Pedagogical Content Knowledge and Teaching Practice: A Socio-Behavioral Examination of Teacher Development in Science and Mathematics

Abstract

The deteriorating quality of basic education in the Philippines, particularly in Science and Mathematics, has drawn the attention of both national and local government agencies. In response, Bukidnon State University, in partnership with the Department of Education, Division of Malaybalay, Bukidnon, implemented the extension project Pedagogical Content Knowledge in Action, a continuing professional development program for Science and Mathematics teachers in basic education. This study evaluated the impacts of the PCK extension project. The study employed an evaluation research methodology, guided by the input-process-output-outcomes-impact framework. Data were collected through in-depth interviews with training participants and the reports generated by the extension project. Findings revealed that the project was successfully implemented by the partner institutions. The training yielded several outcomes, including the adoption of active learning strategies, enhanced teacher confidence and professional growth, development of contextualized instructional materials, improved student engagement and learning outcomes, and the integration of formative assessment and responsive teaching. Overall, the project generated positive impacts on participants, students, and the broader community. These impacts included shifts in teaching paradigms, gains in student engagement and performance, professional leadership development, and the formation of collaborative communities. The PCK training model positively influenced instructional practices, improved student outcomes, and fostered professional growth, demonstrating its effectiveness as a strategic solution for enhancing the quality of Science and Mathematics education. The extension project may be replicated in other districts of the Department of Education to further extend its benefits.