The study examined the contribution that can be made by pedagogic content knowledge to effective teaching in teacher training contexts in Cameroon Basic Education. The study was based on the didactics of teaching citizenship education in the teacher training curriculum. Data were collected through interviews and classroom observations of teaching across three schools. The findings show that the level of the deployment of teachers’ pedagogic content knowledge on both instruments was slightly above average. Consequently, the degree of teacher effectiveness is directly linked to their level of professional development and, in this particular case, teachers need to be continually engaged in the development of their pedagogic content knowledge.
Cite this paper
Alemnge, F. L. and Oben, K. (2024). Pedagogic Content Knowledge of the Cameroon Teacher Education Curriculum on Teacher’s Effectiveness in Primary School Classrooms in Cameroon. Open Access Library Journal, 11, e1726. doi: http://dx.doi.org/10.4236/oalib.1111726.
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