Pedagogical and Content Knowledge: Geography Teachers’ and Students’ Perceptions

Abstract

This convergent parallel mixed-methods study, grounded in a pragmatist worldview, explored the perceptions of geography teachers' pedagogical and content knowledge (PCK) in secondary schools across five central-eastern regions of Bhutan. The research involved 42 teachers (22M and 21F) and 139 students (69M and 70F), selected through stratified random and purposive sampling, with additional interviews conducted with 10 teachers and 10 students. Descriptive analysis was performed on survey data, while interviews were analysed using thematic analysis. The findings revealed that both teachers and students have a comprehensive understanding of PCK and its critical role in effective content delivery. While participants expressed positive perceptions of teachers' PCK, the study identified significant challenges, including limited subject knowledge, resource constraints, and time limitations, underscoring the need for continuous professional development. Teachers employed various strategies to address these challenges, such as leveraging social media, co-teaching, and engaging in self-reflection. The study highlights the positive impact of strong PCK on teaching and learning outcomes and emphasises the necessity of subject-specific training to bridge the gap between pedagogical knowledge and practical application. However, the exclusive focus on geography limits the study's generalisability, suggesting that further research with a larger and more diverse sample is required to comprehensively understand the factors influencing PCK.