EURASIA J Math Sci Tech Ed. 2025;21(6), em2649. https://doi.org/10.29333/ejmste/16509

Chicago

Hlaela, Nthoesele, and Loyiso Currell Jita. "Comparing pedagogical content knowledge on-action and in-action in physics teaching in Lesotho secondary schools". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 6 (2025): em2649. https://doi.org/10.29333/ejmste/16509

Harvard

Hlaela, N., and Jita, L. C. (2025). Comparing pedagogical content knowledge on-action and in-action in physics teaching in Lesotho secondary schools. Eurasia Journal of Mathematics, Science and Technology Education, 21(6), em2649. https://doi.org/10.29333/ejmste/16509

MLA

Hlaela, Nthoesele et al. "Comparing pedagogical content knowledge on-action and in-action in physics teaching in Lesotho secondary schools". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 6, 2025, em2649. https://doi.org/10.29333/ejmste/16509