Uses of Pedagogical Content Knowledge (Pck) By Social Science Teachers in Classroom Transaction at Elementary Level

Abstract

relation to qualification. The qualitative research method was applied for studying the uses of PCK with 30
social science teachers selected purposefully from Government elementary schools of Bhubaneswar city, Odisha, India.
Out of 30 teachers, 15 are having degree with D.EL.Ed. and 15 are having degree with B.Ed. Self-developed observation
schedule consisting of 28 items based on uses of general pedagogy, content knowledge, knowledge of context and learners
was used for data collection. The collected data were analyzed by using percentage and accordingly interpretations are
drawn. The study found that i) 73.33% of teachers frequently use teaching learning strategy and play way techniques
during classroom transaction. But more percentage of B.Ed. teachers use teaching learning strategy and more percentage
of D.EL.Ed. teachers use play way techniques ii) 80% of teachers not at all analyze students’ mistakes and reasons of
mistakes to facilitate learning, iii) only 6.66% of teachers fulfill students’ needs and conducts activities as per interest of
the learners in social science learning situations iv) 76.66% of teachers not at all facilitates the students according to
individual difference v) and 70% of teachers are liberal and friendly to students in the class. The study has suggested
implications for teachers, teacher educators as well as educational planners of both the pre-service and in-service teacher
education programme.