Pedagogical content knowledge of Integrated Science Teachers and its impact on their instructional practice

The impact of science instructors' Pedagogical Content Knowledge (PCK) on educational practice was
studied in this study. Synthesis of a teacher's subject knowledge and pedagogical skill is described as PCK. The
study's goal was to see if there was a link between Ghanaian science instructors' PCK and classroom practices. This
research employed a descriptive survey approach. Eighty (80) teachers were randomly recruited and data was
collected using a standardized questionnaire. Simple percentages and charts were used to organize and illustrate the
data. It was revealed that subject matter understanding varies depending on a teacher's level of education.
Experienced teachers, on the other hand, demonstrated greater pedagogical expertise and were better able to improve
academic achievement than inexperienced teachers. The formal education of a teacher was a strong predictor of their
knowledge and ability in the classroom. According to the findings of this study, teachers' pedagogical and subjectmatter knowledge are crucial for effective science instruction and student comprehension.