A Review of Teacher Self-Efficacy, Pedagogical Content Knowledge (PCK) and Out-of-Field Teaching: Focussing on Nigerian Teachers
International Journal of Elementary Education
Volume 4, Issue 3, June 2015, Pages: 80-85
Received: May 22, 2015; Accepted: Jun. 3, 2015; Published: Jun. 17, 2015
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Authors
Aina Jacob Kola, Physics Education Department, Kwara State College of Education (T), Lafiagi, Nigeria
Olanipekun Shola Sunday, General Studies Education Department, Kwara State College of Education (T), Lafiagi, Nigeria
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Abstract
Teachers are crucial to the success of any educational system and the success of any nation in general. In fact, it is not an overstatement to say the teacher is the most important educational resource in school. The world is not static but dynamic. Therefore, systems in a dynamic world are changing every day. Based on this conjecture this paper reviewed three educational constructs as related to teacher development in a changing world. These are teacher self-efficacy, pedagogical content knowledge (PCK) and out-of-field teaching. The paper observed that these constructs are paramount to the success of any teacher because studies indicate their influence on students’ academic performance. The conclusion of the paper was that these constructs are yet to be taken seriously by the stakeholders in the Nigerian educational system. The paper suggested some recommendations for improving teachers’ self-efficacy, PCK and reduction in out-of –field teaching in Nigeria.
Keywords
Self-Efficacy, PCK, Out-of-Field Teaching, Academic Achievement
To cite this article
Aina Jacob Kola, Olanipekun Shola Sunday, A Review of Teacher Self-Efficacy, Pedagogical Content Knowledge (PCK) and Out-of-Field Teaching: Focussing on Nigerian Teachers, International Journal of Elementary Education. Vol. 4, No. 3, 2015, pp. 80-85. doi: 10.11648/j.ijeedu.20150403.15
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