Student Teachers’ Content And Pedagogical Knowledge: Basis For Designing An Intervention Material For Beginning Teachers

Abstract

The study aimed to identify the level of student teachers' content knowledge and pedagogical knowledge at Caraga State University. In line with this, the study pursued to determine the significant correlation between the level of student teachers' content knowledge and pedagogical knowledge. The findings of this research served as the foundation for developing intervention material for beginning teachers. This research employed a quantitative research framework, gathering data through online survey questionnaires for subsequent analysis. The results were yielded after keen examination, and it was discovered that the participants' level of content knowledge and pedagogical knowledge are both moderately extensive. Furthermore, the depth of pedagogical knowledge concerning approaches to enhance literacy and numeracy, strategies for fostering critical and creative thinking, and proficiency in teaching and learning Mother Tongue, Filipino, and English, along with classroom communication strategies, is extensive. The study showed that the student teachers' content knowledge significantly correlates with the pedagogical knowledge. It was concluded that student teachers have to be taught well about the content, and they have to be familiar with the varied teaching strategies before their deployment since both factors are proven to be associated with each other.