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1.1. Introduction
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1.2. MEANING OF PEDAGOGY
Pedagogy is that the pedagogy is the art as well as science of teaching methods.
The challenge of pedagogy is the crafting - braining art, science, intuition and skills to
bear in the creating of something that can become management or reach into the limitless
range of possibilities and relationships. It requires the ability to plan and construct with
ingenuity and dexterity. It involves a constant working at adjusting , imagining and
adjusting again until the thing sets right.
N.L.Gage(1978) has said that teaching as a science and as an art to describe the
elements of predictability in teaching and what constitutes good teaching. The good
teaching implies its attainments or out comes in terms of child development. It yields high
predictability and control. Teaching is more than science he observes employs his
aesthetic judgment about the best ways to teach. Teachers employs is aesthetic sense in is
teaching. The expressions of art depart from the rules and principals of science.
The term pedagogy has been defined very widely be different pedagogues of
education.
Pedagogy is an art , practice, or profession of teaching ;systematized learning or
instruction concerning principles and method of teaching.- Webster
Pedagogy is understand to mean an art and science of teaching
Pedagogy concerns with methods of teaching subject of its curriculum. pedagogy
includes more then methods of teaching and school management . The concept of
pedagogy develops the academic study of education.”
Pedagogy is an art and science of being a teacher. The term generally refers to
strategies of instruction or a style instruction .
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According to Paulo-freire
“The pedagogy refers to the profession of a teacher. He has been prepared for
teaching it is recognized as an important profession of teaching.”
The pedagogy refers teaching in two aspects – scaffolding learning activities and
meditation of learning experiences.”
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process of teaching with materials that reflect best practices in all aspects of PCK.
Teacher educators improve their teaching by increasing their content knowledge and their
pedagogical knowledge through the process of teaching with materials that reflect best
practices in all aspects of pedagogy content knowledge.
The above definitions of pedagogy have referred the referred the several
characteristics.
pedagogy is art as well as science.
pedagogy is a content deals artistic and scientific aspect of teaching.
It is process which is related to methods of teaching.
pedagogy explains teaching with the helps of two components.
Scaffolding learning activities and meditation of learning experience and insight.
It refers to presentation and demonstration.
pedagogy is system which deals the school management system , system of
curriculum development and system of instructional procedure.
Pedagogy refers the correct use of teaching method and in instruction In
classroom teaching
pedagogy is the academic study of education . 8.pedagogy is the formative theory
of man
pedagogy provides the knowledge experience in and inside of specific content of
teaching
Philosophy is the theory of pedagogy. The logic of philosophy provides the
methods of teaching the teachers profession knowledge which is included in
pedagogy.
Pedagogy explains teaching tasks in terms of presentation and demonstration in
class room.
Pedagogy concerns with teaching method and strategies of instruction of his own
philosophical faith and beliefs in teaching
The content of pedagogy refers to the pedagogical knowledge , practice {skills
}and beliefs
All the true philosophy is the theory of pedagogy
The above model may be helpful to elaborate more and consider the scaffolding
and meditation tasks of teaching.
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1.5. TEACHING ACCORDING SCIENCE PEDAGOGY
Content knowledge
Undeniably there are teachers who have been successful in teaching physics for
students with different abilities. It would not be too presumptuous to assume that these
teachers must have adopted teaching learning approaches that best meet the various
cognitive and psycho-emotional needs of their students. Teachers’ awareness of students’
difficulties in the topic and students’ different background could help teachers prepare
lessons that can bring about optimum learning.
Pedagogical knowledge
Pedagogical practice
Pedagogical belifes
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pedagogical Practice
Devotion in teaching
Involvement in teaching
Commitment of teaching profession
To have the self confident in teaching
to have faraouble attitude towards teachers
Teaching intervention
Scaffolding
performanc
Previous Insight
eee knowledge wisdom
knowledge
New Knowledge
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The above model may be helpful to elaborate more and consider tht scaffolding
and mediation tasks of teaching. The process of pedagogy involves the following
function of teaching:
1. Explicit teaching,
2. Teaching as facilitation,
3. Negotiate study and
4. Behaviour management.
Explicit teaching
Teaching as facilitation
Negotiated study
A negotiated study may be placed at various points along the teaching spectrum
depending on what is being 'negotiated' product, experience and/or knowledge.
Behavior Management
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knowledge of different forms and purposes of formative and summative
assessments, knowledge of how different frames of reference mpact students’ motivation;
Structure: structuring of learning objectives.
Knowledge Organization
Organize knowledge in ways that facilitate retrieval and application. Students will
benefit from thinking about their thinking and their learning. They must be taught ways
of evaluating their knowledge and what they don't know, evaluating their methods of
thinking, The pedagogy adopted by teachers shape their actions, judgments, and other
teaching strategies by taking into consideration theories of learning.
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science teacher learning opportunities that are centred on the specific ways of
knowing and doing within a given subject or, on pedagogical content
knowledge.
teacher learning in ways that support PCK. We have best practices research
that delineates the best overall approach, context, strategies, and content of
professional development of teachers.
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in the class, the physical environment, the availability of teaching and learning materials,
teachers should be flexible and carefully adapt their pedagogical approaches to school
environment.
Science Teaching Attitudes and Student Learning The lack of skill and knowledge
in science teaching is related to teachers’ attitudes about science
teaching(Shrigley, 1983)
Science attitude describes outward and observable actions relating to beliefs.
Factors affecting teaching attitudes are found to include confidence about subject
content, willingness to utilize curricular and pedagogical innovations, and a
commitment to student learning
Numerous studies agree on the positive correlation between science teaching
attitudes and the ability to be an effective science teacher.
Teaching science are more likely to devote more time to science teaching and will
teach with more creativity.
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Science teaching attitudes and science teaching pedagogy of fifth grade teachers
and the science learning outcomes of their students.
Teaching Behaviour will give you the innovative, day-to-day tools to conquer the
toughest behaviour challenges and make your classroom more effective and fun - for you
and your students. Teaching Behaviour is a great springboard for focused dialogue
between experienced and beginning teachers on this topic. The quality of our teaching
inevitably has an impact on the behaviour of our student Using a range of strategies,
positive approaches and rewards will have a positive impact on behaviour on a day-to-day
basis. One of the key factors in getting sustained good behaviour is ensuring that your
students are fully engaged with the work that they are doing. Behavior is the observable
action, reaction, response or a movement made by a person, object or an organism under
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specific circumstance of mental process. Behaviour can be conscious or unconscious. All
our behavior is unconscious carried out. Behavior is set by our beliefs and values.
New insights on why instruction is the foundation for all student behaviour
Practical tools for managing all types of students
Self-assessment checklists and discussion questions for teacher book-study groups
Teaching Behaviour will give you the innovative, day-to-day tools to conquer the
toughest behaviour challenges and make your classroom more effective and fun — for
you and your students.
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decide to re teach, provide more practice opportunities, or advance to the next skill or
concept.
The integrated knowledge needed to teach science well is developed over time.
Thus, the acquisition of the skills for continuous learning should be an explicit component
of all learning experiences. Professional science-teaching associations, state and local
organizations, and telecommunications networks Many techniques for reflection on
practice are available, and their use is becoming more widespread.
Every teacher develops a particular way of going about the complex task of
teaching. The way one introduces a topic, raises question, makes assignments- all these
and hundreds of other behaviors together make up a teacher’s classification by
researchers, colleagues, and students.
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The understanding and abilities required to be a masterful teacher of science are
not static. Science content increases and changes, and a teacher's understanding in science
must keep pace. Knowledge about the process of learning is also continually developing,
requiring that teachers remain informed. we live in an ever-changing society, which
deeply influences events in schools; social changes affect students as they come to school
and affect what they need to carry away with them. In addition, teachers must be involved
in the development and refinement of new approaches to teaching, assessment, and
curriculum.
Peer-to-Peer Teaching
Teachers used the lecture format to teach student about science. One of the
drawbacks to the lecture format is that it does not engage students in their learning.
Teaching technique encourages rote memorization and note-taking instead of excitement
about the world of science. Peer-to-peer teaching is when the students actually get
involved in teaching each other about science. This is an active learning method that
encourages students to discuss scientific topics, develop questions about the material, and
work in teams to learn new information.
Real-Life Scenarios
The use of real-life case studies reinforces classroom learning. These scenarios are
ideal for classes of any size, but they work best when each student has access to needed
specialized equipment.
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Current Events
Science classes because they cannot imagine how they will ever use the
information presented. current events into science lectures and experiments is a great way
to spark interest in the discussion at hand.
Students Needs
Social-emotional skills and needs of each unique student so you can respond with
lessons and interventions tailored to help every student develop their skills. Your
attention and presence as a teacher can be a pillar of confidence for students who are
dealing with stressful life circumstances.
Emotional Experiences
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ideas helps you communicate your lesson's objectives with your co-teacher. In addition
to providing a clear objective for co-teaching, determining big ideas is essential in
planning lessons to accommodate the wide diversity within today's classroom.
Explicit Instruction
Errorless Learning
Teachers can also monitor their teacher-talk and their pace. Students in diverse
classrooms may feel confused when teachers present too much verbal information in a
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short period. Often the content area specialist is so familiar with the concepts and has
presented the lessons so many times that she uses vocabulary and sentence structure
beyond students' comprehension level. teachers need to use proper pacing, which means
that lessons are long enough to provide necessary scaffolding and repeated practice but
quick enough to maintain student attention.
Effective teachers frequently assess and provide timely and corrective feedback
to students. We realize this is a challenge, especially in single-teacher middle and high
school classroom, feedback to students can be more manageable in co-taught
classrooms when teachers share assessment tasks, use various instructional models, and
share student observations. teaching behaviors in light of these research-based
principles, you will be well on your way to ensuring success for each student in your
classroom.
Acquisition – When children learn how to do something new, they acquire new
skills or concepts. To support children’s acquisition of new skills, we need to explain and
demonstrate the skill/concept and encourage children as they attempt to learn the skill.
Fluency – Once children acquire a new skill, they need to be able to use the skill
proficiently or fluently. We need to provide multiple opportunities for them to practice
and master this skill/concept, as well as prompt children to use their new skills in new
situations.
Maintenance – Once student are fluent with their new skills, they need to be able
to use the skills (or “maintain” the skills) without support or prompting from an adult.
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Generalization – When children apply their new skills to new situations, people,
activities, and settings they demonstrate generalized use of these skills.
Analytic/Synthetic Approach
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discusses viewpoints other than his/her own
Instructor-Group Interaction
COMMUNICATES KNOWLEDGE
Teacher should have knowledge of what they are teaching and the ability to share
that knowledge. T. Knowing is not the same as communicating knowledge effectively.
Ability to gain student interest often hinges on the attitude of the teacher and their ability
to communicate at a student’s level.
RELATIONSHIP
A good teacher will build relationships with his students; relationships that consist
of mutual trust and respect. This can be seen as an essential element of the learning
process. If a student respects and trusts his or her teacher, they will trust and respect the
message and knowledge that teacher imparts to them. Similarly, a good teacher has to
respect those being tutored to enable them to deliver the subject matter in a positive
manner.
ORGANISATION
Organisational skills are extremely important to good teaching. This has to be
obvious in the way that the teacher has prepared for the lesson they are giving and, in
addition, the structure of the lesson, providing a natural flow for developing the subject
being taught.
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COMMUNICATION
Understanding the art of good communications is essential for anyone in a
position of delivering knowledge to others. This skill involves speaking, listening and
watching. With regard to speaking, the teacher has to be able to deliver the subject in a
voice manner that will generate interest and response from the student.
DISCIPLINE
Good teacher will also know how to maintain discipline within the classroom,
without which the opportunity of delivering a positive and heeded message will be
seriously undermined. the discipline exerted will be built on the back of the relationship
that they have developed, with the student
HUMOUR
Just as humour is a part of life, so it plays a role in teaching when used
appropriately It can add texture, realism and life to even those subjects that many students
might consider mundane. Humour can also enhance the connection between the teacher,
student and the subject, creating a sort of bond between these elements. Furthermore, it
can provide much needed relief in subjects that have an intense nature.
COMMITMENT
A good teacher has a commitment to their work..Good teachers disavow all the
trappings of wealth and success that might attract to other careers in which they could
probably be equally successful. To him or her wealth and satisfaction comes solely from
the knowledge that they are helping to train and build solid foundations of knowledge and
understanding for the generations of tomorrow.
A teacher needs to set a good example for their students. This takes a certain
amount of good moral character. Realizing that their position requires them to display
acceptable behaviour in the community. Teachers need to maintain respectability in their
lifestyle
1.27. COGNITION AND EMOTION ASPECTES
COGNITION
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memory producing and comprehending language, learning, reasoning, problem solving
and decision making.
COGNITIVE SCIENCE
Cognitive science is the interdisciplinary scientific study of the mind and its
processes. It examines what cognition is, what it does and how it works. It includes
research on intelligence and behaviour, especially focusing on how information is
represented, processed and transformed within nervous systems and machines
Cognitive science consists of multiple research discipline, including psychology, artificial
intelligence, philosophy, neuroscience, linguistics and anthropology. The fundamental
concept of cognitive science is that thinking can best be understood in terms of
representational structures in the mind and computational procedures that operate on
those structures.
COGNITION IN TEACHING
Education is in the preparation for life. The teacher is the pivot of the educational
process. Teachers play a very important role in students’ life. The colleges of education
are given well planned and formalized training for developing the personality and
improving the teaching skills of prospective teacher, that is future teachers.
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COGNITIVE LEARNING
Cognitive learning is a powerful mechanism that provides it means of knowledge, and goes
well beyond simple imitation of others. Cognitive learning is defined as the acquisition of
knowledge and skill by mental or cognitive processes; the procedures one has for
manipulating information in his head. Cognitive processes include creating mental representations
of physical objects and events, and other forms of information processing. In the primary stage
itself the children imitate their teacher and solve their problems. Cognitive learning is about
enabling people to learn by using their reason, intuition and perception.
The teacher has to make a different teaching strategy in the class room. In primary
and kids education, teacher has to make a different learning strategy, such as fun learning
activities for kids, active learning games, active learning lesson plans etc. He has to plan
active learning lesson plans, materials and active learning examples and also activity
based educational games.
The role of the teacher is to serve as a facilitator to the students, engaging them
and making sure, they become active in the learning process. This is often accomplished
through the creation of different activities and projects that students work on as they
learn. Teachers need to have cognitive thinking and provide students with opportunities to
create cognitive thinking through their education.
Prospective teachers are the candidates who have been admitted to a Teacher education
course and who are undergoing the same. They are prepared as good teachers by providing
them with a sound foundation of the theoretical knowledge, understanding, skills, attitude
and interests through the teacher education course. It develops certain attitudes, values and
interests in conformity with ideals of democracy, socialism and secularism and their decision
making ability of the students.
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Cognition mainly refers to things like memory, the ability to learn new information,
speech, and understanding of written material. The brain is usually capable of learning new
skills in areas typically in early childhood, and of developing personal thoughts and beliefs
about the world. Cognitive abilities are brain-based skills we need to carry out any task from
the simplest to the most complex.
Organize and motivate students to act ways that meet the needs of both the individual
and the class as a whole, Maximize efficiency, discipline and morale, promote teamwork,
plan, communicate, focus on results, evaluate progress, and make constant adjustments. Use
a range of strategies to promote positive relationship, cooperation, and purposeful learning in
the classroom. Engage students in individual cooperative learning activities that help them
develop the motivation to achieve.
Teaching Practices
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Effective Assessment
Teacher educator should use a variety of assess what students have learned. Use
formal tests, to quizzes, evaluation of class assignments, student performances and projects,
standardized achievement tests to understand what students know.
Curriculum Alignment
Teacher educator should be able to align their instruction with the required
curriculum. Develop and apply strategies to make the North Carolina Standard Course of
study, local curriculum framework, and content standards developed by professional
organizations in their specialty area significant to the students they teach.
Diversified Instruction
Teacher educator should plain instruction that is appropriate for a diverse student
population, including students with special needs. Develop short-and long-range plans for
instruction, which reflect understanding of how students learn and allow for students who learn
at a faster or slower pace than others to be successful and engaged in learning.
Understand that plans are general guidelines and must be constantly monitored and
modified to enhance the learning that is occurring in the class room. Make inclusion of
special needs students in the regular classroom a positive experience for each student in the
class and collaborate with the range of support specialists to help them meet the needs of all
students. Identify and design instruction appropriate to students stages of development,
learning styles, strengths, and needs.
Technology Skills:
Teacher educator should have strong and current technology skills. Know when and how
to use current educational technology. Understand the most appropriate type and level of
technology to use to maximize student learning.
1.30. EMOTION
The word emotion is derived from the Latin word “emovere” which means ‘to stir up’ or
‘to excite’ Emotion can thus be understood as an agitated or excited state of our mind and body.
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Emotions affect just test/assessment performance, or extend to affect student
knowledge and skill development. Emotions play quite a significant role in guiding and
directing our behaviour. Emotions play a key role in providing a particular direction to our
behaviour and thus shaping our personality according to their development. Emotional states are
a result of classroom factors such as content difficulty, adapting learning contexts may be
helpful to improve both learning and negative Emotions and learning very well, but there
is little in the way of research, education for teachers.
Emotion can have a powerful impact on memory. merous studies have shown that the
most /id autobiographical memories tend to be of emotional ents, which are likely to be recalled
more often and with are clarity and detail than neutral events.
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1.33. INFLUENCE OF EMOTIONS ON COGNITIVE LEARNING
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Prospective teachers face significant challenges in teaching learning process. This kind of
practice and experience is needed for prospective teachers especially in science. In
present scenario lets attention has been given to promote science pedagogy content
knowledge. This present study argues that how science teachers pedagogical practice ,
develop, how it is being thought , what is being thought how it is relevant to the content.
So Pedagogy content knowledge plays an important role in class room instruction. it
improves teachers competence and teaching behaviour delivering the conceptual
approach. Teaching behaviour Pedagogy content knowledge may help prospective
teachers to practice, develop and improving teaching behaviour. Teaching behaviour is
most important for effective teaching. So the researcher given more importance to study
as” RELATIONSHIP BETWEEN SCIENCE PEDAGOGICAL CONTENT
KNOWLEDGE IN TEACHING BEHAVIOR AND COGNITI VE AND
EMOTIONAL ASPECTS OF PROSPECTIVE TEACHERS.”
For teachers pedagogical knowledge and subject matter knowledge are crucial to
good science teaching and student understanding. Science pedagogical content knowledge
helps to understanding the concepts. It develops new knowledge in science filed. Science
pedagogical content knowledge it helps to continue to grow with teaching experience and
teaching behaviour. Teaching behaviour creates supporting learning environment
Encouraging reflective thought and action, facilitating shared learning, and providing
sufficient opportunities to learn to science pedagogy content knowledge. In science field
pedagogy content knowledge strengthening of prospective teachers effectiveness in
teaching and learning. Emotion is central in every day human life. Especially positive
emotion positive emotion helps to convert information from our environment in to
accurate information. It helps ti improve teaching behaviour and cognitive level of
prospective teachers. PCK of teachers at different levels realized depends largely on the
knowledge base that these teachers use in designing those plans and, perhaps more
important, on the instructional techniques they select during the science pedagogy content
knowledge. So the researcher focuses to study science pedagogy content knowledge,
teaching behaviour and cognitive emotional aspects of prospective teachers.
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1.37. OPERATIONAL DEFINITION OF THE STUDY
Pedagogy is the discipline that deals with the learning and teaching. Pedagogy is
understand to art and science teaching. The content of pedagogy refers to the pedagogical
knowledge, skills of teachers use to important the specialized content knowledge of
their subject area. In this present study it deals with eight dimensions of prospective
teachers science pedagogy content knowledge viz, General pedagogical knowledge ,
content knowledge, knowledge of students , Pedagogical content knowledge, knowledge
of teaching, Knowledge curriculum, Knowledge and behaviour Knowledge of
assessment.
TEACHING BEHAVIOUR
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1.38. SCOPE OF THE STUDY
This study will help the prospective teachers to understand their science
pedagogy content knowledge in teaching behaviour .and cognitive emotional aspects help
them to maintain balance between work and manage to the teaching effectively .teacher
may know their level of science pedagogy content knowledge based on the sub
components viz, ,General pedagogical knowledge , content knowledge, knowledge of
students , Pedagogical content knowledge, knowledge of teaching, Knowledge
curriculum, Knowledge and behaviour Knowledge of assessment. Which would improve
the quality of science pedagogy content knowledge and teaching behaviour of the
prospective teachers through cognitive and emotional using difference aspects of
knowledge and experience .
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1.41. HYPHOTHESES OF THE STUDY
The following hypotheses have been set for the purpose of the study
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CHAPTER-II
2.1 INTRODUCTION
Review of related literature is one of the pre requisites of the investigator to have
identified her research problem more reliable and purposeful more than that in a
systematic way. An investigator should have a good knowledge about the select the
problem. So the related literature provides methods of research, background for selection
of procedure and also comparative data for interpretation.
Gives the scholar an understanding of the previous work that has been done.
Provides the data used in research. it enables to know the means of getting to the
frontier in the field of problem.
Develop the insight of the investigator
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Helps in delimiting the research problem and in defining the problem in better
Provides ideas , examination and of research , valuable in studying the problem
Avoids mechanical repetition
This chapter deals with review of literature related to the present study the
research scholar has gone through much of the available literature and the literature found
relevant to the present study has been presented after proper sorting and classification.
Knut Neumann, Vanessa Kind & Ute Harms (2018) compared the relationship
between science teachers’ content, pedagogical and pedagogical content knowledge. Data
showed that to achieve the desired outcomes, high-quality science teachers, professional
education and development systems are required that teach teachers necessary knowledge
bases. Specifically, teachers require content and pedagogical knowledge, and (topic-
specific professional) knowledge about the amalgam of content and pedagogy.
Yang Yang , Xiufeng Liu and Joseph A. Gardella Jr.,( 2018) studied the Effects of
Professional Development on Teacher Pedagogical Content Knowledge, Inquiry
Teaching Practices, and Student Understanding of Interdisciplinary Science. It was
reported that teacher attendance in professional learning communities and
interdisciplinary science research related positively to teachers’ scores on a pedagogical
content knowledge test. Students of teachers who had more than 150 PD hours in the past
academic year performed significantly better on an interdisciplinary science test.
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IlknurTirasCerenOztekin and Mehmet Sen.,(2017) determined Preservice Elementary
Science Teachers’ Pedagogical Content Knowledge for Sustainable Development. Results
revealed that PSTs had lack of knowledge about sustainable development, objectives of
SD and itsplace in the science curriculum. Moreover PSTs did not had enough
information about students’ understanding of SD.
Martin Vogt Juhler.,(2017) studied the Use of Lesson Study Combined with Content
Representation in the Planning of Physics Lessons During Field Practice to Develop
Pedagogical Content Knowledge. It was found that the intervention affected the
prospective teachers’ potential to start developing PCK. They focused much more on
categories concerning the learners and also far more uniformly in all of the four main
categories comprising PCK. Consequently, these differences could affect their potential to
start developing PCK.
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between total PCK scores and language proficiency, total science education, and years of
experience.
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Aydemir, Murat.,(2014) probed the pedagogical content knowledge of teachers: the case
of teaching genetics. Findings of the study revealed that participants did not fully
comprehend basic concepts in genetics. In a similar vein, they did not express sound
curriculum knowledge and they employed applications exceeding the curriculum border
such as solving problem about hereditary diseases crossing. Moreover, participants
represented generally sound knowledge of students with respect to both knowledge of
requirements and difficulties of students while learning genetics.
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high and low-achieving students and knowledge of students’ understanding plays a
critical role in shaping teachers PCK.
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notably their increased use of learner-centred pedagogical practices, with the potential for
roll out to the wider educational community.
Bodzin, Alec; Peffer, Tamara; Kulo, Violet 2012 studied about The Efficacy of
Educative Curriculum Materials to Support Geospatial Science Pedagogical Content
Knowledge
exposed the result that the educative curriculum materials supported science teachers'
professional growth related to their geospatial science pedagogical content knowledge
during the curriculum enactment.
Kelley Durkin, Eileen Murray, Theodore Chao and Jon R. Star.,(2018) explored
Connections between Content Knowledge, Pedagogical Content Knowledge, and the
Opportunities to Learn Mathematics. Content and pedagogical content knowledge scores
had moderate correlation with each other. Additionally, both measures of teacher
knowledge had low correlations with OTL, but the correlations were higher for CK than
PCK. A subset of countries often had correlations above the international average:
Germany, Poland, the Russian Federation, and the U.S. had the highest correlations
between CK and PCK for both future teacher populations. Within this group, only
Germany attained correlations above the international average for all categories of teacher
knowledge and OTL.
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Novice teachers tended to overcome the students’ difficulty, mistake, and misconception
by re-explaining the procedure of question completion which is not understood by the
students.
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dig, 3) in response to student questions pre -service teachers do not take advantage of the
characteristics or the potential of other students, 4) in addressing the problem of students,
tend to use the drill approach and did not give illustrations easily to understand by
students, 5) in teaching application concepts, tend to explain procedurally, without
explaining the reasons why these steps are carried out, 6) less varied in the use of learning
strategies.
Wood, Christopher Neal.,(2016) studied the Origin and Use of Pedagogical Content
Knowledge: A Case Study of Three Math Teachers and Their Students. Analysis of the
pre-post assessments showed that students were not able to make statistically significant
gains over the one week of instruction. However, students did note many aspects of
instruction that they thought helped them.
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doing demonstrations on the chalkboard, where after the learners were encouraged to
practice what they had learned by asking them to do pen-and-paper calculations.
Daudi Mika Mungure.,(2016) explored the Relevance of the Pedagogy and Academic
Content Knowledge that are offered to Prospective Science and Mathematics Teachers in
Tanzania Teachers’ colleges. The study found that the academic content knowledge that
was offered in minimal relevance as most of the topics are too advanced and they do not
reflect what was taught in secondary schools.
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RubaMiqdadi and Wesal Al-Omari.,(2014) examined the Mathematics and Science
Teachers’ Perceptions of their Pedagogical Content knowledge. The results showed that
mathematics and science teachers’ perceptions of their pedagogical knowledge were
weak. Furthermore, the study revealed significant differences in teachers’ perception due
to scientific qualifications and workshop attendance. On the other hand, no significant
results were found due to gender nor teaching experience.
AmanYadav, Marc Berges, Phil Sands and Jon Good.,(2016) measured computer
science pedagogical content knowledge: An exploratory analysis of teaching vignettes to
measure teacher knowledge. Results showed that the coding of first and second problems
exhibited that teachers were able to respond in several ways, the qualitative analysis of
the third and fourth problems, on the other hand, had only a small variety in the answers.
Additionally, the number of occurrences of a certain response varied across the four
overarching problems as can be seen in the ratio of responses with more than two
occurrences and those with less.
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that pedagogical challenges stimulate the development of strategies and shape the
ongoing development of PCK.
Kuhn et al.,(2016) evaluated the pedagogical content knowledge of pre- and in-service
teachers of business and economics to ensure quality of classroom practice in vocational
education and training. Results showed that video- and performance-based assessment
tool for assessed the strategic component of PCK was developed and currently being
validated. Together, these tools could serve to assess the professional knowledge and
skills of business and economics teachers.
Marie Evens, Kelly Tielemans, Jan Elen.,( 2018) studied Pedagogical content
knowledge of French as a foreign language: differences between pre-service and in-
service teachers. The qualitative analysis showed that in-service teachers had more
difficulties with conceptual knowledge, while showing more practical knowledge of
students’ understanding than pre-service teachers.
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Kylie Zee Bradfield.,(2017) analysed teaching of children’s literature: a case study of
primary teachers’ pedagogical content knowledge. Findings indicated that thoughtful
pedagogical use of children’s literature requires the development of a situated form of
knowledge that was cognisant of the complex interplay of the main components in these
primary school classrooms: content, pedagogy, and children’s literature.
Esmail Safaie Asl , Nader Safaie Asl and Akbar SafaieAsl.,(2014) analysed the
Erosion of EFL Teachers' Content and Pedagogical- Content Knowledge Throughout the
Years of Teaching Experience. In terms of the gender of the subjects, T-test results
indicated that there was no significant difference observed between two gender groups in
relation to their possessing content and pedagogical-content knowledge. The subjects
indicated no gender-based significant difference in relation to their keeping abreast of
ELT resources such as taking part in national and international symposiums and
benefitting from other English teachers, books, journals, internet resources, either.
44
characteristics of autonomous self-construal more than related self-construal, they had a
more advanced personal epistemology.
Pavinee Sothaya petch, Jari Lavonen and Kalle Juuti.,(2015) investigated Primary
school teachers’ interviews regarding Pedagogical Content Knowledge (PCK) and
General Pedagogical Knowledge (GPK). It was found that the Finnish teachers had
flexibility in their teaching: they did not have specific techniques with which to handle
students; the techniques used depend on the situations occurring at the moment.
45
Studies on pedagogical content knowledge of Experts and Novice Teachers
Nancy Lee Ming See.,(2014) studied Mentoring and Developing Pedagogical Content
Knowledge in Beginning Teachers. The findings revealed that there was significant
relationship between mentoring and SMK, mentoring and GPK, and mentoring and KOC.
Mentoring exerts the most influence on KOC, then GPK and SMK respectively. Overall,
there was a significant relationship between mentoring and PCK of beginning teachers.
George Kankam and Winston Kwame Abroampa.,( 2016) analysed Early Childhood
Education Pre-Service Teachers’ Pedagogical Content Knowledge in Teaching
Psychosocial Skills Across the Kindergarten Curriculum in Ghana.The study showed that
46
Pre-service teachers had enough knowledge in achieving two goals of the KG curriculum
and were also more familiar with the use of fieldtrips and demonstration. They also had
enough knowledge in the use of observation and conversation among others.
47
Studies on pedagogical content knowledge
Laken M. Top, Sarah A. Schoonraad and Valerie K. Otero.,( 2018) studied the
Development of pedagogical knowledge among Learning Assistants (LAs). Results found
that LAs developed an understanding of the language that valued students’ prior ideas in
learning, but the depth of this understanding varied. In addition, LAs did not demonstrate
as much growth in their language with respect to the formative assessment or to the idea
that students play a role in constructing knowledge.
Tröbst, S., Kleickmann, T., Heinze, A., Bernholt, A., Rink, R., &Kunter, M. (2018)
analysed Teacher knowledge experiment: Testing mechanisms underlying the formation
of pre service elementary school teachers’ pedagogical content knowledge concerning
fractions and fractional arithmetic. The results showed that a combination of instruction
on content knowledge and pedagogical knowledge produced small but statistically
significant growth in pedagogical content knowledge. Similarly, instruction on content
knowledge exclusively was sufficient to cause small but statistically significant growth in
pedagogical content knowledge.
48
Students KKQ in Malaysia. The results of the study showed that there was a lower
significant relationship between the teachers PCK and the student achievement of tajweed
al-Quran in KKQ.
Lin Ding, Jia He and Frederick Koon Shing Leung.,(2014) compared the Relationship
between Subject Matter Knowledge and Pedagogical Content Knowledge: A Study of
Chinese Pre-Service Teachers on the Topic of Three-Term Ratio. The results showed that
the PSTs had an unstable and inconsistent understanding of the concept of ratio, which
influenced their presentation of the concept of three-term ratio. Those who possessed
multiple understandings of this concept tended to be more flexible when choosing
different representations.
Roxana Criu and Andrei Marian.,(2014) studied the Influence of Students’ Perception
of Pedagogical Content Knowledge on Self-Efficacy in Self-Regulating Learning in
Training of Future Teachers. Results showed that female students who perceive their
teachers had a high level of PCK and also had high level of self-efficacy in self-regulating
learning, compared to female students. Female students who perceive their teachers more
cooperative had a high level of self-efficacy in self-regulating learning as opposed to
those who perceive their teachers as non-cooperative and that had a low level of self-
efficacy in self-regulating learning activities.
49
STUDIES ON CONTENT KNOWLEDGE
Martin, Andrew J.; Durksen, Tracy L.; Williamson, Derek; Kiss, Julia; Ginns, Paul
2016 evaluvated the Role of a Museum-Based Science Education Program in Promoting
Content Knowledge and Science Motivation. They found significant gains in content
knowledge recall (achievement) and science motivation (self-efficacy, valuing,
aspirations) following participation in the science program.
Menon, Deepika; Sadler, Troy( 2016) published an article on Preservice Elementary
Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge. Results
designates statistically significant gains in participants' science self-efficacy beliefs and
science conceptual understandings. Positive moderate relationship was found between
gains in science conceptual understandings and gains in personal science teaching
efficacy beliefs.
50
Guo, Ying; Piasta, Shayne B.; Bowles, Ryan P. 2015 investigated on Exploring
Preschool Children's Science Content Knowledge. The Result highlighted that children
exhibited significant gains in science content knowledge over the course of the preschool
year. Hierarchical linear modeling results indicated that the level of maternal education
(i.e., holding at least a bachelor's degree) significantly predicted children's Time 1 science
content knowledge. Children's cognitive, math, and language skills at Time 1 were all
significant concurrent predictors of Time 1 science content knowledge. However, only
Time 1 math skills significantly predicted residualized gains in science content
knowledge (i.e., Time 2 scores with Time 1 scores as covariates). Practice or Policy:
Factors related to individual differences in young children's science content knowledge
may be important for early childhood educators to consider in their efforts to provide
more support to children who may need help with science learning.
Newell, Alana D. Zientek, Linda R.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno,
Nancy P. (2015) explained Students' Attitudes toward Science as Predictors of Gains on
Student Content Knowledge: Benefits of an After-School Program. The result showed
that Content knowledge increased 24.6% from pretest to posttest.
Houseal, Ana K.; Abd-El-Khalick, Fouad; Destefano, Lizanne 2014 submitted a thesis
on Impact of a Student-Teacher-Scientist Partnership on Students' and Teachers' Content
Knowledge, Attitudes toward Science, and Pedagogical Practices .The findings specify
that STSPs might serve as a promising context for providing teachers and students with
the sort of experiences that enhance their understandings of and about scientific inquiry,
and improve their attitudes toward science and scientists.
Pecore, John L.; Kirchgessner, Mandy L.; Carruth, Laura L.( 2013) evaluvated
Changes in Science Content Knowledge and Attitudes toward Science Teaching of
Educators Attending a Zoo-Based Neuroscience Professional Development. According to
the result of the study PD improved science content, but made no impact on already high
attitudes toward science.
Angela Urbina and Drew Polly.,(2017) examined the elementary school teachers’
integration of technology and enactment of TPACK in mathematics.Findings indicated
that teachers used Chromebooks in one-to-one classrooms to provide students with extra
practice on computational skills.
52
content knowledge also increases. Moreover, there was a significant difference on behalf
of pre-service teachers at the 1st grade in all dimensions of technological pedagogical
content knowledge scale.
53
Mustafa, Mohamed Elfatih (2016) The Impact of Experiencing 5E Learning Cycle on
Developing Science Teachers' Technological Pedagogical Content Knowledge (TPACK)
The investigation of the Pathfinder networks showed that there were significant
developments in the participants' knowledge components embodied in TPACK.
Nevertheless, the TIAR analysis suggested that the participants' designs lacked
connecting curriculum goals with technology, and compatibility with curriculum goals
and instruction.
Pringle, Rose M.; Dawson, Kara; Ritzhaupt, Albert D.(2015) focused on Integrating
Science and Technology: Using Technological Pedagogical Content Knowledge as a
Framework to Study the Practices of Science Teachers.
Their findings showed increase in technology-related practices, including the use of
sophisticated hardware, very little improvements occurred with fostering inquiry-based
science and effective science-specific pedagogy.
54
Lin, Tzu-Chiang; Tsai, Chin-Chung; Chai, Ching Sing; Lee, Min-Hsien 2013
Identifying Science Teachers' Perceptions of Technological Pedagogical and Content
Knowledge (TPACK) According to the result of the study relationships between the
science teachers' perceptions of TPACK and their demographic characteristics such as
teaching experience, gender, and age. The findings indicated that female science teachers
perceive higher self-confidence in pedagogical knowledge but lower self-confidence in
technological knowledge than males. Further, female in-service science teachers'
perceptions of TK, TPK, TCK, and TPC significantly and negatively correlate with their
age.
Rikkert M. van der Lans, Wim J. C. M. van de Grift & K. van Veen (2018)
investigated the Instrument for Teacher Feedback: Using the Rasch Model to Explore
55
Teachers' Development of Effective Teaching Strategies and Behaviors. Results indicated
that the instrument was a potentially useful tool to describe teachers’ development of
effective teaching.
TijmenSchipper and Sui Lin Goei.,(2018) analysed teachers’ self-efficacy and adaptive
teaching behaviour through lesson study. Between the two groups in efficacy in pupil
engagement as well as classroom management and instructional behaviour significantly
different results were found.
Barnard, Allison D., Adelson, Jill L.&Possel, Patrick.,(2017) compared the Perceived
Teaching Behaviours and Affect in Upper Elementary School Students. Research results
found that (a) perceived instructional teaching behaviour was negatively associated with
NA and positively associated with PA; (b) perceived organizational behaviour was not
associated with either; (c) perceived socio-emotional teaching behaviour was positively
associated with both; (d) perceived negative teaching behaviour was positively associated
with NA but not associated with PA.
56
efficacy was negative, while for teachers in the control group this relationship was
positive.
57
Natalia Hofferber, Melanie Basten, Nadine Großmann&Matthias Wilde.,( 2016)
studied the effects of autonomy-supportive and controlling teaching behaviour in biology
lessons with primary and secondary experiences on students’ intrinsic motivation and
flow-experience. Results showed autonomy-supportive teachingbehaviour led to
significant differences in students’ intrinsic motivation and flow-experience when
compared to controlling teachingbehaviour. Results also showed that motivation and
flow-experience were not always in line with theory. The positive effects of autonomy-
supportive and the non-beneficial effects of the controlling teachingbehaviour seem to be
dependent on the interestingness of the teaching material.
De Vries, Siebrich; Jansen, Ellen P. W. A.; Helms-Lorenz, Michelle & van de Grift,
Wim J. C. M. (2015) studied Student Teachers' Participation in Learning Activities and
Effective Teaching Behaviours. The results indicated that student teachers vary in their
self-reported learning and that this learning relates positively to observations of their
effective teaching behaviour.
Lai Ping Florence Ma.,(2015) analysed the Teaching behaviour of LETs and NETs in
Hong Kong: differences perceived by secondary students. Results showed remarkable
perceived differences in classroom atmosphere, classroom language use, teacher attitudes
towards discipline, teaching approaches, and teaching objectives. Results also showed
what elements constitute an interesting lesson to students.
58
WelkoTomic.,(2015) investigated the TeachingBehavior and Student Learning Outcomes
in Dutch Mathematics Classrooms. The results showed that effective teachingbehaviors
are: (a) high-level questions put to a large group of students; (b) probing, followed by a
correct student response; (c) teacher waiting after asking a question; (d) successful
redirecting; and (e) all forms of positive acknowledgement. Effective teachingbehaviors
in the affective domain are: (a) all forms of teacher lecture/explanations; (b) probing,
followed by correct student response; and (c) all forms of positive acknowledgement.
More teachingbehaviors had a positive effect on mathematical knowledge than had a
positive effect on students’ attitude toward mathematics.
Jotie De Meyer, Lynn Van den Berghe and LeenHaerens.,(2014) studied Controlling
Teaching Behavior Relate to Students’ Motivation in Physical Education. The results
indicated that the average level of perceived controlling teaching was low. Both class-
level variance and student-level variance were significantly different from zero, with
18.34% of the variance in perceived controlling teaching situated at the class level.
59
William Moore&Judith A. Schaut Central Susqueha.,(2014) described Teaching
Behavior, Responsiveness to Training and Teaching Effectiveness. The results indicated
that teachers with stable and unstable teachingbehavior were equally responsive to
training. Stability of teacherbehavior was related to the amount of learner inattention in
the classroom; teachers with the more stable behavior had less active learner inattention.
Beth Rubin and Ronald Fernandes.,(2013) studied the Effect of Teaching Behaviors on
Class Community and Agreement. Results revealed that the aggregate class level and
strength of agreement about the teaching presence had significant effects on the level and
agreement about cognitive presence and social presence.
Possel, Patrick, Kathleen Moritz Rudasill, Jill L. Adelson, Annie C. Bjerg, Don T.
Wooldridge and Stephanie Winkeljohn Black. (2013). Teaching Behaviour and Well-
Being in Students: Development and Concurrent Validity of an Instrument to Measure
Student- Reported Teaching Behaviour. Results indicated student-ratings of teaching
behavior were associated with positive and negative affect in students.
60
Stes, Ann, Coertjens, Liesje&Petegem, Peter.,( 2013) conducted a study on
Instructional Development in Higher Education: Impact on Teachers' Teaching Behaviour
as Perceived by Students. Results showed no statistically significant impact of
instructional development on teaching behaviour.
Wang, Carrie Lijuan; Ha, Amy S.(2013) examined factors determining the teaching
behaviour of pre-service physical education (PE) teachers towards a constructivist
approach, likewise referred to as Teaching Games for Understanding (TGU).Findings
indicated that TGU implementation by pre-service teachers was problematic. Three
groups of TPB factors, including attitude (i.e. attitude towards TGU), social norm (i.e.
cooperating teachers, university supervisors, schoolteachers and pupils), and perceived
behaviour control (i.e. space, class duration, equipment, TGU conceptual understanding,
technical level of pupils and classroom discipline) were identified to determine intention
of pre-service teachers to adopt TGU and subsequent TGU teaching behaviour. Among
these factors, perceived behaviour control was the most significant predictor.
61
Yu, T. (2012) studied the roles of teachers' teaching behavior in students' learning styles
and academic achievement. The results showed that students’ thinking styles changed in
all of the five experimental classes, with teachers’ teaching behavior in teaching being the
main factor contributing to the changes. Moreover, teacher-centered and student-centered
teaching behaviors led to student thinking style changes along different directions.
Teacher-centered teaching behavior tended to cause student thinking style changes that
diverged from the teachers’ own preferred thinking styles, while student-centered
teaching behavior tended to shift students’ thinking styles in a direction towards their
teachers’ preferred thinking styles.
62
of the Above, F = 17.313, Its were better than STs while they scored more than PTs; In
Motor-Engaged, F = 5.043, ITs out performed PTs who in turn out performed STs; In
Cognitive-Engaged, F = 6.049, the order of scoring was STs > PTs> ITs; and in Waiting
for a Turn, F = 4.890, ITs performed better than PTs who were better than STs. No
significant (p>0.05) differences were found on the following five variables among the
three levels of teachers: Observing, structuring, questioning, preparing and get
equipment/relocation.
Wentzel, K. R., Muenks, K., McNeish, D., & Russell, S. (2018) examined the
mediating role of students’ interpersonal and academically related social goals in linking
students’ perceptions of teacher and peer personal and academic emotional supports to
their classroom behavior (prosocial, social responsibility).Results indicated that relations
between student’s perceptions of teacher and peer emotional supports for academic and
personal well-being and classroom behavior are mediated, in part, by social goal pursuit
at Level 1 but not Level 2; relations between social goals and classroom behavior were
63
moderated by Level 2 emotional supports for academics from teachers and peers such that
consensus concerning levels of academic support strengthened relations between social
goals and behavior.
64
Lisa Wagner and Willibald Ruch.,(2015) studied positive classroom behavior mediates
the link between character strengths and school achievement. Results found that several
character strengths were associated with both positive classroom behavior and school
achievement. School achievement was correlated with love of learning, perseverance,
zest, gratitude, hope, and perspective. The strongest correlations with positive classroom
behavior were found for perseverance, self-regulation, prudence, social intelligence, and
hope. For both samples, there were indirect effects of some of the character strengths on
school achievement through teacher-rated positive classroom behavior.
Choy, Jeanette Lyn Fung; O Grady, Glen &Rotgans, Jerome I.(2012) examined the
Mediating Role of Achievement-Related Classroom Behaviours. Results revealed that
student approaches to learning was a weak predictor of academic achievement. However,
achievement-related classroom behaviours turned out to be a significant mediator
between student approaches to learning and academic achievement, effectively doubling
the explained variance in academic achievement.
66
Whitley, Jessica &Rawana, Edward P.,(2010) explored the Relationships among
Teacher-Rated Strengths, Classroom Behaviour, and Academic Achievement of Young
Students. Results showed that teachers rated female students had more strengths than
male students. For both sexes, academic achievement was most highly related to strengths
in School Functioning and prosocialbehaviour. Strengths in Peer Relationships were
significantly related to achievement only for male students.
INSTRUCTIONAL BEHAVIOUR
67
Dennis, Lindsay and Horn, Eva.,(2014) studied The Effects of Professional
Development on Preschool Teachers' Instructional Behaviours during Storybook Reading.
Results of the study indicated that PD produced change in teacher's behaviours,
specifically, their increased implementation of specific evidence-based storybook reading
strategies.
ORGANISATIONAL BEHAVIOUR
Chuan Liu, Shu Wang, XueShen, Mengyao Li and Lie Wang.,(2015) studied the
association between organizational behavior factors and health-related quality of life
among college teachers: a cross-sectional study. Results showed that the Chinese college
teachers experienced relatively low level of HRQOL and their mental quality of life
(QOL) were impaired more seriously than physical QOL. Organizational behavior factors
(PsyCap, group identification, POS and psychological empowerment) were strong
predictors of college teachers’ HRQOL and are positive resources for improving teachers’
HRQOL. The enhancement of college teachers’ PsyCap, group identification, POS and
psychological empowerment at work should be incorporated in the strategy of protecting
and improving college teachers’ physical and mental QOL.
68
behaviour in terms of motivation, communication, decision-making and teachers’ work
performance.
69
indicate that the secondary level science teachers possess three types of information
processing behaviours, namely, split cognitive style, undifferentiated cognitive style and
integrated cognitive style. It found that there existed a difference in cognitive behaviours
of science teachers based on the variation in their type of schools while there is no
significant difference in information processing behaviours based on type the of activities,
qualification, instructional method used and their castes.
70
Employees: Physical, Cognitive, and Emotional Fatigue. Results showed that the effects
of work demands and affective distress on work-family conflict were mediated mostly by
participant reports of emotional fatigue when the three types of fatigue were considered
together. Importantly, emotional fatigue was associated with both self-reported and
spouse-reported work-family conflict.
71
Deliberate Self-Harm. Research results found that association between suicidal cognitions
and DSH seems to indicate the important role of these cognitions in recurrent and chronic
DSH. The strong association between nonacceptance of emotional responses and DSH
underscores the notion that DSH can be a way to avoid emotional problems.
Jenkins, Lyndsay N.; Demaray, Michelle K.; Tennant, Jaclyn(2017) did a study on
Social, Emotional, and Cognitive Factors Associated with Bullying. These results
highlighted the importance of examining the social, emotional, and cognitive factors
associated with bullying. Social skills and emotional and executive functioning appear to
vary systematically across bullying roles are to be considered when developing targeted
social-- emotional interventions to stop bullying, increase defending, and support victims
or those at risk for victimization.
72
Alexandra Pentaraki, Gary J. Burkholder.(2017) studied the Roles of Emotional,
Behavioural, and Cognitive Aspects of Student Engagement in the Online
Classroom. The findings revealed that emotions are significant factors in students’
engagement in online learning while cognitive and behavioural factors function as
antecedents of emotions in online contexts. The inclusion of emotional, cognitive and
behavioural strategies in online teaching could enhance students’ engagement and
learning experience in the online classroom.
73
Pilottiet. al.(2013) examined the interrelationships of behavioral, emotional, and
cognitive aspects of school engagement over three years in adolescence (Grades 9-11).
They used autoregressive lagged effects models to assess the relationships among the
three engagement constructs. Results indicated that behavioral and emotional engagement
were related bi-directionally (each variable was a basis and an outcome of the other). In
addition, behavioral engagement influenced cognitive engagement.
Brenda Dobrovicsová.,(2016) investigated Type of Exercise and Physical Activity and Its
Relation to Cognitive Emotion Regulation. The findings showed a strong, positive correlation
74
was found between the amount of physical activity and cognitive emotion regulation and was
statistically significant, how-ever, no correlation was found between two variables when
comparing types of activity.
Sumida, Emi.( 2010) investigated the relation between emotion regulation problems and
clinical depression. The results clearly showed that irrespective of a person’s gender,
particular emotion regulation indicators, both singly, and in combination, are, indeed,
more strongly related to the severity of depression symptoms.
75
Liebermann, Dana; Giesbrecht, Gerald F.; Muller, Ulrich(2007) studied Cognitive
and Emotional Aspects of Self-Regulation in Preschoolers. Findings revealed that
Performance on the theory of mind tasks as well as parental ratings of executive function
was not related to performance on the ER task. The findings showed a component of EF
(i.e., inhibition) approached significance with children's displays of positive behaviors
during the ER task. Verbal ability was found to be related to the regulation of positive but
not negative emotions. Even after controlling for verbal ability, parental ratings of
shifting accounted for a significant amount of variance in parental ratings of ER.
Laura Kiken (2017) analysed cognitive Aspects of Positive Emotions: A Broader View
for Well-Being. The results indicated that the mindsets of positive emotions, though
fleeting, offer valuable contributions toward lasting well-being.
Cognition-Emotion Interaction
Rudolph, Karen D.; Davis, Megan M.; Monti, Jennifer D( 2017) studied Cognition-
Emotion Interaction as a Predictor of Adolescent Depressive Symptoms. The result
indicated that individual differences in cognition-emotion interaction, as reflected in
cognitive control (CC) deficits and trait negative emotionality (NE), predict depression
levels across a 1-year period (sixth-seventh grades); and (b) these temperamental traits
create a particularly strong risk in girls. Youth (338 girls, 298 boys; M age in 6th grade =
11.96, SD = 0.37) reported on their trait NE and depressive symptoms; teachers reported
on CC deficits. Compromised cognitive control (CC) predicted subsequent depressive
symptoms in girls with high negative emotionality (NE), but it was not so with average
or low NE.
Malone, Johanna C.; Liu, Sabrina R.; Vaillant, George E.; Rentz, Dorene M.;
Waldinger, Robert J. ( 2016) analysed Midlife Eriksonian Psychosocial Development:
Setting the Stage for Late-Life Cognitive and Emotional Health. Results indicated higher
midlife Eriksonian psychosocial development was associated with stronger global
cognitive functioning and executive functioning, and lower levels of depression 3 to 4
decades later. Results also indicated that there was no significant association between
Eriksonian development and late-life memory. Late-life depression mediated the
relationship between Eriksonian development and both global cognition and executive
functioning.
77
Baginski, Andrew.(2015) analysed Attention Regulation, Emotion Regulation, and
Cognitive Flexibility as Mediators of the Relationship Between Mindfulness and
Academic Achievement in High School Students. Mindfulness demonstrated a
significant correlation with attention control, however did not show correlations with
emotion regulation or cognitive flexibility. Attention control, emotion regulation, and
cognitive flexibility showed no relationship with either measure of achievement.
Seiz, Johanna; Voss, Thamar; Kunter, Mareike.( 2015) investigated the relevance of
teachers' combined cognitive resources and emotional resources for effective classroom
management. Results indicated an interaction between teachers' cognitive resources and
emotional resources, which together predict their classroom management behaviour.
Golombek, Paula R (2015) studied the Redrawing the Boundaries of Language Teacher
Cognition: Language Teacher Educators' Emotion, Cognition, and Activity. The result
showed the language teachers’ cognition integrates the interaction of both language
teacher learner and teacher educator emotion and cognition activated in.
Bell, Martha Ann; Wolfe, Christy D.(2014) analysed the Emotion and Cognition: An
Intricately Bound Developmental Process. Results indicated that emotion and cognition
are an intricately bound developmental process.
Emotions in Teachers
Borrachero, Ana Belén; Brígido, María; Mellado, Lucía; Costillo, Emilio; Mellado,
Vicente (2014) investigated Emotions in Prospective Secondary Teachers When
Teaching Science Content, Distinguishing by Gender. The results showed that the male
teachers more frequently report positive emotions than the female. The latter manifested
an increase in negative emotions in teaching Geology, Physics and Chemistry content.
And the study of the sub-sample showed positive emotions are more frequently reported
than negative ones in all four subjects, with this being particularly so in Biology.
Conclusions: The study of emotions is vital in the educational formation of prospective
secondary teachers. These students will soon face day-to-day life in the classroom, and
many of them, especially the women, declare themselves to be emotionally vulnerable,
since they describe themselves as experiencing stronger negative emotions. It is essential
to provide prospective secondary teachers with a program of support and monitoring
during their teaching practice so as to foster awareness of their emotions towards science
and its learning. The aim must be to enhance their capacity for self-regulation and control
to change those emotions, and to consolidate healthy habits.
79
new instructional processes. A cyclical pattern of emotions emerged due to the influence
of time, place and interpersonal relationships.
VIOLENCE
Jouriles, Ernest N.; McDonald, Renee; Mueller, Victoria; Grych, John H.( 2012)
described a conceptual model of cognitive and emotional processes proposed to mediate
the relation between youth exposure to family violence and teen dating violence
perpetration. Results revealed that cognitive mediators are predicted teen dating violence.
Chereji, S.V., Pintea, S. &Szamoskozi, S. (2011) analysed the emotions among violent
offenders` population and the general population. The results showed that only irrational
cognitions of self-downing and entitlement hadbeen found to be significant discriminators
between violent offenders and non-offenders, eventhe discrimination seems to be reduced
as indicated by the AUC value. Entitlementcognition had a higher level for general
population, meaning that inmates could becometolerant to frustration because of the need
to find copying mechanisms for the frustratingdetention environment.
80
2.7. SUMMARY OF FINDINGS OF REVIEWS
81
Studies on Content Knowledge of Science and Mathematics found that the
academic content knowledge that was offered in minimal relevance as most of the topics
are too advanced and they do not reflect what was taught in secondary schools and
mathematics and science teachers’ perceptions of their pedagogical knowledge were weak
respectively.
82
Studies on Pedagogical Content Knowledge of Social Science teachers showed
that the strategies and associated PCK of methods Social Science teachers developed
from their experiences of learning/being taught, methodological experiences, formal
training, early experiences with teaching, pedagogical beliefs and values (their
pedagogical roots). Teachers with high level of PCK in Geography were significantly
different from the teachers had moderate and low levels of PCK in geography in their
self-efficacy. Video- and performance-based assessment tool assessed the strategic
component of economics PCK was developed and currently being validated. Danish
geography teachers attach great importance to knowledge and human interaction with
nature, both as learning goals and content areas.
Classroom Behavior
Studies on Gender and Classroom behavior showed that Girls generally reported
higher levels of academic motivation, whilst teacher reports of behavior were poorer for
boys. Gender was a better predictor of school achievement than classroom behavior categories,
even though the behavior categories did contribute to the explanation of variance in students'
academic marks above and beyond gender. Temperament mediated the relationship between
83
student gender and disruptive classroom behaviors. Teachers rated female students had
more strengths than male students.
Studies on Teachers and classroom behavior revealed that: teachers always use
traditional techniques in science classroom significant difference in classroom behavior
scores among teachers with 0–5, 6–10, and 11 and above years of experience and a
perfect correlation between years of experience and classroom behavior; a significant
higher classroom behavior scores of male teachers over the females. There was currently
insufficient evidence to identify teacher praise as an evidence-based practice for this
population of students.
Balanced teaching was related to the lowest score of negative and neutral self-
reports about pupils´ engagement.PD produced change in teacher's behaviors,
specifically, their increased implementation of specific evidence-based storybook reading
strategies. Significant interaction effect was found between intrinsic need satisfaction and
84
self-efficacy. There was association between teachers’ beliefs and students’ self - reported
engagement was mediated by teachers’ perceived instructional behavior.
Significantly different results were seen between the two groups arise in terms of
efficacy in pupil engagement as well as classroom management and instructional
behavior. It was found that (a) perceived instructional teaching behavior was negatively
associated with NA and positively associated with PA. Upper-elementary teachers had
large effects on self-reported measures of students’ self-efficacy in math, and happiness
and behavior in class. Remarkable perceived differences in classroom atmosphere,
classroom language use, teacher attitudes towards discipline, teaching approaches, and
teaching objectives were found.Teaching behaviors had a positive effect on mathematical
85
knowledge than had a positive effect on students’ attitude toward mathematics.
Autonomy-supportive teaching behavior led to significant differences in students'
intrinsic motivation and flow-experience when compared to controlling teaching
behavior.
Indirect Teaching Behaviour (ITB) was also found to impact the student's
perceptions of physical education and their physical education teachers, which seems to
encourage them to learn more about the lesson. Average level of perceived controlling
teaching was low. Teachers with stable and unstable teaching behavior were equally
responsive to training. Teacher's professional development had been improved in the
circumstance of knowledge building theory.Aggregate class level and strength of
agreement about the teaching presence had significant effects on the level and agreement
about cognitive presence and social presence.
86
Temperament mediated the relationship was between student gender and
disruptive classroom behaviors.No statistically significant impact of instructional
development on teaching behaviour. Perceived behaviour control was the most significant
predictor.Mean scores differed significantly in favour of quality. There was a high co-
relation between the professional attitude and teaching behavior of the teachers.No
significant differences on the following five variables among the three levels of teachers:
Observing, structuring, questioning, preparing and get equipment/relocation.
Students’ thinking styles changed in all of the five experimental classes, with
teachers’ teaching behavior in teaching being the main factor contributing to the changes.
The results indicated that the mindsets of positive emotions, though fleeting, offer
valuable contributions toward lasting well-being. A first case gave arguments for
associating low-intensity emotional framing, on the cognitive side, with cumulative talk,
on the social side. A second case showed a correlation between high-intensity emotional
framing, and disputation talk. Emotions are both the glue and the gunpowder of human
social relations. They established happy cooperation and they can threaten to blow
relationships apart in angry conflict
Cognition-Emotion Interaction
87
People’s choice and level of interaction with technology could allow them to live
in harmony with technology. An interaction between teachers' cognitive resources and
emotional resources, which together predict their classroom management behavior.
Most emotions that could be remembered had been verbally shared with others;
the percentages of emotions that were shared ranged from 88% to 96%. There were no
significant differences. Nor did age or sex of participants affect rates of social sharing.
Medial PFC activation was negatively correlated with participants' predisposition to feel
distressed in emotional social situations.
Greater increases in subjective stress were associated with less emotion word
interference for accuracy overall and less colour word interference for accuracy in the
high stress group.
It was found that age, educational level, and gender accounted for the changes in
affective empathy, without any significant impact on cognitive empathy.
88
Cognitive and Emotional Self-Regulation
Critical cognitive states that have implications for affect and metacognition are
processing fluency/disfluency, interruptions, discrepancies, or gaps in knowledge.
Epistemic emotions focus on such cognitive states and are related to metacognitive
experiences such as feeling of difficulty (in the case of surprise) and feeling of confidence
(in the case of curiosity).
Strong, positive correlation was found between the amount of physical activity
and cognitive emotion regulation and was statistically significant. Quality of mental
representations of relationships was significantly associated with the neural-correlates of
emotion regulation. Maladaptive cognitive emotion regulation strategies and ambivalence
over emotional expression predicted cognitive appraisals of threat and stressfulness and
normalized units of spectral components.
Impaired social cognition and higher attachment anxiety are independent risk
factors for emotional deregulations. Metacognitive self-regulation persists as an important
predictor of school achievement at all developmental levels, and the motivational self-
regulation had significant impact on performance in the first and second age group.
89
Cognition, Emotion, and Learning.
It was found that children with developmental dyscalculia were twice as likely had
a high mathematics anxiety as were children with typical mathematics performance. More
girls had comorbid mathematics anxiety and developmental dyscalculia than did boys.
Emotions in Teachers
Male teachers more frequently report positive emotions than the female. The latter
manifested an increase in negative emotions in teaching Geology, Physics and Chemistry
content.
90
Cyber Bullying
91
VIOLENCE
Cognitive mediators are predicted teen dating violence. Irrational cognitions of
self-downing and entitlement had been found to be significant discriminators between
violent offenders and non-offenders Entitlement cognition had a higher level for general
population, meaning that inmates could become tolerant to frustration because of the need
to find copying mechanisms for the frustrating detention environment.
Only few studies were on teacher trainees and they were on pedagogic content
knowledge only. No study on pedagogic content knowledge focused on the select
components of pedagogic content Knowledge of the current study namely General
Pedagogical Knowledge, Content Knowledge, Knowledge of Students, Pedagogical
Content Knowledge, Knowledge of Teaching, Knowledge of Curriculum, Knowledge and
Behavior and Knowledge of Assessment.
Like wise studies on Teaching behavior also did not included all the sub
components that are studied in this study viz. Organizational Behaviour,Classroom
Behaviour,Teaching Learning Behaviour,Instructional Behaviour and Socio- Emotional
Behaviour.
No study is on all the three select variables of the present study done on
prospective teachers. Hence the study under discussion is taken up to bridge the gap.
92
2.11. SUMMARY
This chapter presented the studies done by researchers on the select variables
under study and the significant findings of those studies. Research gaps were identified.
Next chapter will describe the research design.
2.12. CONCLUSION
This chapter has given the research reviews related to the present study as science
pedagogy science pedagogy content knowledge , teaching behavior and cognitive
emotional aspects . the next chapter will be on the research methodology.
93
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Developing an Instrument for Teacher Feedback: Using the Rasch Model to Explore
Teachers' Development of Effective Teaching Strategies and Behaviors, The Journal of
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experience. International Journal of Science Education ,Volume 38, 2016 - Issue 13
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Caring Teaching Behaviours as Perceived by Business Education Students in Tertiary
Institutions in the North Eastern Nigeria. World Journal of Education, v6 n4 p14-21
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Wim J. C. M. (2015) Student Teachers' Participation in Learning Activities and
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122
CHAPTER III
RESEARCH DESIGN
3.1. INTRODUCTION
The research design is the skeleton that gives the necessary strength and shape to
any research study. To substantiate the need for investigating the problem at hand, the
objective and scope are clearly defined and those decide the nature and source of data
collection. Going through similar studies taken up by early researchers in the present area
helps the investigator to finalize the procedure of investigation.
123
To identify the teaching behaviour of prospective teacher with reference to
gender, locality, age, type of institution, education qualification, marital status,
major subject, parental income. Family type and Birth order
To investigate the cognitive and emotional aspects of prospective teachers with
reference to gender, locality, age, type of institution, educational qualification,
marital status, Major subject, parental income, Family type and birth order.
To find out the relationship between Science pedagogy content knowledge and
teaching behaviour and cognitive emotional aspects of prospective teachers.
The following hypotheses have been set for the purpose of the study
124
prospective teachers and its dimensions
There is no relationship between science pedagogy content knowledge, teaching
behavior and cognitive emotional aspects of prospective teachers.
DEPENDENT VARIABLE
The dependent variables used in the study are cognitive and emotional aspects of
prospective teacher.
INDEPENDENT VARIABLE
The independent variables used in the study are science pedagogy content
knowledge and teaching behaviour .
DEMOGRAPHY VARIABLE
3.6. METHODOLOGY
Based on the nature of the problem and the objectives of the study, the researcher
determined to use the normative survey method. In order to collect data from a small
sample select from the population to determine the problem science pedagogy content
knowledge, teaching behaviour, and cognition and emotion aspects of prospective
teachers.
125
3.8. SAMPLE USED FOR THE STUDY.
The sample selected for the present study is 1578 prospective teachers from
government, government aided and private colleges from Dharmapuri, Salem, Erode,
Coimbatore districts.
Stratified random sampling used in this study. 1578 prospective teachers were
taken the sample. These prospective teachers from different colleges like government,
government aided and private colleges in Salem, Dharmapuri, Erode , Coimbatore
educational districts. The samples are categorized as give in the following table.
1. Male 682
Gender
Female 896
2. Rural 652
Locality
Urban 926
3. UG 659
Educational Qualification
PG 919
Government 178
4.
Type of Institution Government Aided 140
Private 1260
5. Married 659
Marital Status
Single 919
126
6. Above 35 785
Age
Below 35 793
Others 564
First 469
Single 67
For the present study researcher constructed three tools. The following developed
questionnaires were used in the survey along with personal data sheet, which explores the
demographic and social variables of the subjects. The tools used in the present study are
The investigator developed all the three scale namely science pedagogy content
knowledge scale, teaching behaviour scale, cognitive emotional aspects. After the tool
was given to the subject experts and there had been obtained before administration. Some
127
statements were reframed and some were modified for clarity. The pilot study was
conducted with 150 prospective teachers from the different colleges. Aim of the pilot
study is to find out whether it operates properly before using it in a research study. The
tool was administrated and distributed among 150 prospective teachers. Science
pedagogy Content Knowledge scale consisted of eighty items in eight dimensions.
Teaching behaviour scale was developed by the investigator, which explore the
type of behaviour in teaching. Science teaching Learning, organization, classroom
instruction and socio emotion. The scale consisted fifty items in five dimensions.
128
COGNITIVE AND EMOTIONAL ASPECTS SCALE
Cognitive and emotional aspect Scale was developed by the investigator.
Cognitive and emotional aspect scale explores mental state of prospective teachers both
cognition and emotional aspects. The scale consisted of ninety items in two dimensions.
Reliability of the tool was establishing using cronbach’s alpha technique. To find
out the reliability test conducted within SPSS in order to measure the internal consistency
readability of the tool (questionnaire) it is most commonly used when the questionnaire
was developed using likert scale statement and therefore to establish if the scale is
reliable or not. Alpha analysis was considered for each components of the scale.
The tool was given to the experts in this field. They gave their consent and
suggestions to the items that were included. The questionnaire possesses face validity.
While constructing the scale were, the directions to respond to each item were clearly
given. All the items chosen were appropriate to level of the prospective teachers, and all
the items were specific and explicit. The items were scrutinized by the investigator in
discussion with the subject experts and experienced teacher educators to see that whether
the face validity is ensured.
129
3.13. SCORING PROCEDURE
The investigator visited the government, government aided and private colleges
from Dharmapuri, Salem, Erode, Coimbatore districts. The researcher obtained
permission from concerned authorities. The tools ware distributed to the prospective
teachers and they ware instructor to response all the item in the tool. Investigator gave
ample time to answer all the items.
130
7 Radha College Of Education. Dharmapuri 43 40
8 Varuvan Vadivalen College Of Education. Dharmapuri 52 43
9 Ganesh College Of Education. Salem 47 54
10 Nagarathna College Of Education. Salem 46 43
11 Siva College Of Education Dharmapuri 52 43
12 ERK College Of Education Dharmapuri 40 42
13 AVS College Of Education. Salem 43 40
14 Swami College Of Education. Salem 32 34
15 Goverment College Of Education Ciombatour 44 40
16 Goverment College Of Education. Kumarapalayam 46 48
17 Sarada College Of Education. Salem NIL 60
18 Vasavi College Of Education. Erode. 27 30
19 Ramakirshna Vidyalaya Mission College Of Education 23 NIL
Total 682 896
Grand total 1578
Descriptive statistics like Mean, Median, Mode and Standard deviation were used.
Inferential statistical techniques like‘t’ test, ‘F’ test, Chi-square, Multiple correlation,
Multiple Regression analysis and Discriminate analysis were used in the present study.
3.16. CONCLUSION
The research methodology provides the way for the researcher about the way
study has to conducted. It is essential to adopt a suitable methodology thereby we can
generalize the finding. In this chapter clear description about the variables, tools, sample,
method of a data collection and the statistical techniques working to analysed the data
have been presented carefully. The complete data analysed with the testing of hypotheses
were presented in the next chapter.
131
CHAPTER - IV
4.1. INTRODUCTION
In accordance with the objectives of the present study, the data was gathered,
tabulated and classified. The study involved two main variables namely
“RELATIONSHIP BETWEEN SCIENCE PEDAGOGICAL CONTENT
KNOWLEDGE IN TEACHING BEHAVIOR AND COGNITIVE AND
EMOTIONAL ASPECTS OF PROSPECTIVE TEACHERS” The final sample of the
study consist of 1578 prospective Teachers. The following statistical techniques were
used for the analysis.
Descriptive Analysis
Inferential Analysis
Multiple Correlation
Regression analysis
Discriminant analysis
4.2.1. DESCRIPTIVE ANALYSIS
Descriptive statistics are used to describe the basic feature of the data in the study.
They provide simple summaries about the sample and the measures. Together with simple
graphics analysis, they form the basis of virtually every quantitative analysis of data.
They help to simplify large amounts of data in sensible way. Generally, the kinds of
measure that are used with descriptive statistics are measures of central tendency and
graphical representation
132
4.2.2. INFERENTIAL ANALYSIS
Inferential statistics is the type of statistics which deals with making conclusions.
It inferences about the predictions for the population using data drawn from population. It
also analyses the sample. Basically, the inferential statistics is the procedure of drawing
predictions and conclusions about the given data which is subjected to the random
variations. This type of statistics is being utilized in order to make estimates and test the
hypotheses using given data.
Correlation is the relationship between two or more variables or two or more sets
of data. The degree of relationship is measured and represented by the coefficient of
correlation.
In hypothesis testing, the significance level is the criterion used for rejecting
the null hypothesis. First, the difference between the results of the experiment and the null
hypothesis is determined. Then, assuming the null hypothesis is true; the probability of a
difference that large or larger is computed. Finally, this probability is compared to the
significance level. If the probability is less than or equal to the significance level, then the
null hypothesis is rejected and the outcome is said to be statistically significant. In the
present study 5% level of significance has been taken in to an account.
133
4.4. DESCRIPTIVE ANALYSIS
TABLE - 1
1110 (70.34%) prospective teachers are in moderate level in the science pedagogy
content knowledge.
227 (14.39%) prospective teachers have high level in science pedagogy content
knowledge while 241(15.27%) have low level in science pedagogy content
knowledge.
376 (23.83%) prospective teachers are in high level in the KS dimension while 312
(19.77%) prospective teachers are in low level in the KOC dimension of science
pedagogy content knowledge.
134
FIGURE 1 – BAR DIAGRAM SHOWING THE LEVEL OF SCIENCE
PEDAGOGY CONTENT KNOWLEDGE OF PROSPECTIVE TEACHERS
1000
800
600
400 258
195
200
0
LOW MODERATE HIGH
319 (20.22%) prospective teachers are in high level in the SEB dimension while 366
(23.19%) prospective teachers are in low level in the IB dimension of teaching
behavior.
135
FIGURE – 2
BAR DIAGRAM SHOWING THE LEVEL OF TEACHING BEHAVIOUR OF
PROSPECTIVE TEACHERS
TEACHING BEHAVIOUR
1200 1125
1000
800
600
400
258
195
200
0
LOW MODERATE HIGH
TABLE – 3
1168 (74.01%) prospective teachers are in moderate level in cognitive and emotional
aspects.
178(11.28%) prospective teachers have high level in cognitive and emotional aspects
while 232(14.70%) have low level in cognitive and emotional aspects.
136
24 (1.52%) prospective teachers are in high level while 220 (13.94%) prospective
teachers are in low level in the COB dimension of cognitive and emotional aspects.
FIGURE – 3
BAR DIAGRAM SHOWING THE LEVEL OF COGNITIVE AND EMOTIONAL
ASPECTS OF PROSPECTIVE TEACHERS
1000
800
600
400
232
178
200
0
LOW MODERATE HIGH
137
TABLE -4
Showing Overall Mean Scores and Standard Deviation Scores in science pedagogy
content knowledge
138
From the above table it is observed that
PG prospective teachers have higher mean scores than the UG teachers in science
pedagogy content knowledge.
Private prospective teachers have higher mean scores than the Government and
Government aided teachers in science pedagogy content knowledge.
Rural prospective teachers have higher mean scores than the urban teachers in
science pedagogy content knowledge.
Female prospective teachers have higher mean scores than the male teachers in
science pedagogy content knowledge.
Married prospective teachers have higher mean scores than the single teachers in
science pedagogy content knowledge.
Prospective teachers in the age group of Above 35 have higher mean scores than
the age group of below 35 in science pedagogy content knowledge.
Prospective teachers whose major subject is physical science have higher mean
scores than the prospective teachers whose major subject is biological science and
others in science pedagogy content knowledge.
Prospective teachers whose Parental Monthly Income Above 25,000 have higher
mean scores than the Prospective teachers whose Parental Monthly Income is
between Rs.10000 and Rs.25000 and below Rs.25000 in in science pedagogy
content knowledge.
Joint family prospective teachers have higher mean scores than the nuclear family
prospective teachers in science pedagogy content knowledge.
Single born prospective teachers have higher mean scores than First, Middle and
Last born prospective teachers in science pedagogy content knowledge.
139
TABLE-5
140
From the above table it is observed that
PG prospective teachers have higher mean scores than the UG teachers in teaching
behavior.
Private prospective teachers have higher mean scores than the Government and
Government aided teachers in teaching behavior.
Urban prospective teachers have higher mean scores than the rural teachers in
teaching behavior.
Male prospective teachers have higher mean scores than the female teachers
teaching behavior.
Single prospective teachers have higher mean scores than the unmarried
prospective teachers in teaching behavior.
Prospective teachers in the age group of above 35 have higher mean scores than
age group of below 35 in teaching behavior.
Prospective teachers whose major subject is others have higher mean scores than
the prospective teachers whose major subject is physical and biological science
in teaching behavior
Prospective teachers whose Parental Monthly Income is between Rs.10000 and
Rs.25000 have higher mean scores than the Prospective teachers whose Parental
Monthly Income is Above 25,000 and below Rs.25000 in teaching behavior.
Joint family prospective teachers have higher mean scores than the nuclear family
prospective teachers in teaching behavior.
Last born prospective teachers have higher mean scores than First, Middle and
single born prospective teachers in teaching behavior.
141
TABLE-6
Table Showing the Prospective teachers Overall Mean Scores and Standard
Deviation Scores in Cognition Emotion Aspects
142
From the analysis of table - 6
HYPOTHESIS-1
143
TABLE-7
From the above table it is inferred that among the nine cases in seven cases
significant differences are not found. Hence the hypothesis is accepted in these seven
cases. In other two cases as the calculated values are greater than the table value and
144
significant difference were observed. Hence in these two cases the hypothesis is not
accepted.
CONCLUSION
UG and PG prospective teachers do not differ in their CK, KS, PCK, KT, KOC,
KOA and Global value of SPCK
UG and PG prospective teachers differ in their GPK and KAB of science
pedagogy content knowledge
Figure 4.1 Line Graph showing the Mean scores of prospective teachers’
science pedagogy content knowledge based on their Educational Qualification
50 Educational Qualification
45
40
35
30
25
20
15
10
0
GPK CK KS PCK KT KOC KAB KOA
UG 31.4643 42.2367 31.6176 42.5114 42.4188 42.2443 28.6009 46.2504
PG 29.3993 42.0218 29.3156 42.2568 42.2612 42.2622 31.6768 45.9946
HYPOTHESIS - 2
There is no significant interaction between the prospective teachers studying in
different types of institutions and their science pedagogy content knowledge.
145
TABLE-6
146
CONCLUSION
*Significant at 5% level
Government and Private school prospective teachers, Government aided and Private
school prospective teachers do differ in GPK,KS,KAB,KOA and in the global score of
science pedagogy content knowledge .
147
Figure 4.2 Line Graph showing the Mean scores of prospective teachers’
science pedagogy content knowledge based on their types of institutions
Type of Institution
306.4
306.3
306.2
306.1
306
305.9
305.8
305.7
305.6
Government
Government Private
Aided
Series1 306.11 305.88 306.29
148
HYPOTHESIS-3
Rural and Urban prospective teachers do not differ in their science pedagogy
content knowledge.
TABLE-6
Dimensions of ‘t’ – S / NS
SPCK Locality N Mean SD
Value Level
General Rural 652 31.4356 11.57453
Pedagogy Urban 3.415 S(0.05)
926 29.4352 11.28709
Knowledge
Content Rural 652 41.7669 5.56522
2.079 S(0.05)
Knowledge Urban 926 42.3542 5.47089
Knowledge of Rural 652 31.4448 11.40721
3.436 S(0.05)
Students Urban 926 29.4546 11.21532
Pedagogy Rural 652 42.0322 5.18006
Content Urban 2.167 S(0.05)
926 42.5961 4.95765
Knowledge
Knowledge of Rural 652 42.0583 5.28624
1.732 NS(0.05)
Teaching Urban 926 42.5162 5.00565
Knowledge of Rural 652 42.2837 5.39222
0.182 NS(0.05)
Curriculum Urban 926 42.2343 5.18398
Knowledge Rural 652 29.9294 11.55530
1.336 NS(0.05)
And Behavior Urban 926 30.7181 11.54177
Knowledge of Rural 652 45.6012 5.27905
3.311 S(0.05)
Assessment Urban 926 46.4536 4.66656
Global value Rural 652 306.55 27.34889
of Science
Pedagogy Urban
0.581 NS(0.05)
Content 926 305.76 26.04387
Knowledge
NS – Not Significant, S – Significant
From the above table it is inferred that among the nine cases in four cases
significant differences are not found. Hence the hypothesis is accepted in these four cases.
In other five cases as the calculated values are greater than the table value and significant
difference were observed. Hence in these five cases the hypothesis is not accepted.
149
CONCLUSION
Rural and Urban Locality prospective teachers do not differ in their KT, KOC,
KAB and Global value of SPCK
Rural and Urban Locality prospective teachers differ in their GPK, CK, KS, PCK
and KOA of science pedagogy content knowledge
Figure 4.3 Line Graph showing the Mean scores of prospective teachers’
science pedagogy content knowledge based on their Locality
Locality
50
45
40
35
30
25
20
15
10
0
GPK CK KS PCK KT KOC KAB KOA
Rural 31.435641.766931.444842.032242.058342.283729.929445.6012
Urban 29.435242.354229.454642.596142.516242.234330.718146.4536
150
HYPOTHESIS-4
Male and Female Locality prospective teachers do not differ in their science
pedagogy content knowledge
TABLE-7
151
CONCLUSION
Male and Female prospective teachers do not differ in their CK, PCK, KT, KOC,KOA
dimensions of science pedagogy content knowledge
Male and Female prospective teachers differ in their GPK, KS, KAB and Global value of
SPCK
Figure 4.4 Line Graph showing the Mean scores of prospective teachers’
science pedagogy content knowledge based on their Gender
Gender
50
45
40
35
30
25
20
15
10
0
GPK CK KS PCK KT KOC KAB KOA
Male 30.9329 42.2957 31.0486 42.1914 42.4814 41.9157 29.8871 45.7829
Female 29.7267 41.9647 29.6617 42.5 42.2039 42.5251 30.795 46.3554
152
HYPOTHESIS-5
TABLE-8
Married and Single Statuses prospective teachers do not differ in their KT, KOC,
KAB and CK of science pedagogy content knowledge
Married and Single Statuses prospective teachers do not differ in their GPK, KS,
KOA and Global value of SPCK
Figure 4.6 Line Graph showing the Mean scores of prospective teachers’
science pedagogy content knowledge based on their Marital Status
Marital Status
50
45
40
35
30
25
20
15
10
0
GPK CK KS PCK KT KOC KAB KOA
Married 32.124442.292932.0046 42.308 42.189742.056129.7314 45.176
Single 28.926 41.981529.038142.402642.425542.397230.8662 46.765
154
HYPOTHESIS-6
Prospective teachers of age below 35 years and Above 35 years do not differ in their
science pedagogy content knowledge
TABLE -9
Dimensions of ‘t’ – S / NS
SPCK Age N Mean SD
Value Level
General Below 35 785 30.4102 11.11294
Pedagogy 0.513 NS(0.05)
Above 35 793 30.1148 11.77078
Knowledge
Content Below 35 785 42.0395 5.44497
0.516 NS(0.05)
Knowledge Above 35 793 42.1828 5.58774
Knowledge of Below 35 785 30.4968 10.93314
0.767 NS(0.05)
Students Above 35 793 30.0593 11.71991
Pedagogy Below 35 785 42.2051 5.20939
Content 1.235 NS(0.05)
Above 35 793 42.5195 4.89923
Knowledge
Knowledge of Below 35 785 42.5503 4.97369
1.723 NS(0.05)
Teaching Above 35 793 42.1059 5.26772
Knowledge of Below 35 785 42.2064 5.33693
0.363 NS(0.05)
Curriculum Above 35 793 42.3026 5.20457
Knowledge Below 35 785 30.7771 11.92697
1.317 NS(0.05)
And Behavior Above 35 793 30.0113 11.15925
Knowledge of Below 35 785 45.7427 5.17106
2.872 S(0.05)
Assessment Above 35 793 46.4565 4.68702
Global value Below 35 785 306.43 26.22091
of Science
Pedagogy 0.504 NS(0.05)
Content Above 35 793 305.75 26.95314
Knowledge
From the above table it is inferred that among the nine cases in one case
significant difference is found. Hence the hypothesis is not accepted in this one case. In
155
other eight cases as the calculated values are lesser than the table value and significant
difference were not observed. Hence in these eight cases the hypothesis was accepted.
CONCLUSION
Below 35 and Above 35 age grouped prospective teachers do not differ in their
GPK, CK, KS, PCK, KT, KOC, KAB and Global value of SPCK
Below 35 and Above 35 age grouped prospective teachers do not differ in their
KOA of science pedagogy content knowledge
Figure 4.6 Line Graph showing the Mean scores of prospective teachers’
science pedagogy content knowledge based on their Age group
Age
50
45
40
35
30
25
20
15
10
0
GPK CK KS PCK KT KOC KAB KOA
Below 35 30.410242.039530.496842.205142.550342.206430.777145.7427
Above 35 30.114842.182830.059342.519542.105942.302630.011346.4565
156
HYPOTHESIS-7
TABLE –10
Table Showing ‘F’-Values of Prospective Teachers Science Pedagogy Content
Knowledge on the Basis of Major Subject
Dimensions of Sum of Mean F– S / NS
Major subject df
SPCK Squares Square Value Level
General Between Groups 2774.817 2 1387.409
Pedagogy Within Groups 203814.091 1575 129.406
Knowledge 10.721 S(0.05)
Content Total 206588.908 1577
Knowledge
Between Groups 26.487 2 13.243
Knowledge of Within Groups 47953.883 1575 30.447 0.435 NS(0.05)
Students Total 47980.370 1577
Pedagogy Between Groups 3246.583 2 1623.291
Content Within Groups 199329.398 1575 126.558 12.826 S(0.05)
Knowledge Total 202575.980 1577
Between Groups 19.863 2 9.931
Knowledge of
Within Groups 40305.071 1575 25.591 0.388 NS(0.05)
Teaching
Total 40324.933 1577
Knowledge of Between Groups 0.868 2 0.434
Teaching Within Groups 41448.402 1575 26.316 0.016 NS(0.05)
Total 41449.270 1577
Between Groups 47.923 2 23.962
Knowledge of
Within Groups 43739.666 1575 27.771 0.863 NS(0.05)
curriculum
Total 43787.589 1577
Between Groups 482.474 2 241.237
Knowledge
Within Groups 209901.712 1575 133.271 1.810 NS(0.05)
And Behavior
Total 210384.186 1577
Between Groups 7.795 2 3.897
Knowledge of
Within Groups 38555.982 1575 24.480 0.159 NS(0.05)
Assessment
Total 38563.777 1577
Between Groups 6895.321 2 3447.660
Global vvalue
Within Groups 1107678.25 1575 703.288 4.902 S(0.05)
of SPCK
Total 1114573.57 1577
NS – Not Significant, S – Significant
157
From the above table it is inferred that among the nine cases in six cases
significant differences are not found. Hence the hypothesis is accepted in these six cases.
In other three cases as the calculated values are greater than the table value and
significant difference were observed. Hence in these three cases the hypothesis is not
accepted.
CONCLUSION
There is no interaction between prospective teachers CK, PCK, KT, KOC, KAB,
and KOA based on their Major Subject
There is interaction between prospective teachers GPK , KS and Global value of
SPCK of science pedagogy content knowledge based on their Major Subject
Physical and Biological science major subjects prospective teachers, Biological science
and other major subjects prospective teachers do differ in GPK,KS and in the global score
of science pedagogy content knowledge.
158
Figure 4.7 Line Graph showing the Mean scores of prospective teachers
science pedagogy content knowledge based on their Major Subject
Major Subject
309
308
307
306
305
304
303
302
301
300
Arts Science Others
Series1 308.04 307.22 303.32
159
HYPOTHESIS-8
TABLE –11
160
From the above table it is inferred that among the nine cases in seven cases
significant differences are not found. Hence the hypothesis is accepted in these seven
cases. In other two cases as the calculated values are greater than the table value and
significant difference were observed. Hence in these two cases the hypothesis is not
accepted.
CONCLUSION
There is no interaction between prospective teachers CK, KS, PCK, KT, KOC,
KOA and Global value of SPCK based on their parental income
There is interaction between prospective teachers GPK and KAB of science
pedagogy content knowledge based on their parental income
From the above table it is found that parental income of prospective teachers
Below 10,000 and 10,000 – 25,000 and 10,000 – 25,000 and Above 25,000 do differ in
GPK and KAB dimensions of science pedagogy content knowledge.
161
Figure 4.8 Line Graph showing the Mean scores of prospective teachers
science pedagogy content knowledge based on their Parental Income
Parental Income
307.5
307
306.5
306
305.5
305
304.5
304
303.5
Below 10,000 10,000 – 25,000 Above 25,000
Series1 305.85 304.99 307.29
162
HYPOTHESIS-9
Nuclear and Joint family prospective teachers do not differ in their science
pedagogy content knowledge.
TABLE-12
Dimensions of ‘t’ – S / NS
SPCK Family Type N Mean SD
Value Level
General Nuclear Family 856 31.1414 11.70434
Pedagogy 3.351 S(0.05)
Joint Family 722 29.2188 11.04859
Knowledge
Content Nuclear Family 856 42.0806 5.65680
0.244 NS(0.05)
Knowledge Joint Family 722 42.1482 5.34771
Knowledge of Nuclear Family 856 31.1963 11.58468
3.538 S(0.05)
Students Joint Family 722 29.1870 10.93733
Pedagogy Nuclear Family 856 42.1262 5.18730
Content 2.039 S(0.05)
Joint Family 722 42.6440 4.88615
Knowledge
Knowledge of Nuclear Family 856 42.2138 5.20345
0.958 NS(0.05)
Teaching Joint Family 722 42.4612 5.03461
Knowledge of Nuclear Family 856 41.8189 5.21210
3.586 S(0.05)
Curriculum Joint Family 722 42.7715 5.29377
Knowledge Nuclear Family 856 29.3271 11.55168
4.012 S(0.05)
And Behavior Joint Family 722 31.6551 11.42843
Knowledge of Nuclear Family 856 45.6285 5.25556
4.213 S(0.05)
Assessment Joint Family 722 46.6620 4.48909
Global value Nuclear Family 856 305.53 27.00230
of Science
Pedagogy 0.905 NS(0.05)
Content Joint Family 722 306.75 26.08516
Knowledge
NS – Not Significant, S – Significant
From the above table it is inferred that among the nine cases in three cases
significant differences are not found. Hence the hypothesis is accepted in these three
cases. In other five cases as the calculated values are greater than the table value and
163
significant difference were observed. Hence in these five cases the hypothesis is not
accepted.
CONCLUSION
Nuclear and Joint family prospective teachers do not differ in their CK, KT and
Global value of SPCK
Nuclear and Joint family prospective teachers differ in their GPK, KS, PCK,
KOC, KAB and KOA of science pedagogy content knowledge
Figure -4.10 Line Graph showing the Mean scores of prospective teachers
science pedagogy content knowledge based on their Family Type
Family Type
50
45
40
35
30
25
20
15
10
0
GPK CK KS PCK KT KOC KAB KOA
Nuclear 31.1414 42.0806 31.1963 42.1262 42.2138 41.8189 29.3271 45.6285
Joint 29.2188 42.1482 29.187 42.644 42.4612 42.7715 31.6551 46.662
164
HYPOTHESIS-10
TABLE-13
165
From the above table it is inferred that among the nine cases in six cases
significant differences are not found. Hence the hypothesis is accepted in these six cases.
In other three cases as the calculated values are greater than the table value and
significant difference were observed. Hence in these three cases the hypothesis is not
accepted.
CONCLUSION
There is no interaction between prospective teachers CK, PCK, KT, KOC, KAB
and KOA of science pedagogy content knowledge based on their Birth order
There is interaction between prospective teachers GPK, KS and Global value of
SPCK based on their Birth order
VARIABLES BIRTH ORDER MEAN STANDARD
P
DIFFERENCES ERROR
Middle 1.030 0.711 0.148
First Last 1.664 0.733 0.023*
GPK Single 6.652 1.480 0.000**
Middle Last 0.634 0.704 0.368
Single 7.682 1.466 0.000**
Last Single 8.316 1.477 0.000**
Middle 0.927 0.704 0.188
First Last 1.121 0.727 0.123
KS Single 6.928 1.467 0.000**
Middle Last 0.194 0.697 0.781
Single 7.854 1.452 0.000**
Last Single 8.048 1.463 0.000**
Middle 0.395 1.660 0.812
First Last 1.164 1.713 0.497
Global Single 12.849 3.457 0.000**
Middle Last 1.559 1.644 0.343
Single 12.453 3.424 0.000**
Last Single 14.012 3.449 0.000**
First and last born school teachers, First and single born school teachers’ middle and single
born school teachers and last and single born school teachers do differ in dimensions GPK,
KS and global value of pedagogical content knowledge.
166
First and single born school teachers’ middle and single born school teachers and last and
single born school teachers do differ in dimensions GPK, KS and global value of
pedagogical content knowledge..
Figure 4.11 Line Graph showing the Mean scores of prospective teachers
science pedagogy content knowledge based on their Birth order
Birth Order
320
315
310
Axis Title
305
300
295
First Middle Last Single
Series1 305.76 306.16 304.6 318.61
167
HYPOTHESIS-11
TABLE-14
Dimensions
of Teaching Educational ‘t’ – S / NS
N Mean SD
Behavior Qualification Value Level
CONCLUSION
168
Figure 4.12 Line Graph showing the Mean scores of between prospective teachers
Teaching Behaviour based on their Educational Qualification
Educational Qualification
50
45
40
35
30
25
20
15
10
0
OB CB TLB IB SEB
UG 45.9196 42.7663 42.4219 42.3839 28.3703
PG 45.4668 42.5223 42.5647 42.543 31.7867
HYPOTHESIS-12
There is no significant interaction between the prospective teachers studying in
different types of institutions and their Teaching Behaviour
169
Table1-15
170
CONCLUSION
171
Figure 4.12 Line Graph showing the Mean scores of prospective teachers
Teaching Behaviour based on their types of institutions
Type of Institution
203.9
203.8
203.7
203.6
203.5
203.4
203.3
203.2
Government
Government Private
Aided
Series1 203.65 203.42 203.8
172
HYPOTHESIS-13
TABLE-16
Dimensions of
‘t’ – S / NS
Teaching Locality N Mean SD
Behavior Value Level
From the above table it is inferred that among the six cases in three cases
significant differences are not found. Hence the hypothesis is accepted in these three
cases. In other three cases as the calculated values are greater than the table value and
significant differences were observed. Hence in these three cases the hypothesis is not
accepted.
173
CONCLUSION
Locality
50
45
40
35
30
Axis Title
25
20
15
10
0
OB CB TLB IB SEB
Rural 44.7101 42.0629 42.6166 42.6917 30.0752
Urban 46.3218 43.0194 42.4266 42.3251 30.5605
174
HYPOTHESIS-14
TABLE-17
Dimensions of
‘t’ – S / NS
Teaching Gender N Mean SD
Behavior Value Level
Male and Female prospective teachers do not differ in their OB, TLB and IB
dimensions of Teaching Behaviour
Male and Female prospective teachers differ in their CB, SEB and global
value of Teaching Behavior
175
Figure 4.15 Line Graph showing the Mean scores of prospective teachers
Teaching Behaviour based on their Gender
Gender
50
45
40
35
30
Axis Title
25
20
15
10
0
OB CB TLB IB SEB
Male 45.4614 42.7857 42.7457 42.6586 29.9957
Female 45.8109 42.4954 42.3132 42.3314 30.6503
176
HYPOTHESIS-15
TABLE-18
177
Figure 4.16 Line Graph showing the Mean scores of prospective teachers
Teaching Behaviour based on their Marital Status
Marital Status
50
45
40
35
30
Axis Title
25
20
15
10
0
OB CB TLB IB SEB
Married 44.7026 41.9788 42.2443 42.1259 29.9226
Single 46.3395 43.0871 42.6921 42.728 30.6736
178
HYPOTHESIS-16
TABLE-18
Dimensions of
‘t’ – S / NS
Teaching Age N Mean SD
Behavior Value Level
From the above table it is inferred that among the six cases in one case significant
difference is found. Hence the hypothesis is not accepted in this one case. In other five
cases as the calculated values are lesser than the table value and significant differences
were not observed. Hence in these five cases the hypothesis is accepted.
CONCLUSION
Below 35 and Above 35 age grouped prospective teachers do not differ in their
CB, TLB, IB, SEB and global value of Teaching Behaviour
Below 35 and Above 35 age grouped prospective teachers differ in their OB of
Teaching Behaviour
179
Figure 4.17 Line Graph showing the Mean scores of prospective teachers
Teaching Behaviour based on their Age group
Age
50
45
40
35
30
Axis Title
25
20
15
10
0
OB CB TLB IB SEB
Below 35 45.1707 42.6815 42.721 42.4318 30.89
Above 35 46.1362 42.5675 42.2913 42.5208 29.82
180
HYPOTHESIS-17
TABLE-19
CONCLUSION
181
There is no interaction between prospective teachers OB, TLB,
IB,SEB and global value of Teaching Behaviour based on their
Major Subject
There is interaction between prospective teachers CB of Teaching
Behavior based on their Major Subject
VARIABLES MAJOR SUBJECTS MEAN
STANDARD
DIFFEREN P
ERROR
CES
Biological science 0.941 0.321 0.003**
CB Physical science Others 0.005*
0.890 0.313
Biological science Others 0.051 0.313 0.870
*Significant at 5% level**Significant at 1% level
Physical and Biological science major subjects prospective teachers, Physical science
and other major subjects prospective teachers do differ in CB dimension of teaching
behaviour.
Figure 4.20 Line Graph showing the Mean scores of prospective teachers
Teaching Behaviour based on their Major Subject
Major Subject
205
204.5
204
203.5
203
202.5
202
201.5
201
Arts Science Others
Series1 202.51 203.62 204.62
182
HYPOTHESIS-18
TABLE-20
From the above table it is inferred that among the six cases in four cases
significant differences are not found. Hence the hypothesis is accepted in these four cases.
183
In other two cases as the calculated values are greater than the table value and significant
differences were observed. Hence in these two cases the hypothesis is not accepted.
CONCLUSION
From the above table it is found that parental income of prospective teachers
Below 10,000 and 10,000 – 25,000 and 10,000 – 25,000 and Above 25,000 do differ in
dimension of teaching behaviour
184
Figure 4.21 Line Graph showing the Mean scores of prospective teachers
Teaching Behaviour based on their Parental Income
204.4
Parental Income
204.2
204
203.8
203.6
203.4
203.2
203
202.8
202.6
202.4
Below 10,000 10,000 – 25,000 Above 25,000
Series1 203.59 204.26 203.06
185
HYPOTHESIS-18
Nuclear and Joint family prospective teachers do not differ in their Teaching
Behaviour
TABLE-22
Dimensions of ‘t’ – S / NS
TB Family Type N Mean SD
Value Level
Organisational Nuclear Family 856 45.1051 5.58471
4.661 S(0.05)
Behaviour Joint Family 722 46.3089 4.67355
Classroom Nuclear Family 856 42.4942 5.08086
1.096 NS(0.05)
Behaviour Joint Family 722 42.7784 5.17844
Teaching Nuclear Family 856 42.3446 4.89795
Learning 1.429 NS(0.05)
Joint Family 722 42.6953 4.82092
Behaviour
Instructional Nuclear Family 856 42.2021 4.81640
2.480 S(0.05)
Behaviour Joint Family 722 42.8019 4.76066
Socio Nuclear Family 856 29.3610 11.49297
Emotional 3.793 S(0.05)
Joint Family 722 31.5443 11.30826
Behaviour
Global Value Nuclear Family 856 201.51 16.70396
5.793 S(0.05)
of TB Joint Family 722 206.13 14.62926
NS – Not Significant, S – Significant
From the above table it is inferred that among the six cases in two cases
significant differences are not found. Hence the hypothesis is accepted in these two cases.
In other four cases as the calculated values are greater than the table value and significant
differences were observed. Hence in these four cases the hypothesis is not accepted.
CONCLUSION
186
Figure 4.22 Line Graph showing the Mean scores of prospective teachers Teaching
Behaviour based on their Family Type
Family Type
50
45
40
35
30
Axis Title
25
20
15
10
0
OB CB TLB IB SEB
Nuclear Family 45.1051 42.4942 42.3446 42.2021 29.361
Joint Family 46.3089 42.7784 42.6953 42.8019 31.5443
187
HYPOTHESIS-19
TABLE-23
From the above table it is inferred that among the six cases in one case significant
difference is found. Hence the hypothesis is not accepted in this one case. In other five
cases as the calculated values are lesser than the table value and significant differences
were not observed. Hence in these five cases the hypothesis is accepted.
188
CONCLUSION
From the above table it is inferred that First and middle born school teachers, First and
Last born school teachers’ middle and single born school teachers and last and single born
school teachers do differ in global value of teaching behaviour.
Figure 4.23 Line Graph showing the Mean scores of prospective teachers
Teaching Behaviour based on their Birth order
Birth Order
206
205
204
203
202
Axis Title
201
200
199
198
197
196
195
First Middle Last Single
Series1 202.26 204.55 204.56 198.6
189
HYPOTHESIS-20
TABLE-24
CONCLUSION
UG and PG prospective teachers do not differ in their cognitive and emotional aspects.
Figure 4.24 Line Graph showing the Mean scores of prospective teachers
cognitive and emotional aspects based on their Educational Qualification
190
Educational Qualification
207
206
205
204
Axis Title
203
202
201
200
199
198
UG PG
COE 204.83 206.4
EOC 201.33 200.81
191
HYPOTHESIS - 21
There is no significant interaction between the prospective teachers studying in
different types of institutions and their cognitive and emotional aspects
TABLE-21
CONCLUSION
192
Figure-4.25 Line Graph showing the Mean scores of prospective teachers
cognitive and emotional aspects based on their types of institutions
Type of Institution
406.95
406.9
406.85
406.8
Axis Title
406.75
406.7
406.65
406.6
406.55
406.5
Government
Government Private
Aided
Series1 406.65 406.95 406.72
193
HYPOTHESIS-22
TABLE-26
Dimensions of
cognitive and ‘t’ – S / NS
emotional Locality N Mean SD
Value Level
aspects
Cognition on Rural 652 206.00 24.65
0.347 NS(0.05)
Emotion Urban 926 205.57 23.71
Emotion on Rural 652 199.34 25.82
Cognition 2.268 S(0.05)
Urban 926 202.21 23.15
Global value Rural 652 405.34 37.02
1.309 NS(0.05)
of CEA Urban 926 407.78 35.67
NS – Not Significant, S – Significant
From the above table it is inferred that among the three cases in two cases
significant differences are not found. Hence the hypothesis is accepted in these two cases.
In other one case as the calculated values is greater than the table value and significant
difference was observed. Hence in these one cases the hypothesis is not accepted.
CONCLUSION
Rural and Urban Locality prospective teachers do not differ in their COE and
Global value of CEA
Rural and Urban Locality prospective teachers do not differ in their EOC of
cognitive and emotional aspects
194
Figure 4.26 Line Graph showing the Mean scores of prospective teachers
cognitive and emotional aspects based on their Locality
Locality
208
206
204
Axis Title
202
200
198
196
Rural Rural
COE 206 205.57
EOC 199.34 202.21
195
HYPOTHESIS-23
Male and Female prospective teachers do not differ in their cognitive and
emotional aspects
TABLE-28
Dimensions of
cognition and ‘t’ – S / NS
emotional Gender N Mean SD
Value Level
aspects
Cognition on Male 682 211.37 27.64378
8.264 S(0.05)
Emotion Female 896 201.46 19.98773
Emotion on Male 682 200.19 29.19164
cognition 1.199 NS(0.05)
Female 896 201.67 19.83047
Global value Male 682 411.56 45.82246
4.606 S(0.05)
of CEA Female 896 403.13 26.19633
NS – Not Significant, S – Significant
From the above table it is inferred that among the three cases in one case
significant difference is not found. Hence the hypothesis is accepted in one case.. In other
two cases as the calculated values are greater than the table value and significant
difference were observed. Hence in these two cases the hypothesis was not accepted.
CONCLUSION
Male and Female prospective teachers do not differ in their EOC dimension of
cognitive and emotional aspects.
Male and Female prospective teachers differ in their COE dimension of cognitive
and emotional aspects and global Value of CEA
196
figure 4.26 Line Graph showing the Mean scores of prospective teachers
cognitive and emotional aspects based on their Gender
Gender
207
206
205
204
Axis Title
203
202
201
200
199
198
Male Female
COE 205.85 205.67
EOC 200.87 201.15
197
HYPOTHESIS-24
TABLE-29
Dimensions of
cognitive and Marital ‘t’ – S / NS
emotional N Mean SD
Status Value Level
aspects
Cognition on Married 659 206.50 24.36
1.048 NS(0.05)
Emotion Single 919 205.21 23.91
Emotion on Married 659 200.74 24.46
0.397 NS(0.05)
Cognition Single 919 201.23 24.23
Global value Married 659 407.24 35.91
0.434 NS(0.05)
of CEA Single 919 406.44 36.49
NS – Not Significant, S – Significant
As the calculated values are lesser than the table value, the hypothesis is accepted
in all the cases.
CONCLUSION
Married and Single Statuses prospective teachers do not differ in their cognitive
and emotional aspects
198
Figure 4.27 Line Graph showing the Mean scores of prospective teachers
cognitive and emotional aspects based on their Marital Status
199
HYPOTHESIS-25
TABLE-29
Dimensions of
cognitive and ‘t’ – S / NS
emotional Age N Mean SD
Value Level
aspects
Cognition on Below 35 785 206.40 24.64
1.066 NS(0.05)
Emotion Above 35 793 205.10 23.55
Emotion on Below 35 785 200.74 25.25
Cognition 0.467 NS(0.05)
Above 35 793 201.31 23.38
Global value Below 35 785 407.14 38.04
0.395 NS(0.05)
of CEA Above 35 793 406.41 34.39
As the calculated values are lesser than the table value, the hypothesis is accepted
in all the cases.
CONCLUSION
200
Figure 4.28 Line Graph showing the Mean scores of prospective teachers
cognitive and emotional aspects based on their Age group
Age
207
206
205
204
203
Axis Title
202
201
200
199
198
197
Below 35 Above 35
COE 206.4 205.1
EOC 200.74 201.31
201
HYPOTHESIS-26
TABLE-31
CONCLUSION
202
VARIABLES MAJOR SUBJECTS MEAN STANDAR
P
DIFFERENCES D ERROR
Biological science 3.667 1.512 0.015*
COE Physical science Others 1.239 1.473 0.400
Biological science Others 2.427 1.473 0.100
Physical and Biological science major subjects teachers do differ in COE dimension of
Cognitive – Emotional aspects.
Figure 4.28 Line Graph showing the Mean scores of prospective teachers
cognitive and emotional aspects based on their Major Subject
Major Subject
407.1
407
406.9
406.8
Axis Title
406.7
406.6
406.5
406.4
406.3
406.2
Arts Science Others
Series1 407 406.85 406.51
203
HYPOTHESIS-27
TABLE-32
CONCLUSION
There is interaction between prospective teachers COE and EOC of cognitive and
emotional aspects based on their parental income
There is no interaction between prospective teachers global value of cognitive and
emotional aspects based on their parental income
204
VARIABL PARENTAL INCOME MEAN
STANDAR
DIFFER P
ES D ERROR
ENCES
10,000 – 25,000 4.280 1.526 0.005*
COE Below 10,000 Above 25,000 5.230 1.495 0.000*
*
Figure 4.29 Line Graph showing the Mean scores of prospective teachers
cognitive and emotional aspects based on their Parental Income
Parental Income
410
409
408
407
Axis Title
406
405
404
403
402
401
10,000 –
Below 10,000 Above 25,000
25,000
Series1 406.44 404.27 409.33
205
HYPOTHESIS-28
Nuclear and Joint family prospective teachers do not differ in their cognitive
and emotional aspects
TABLE-33
Dimensions of
cognitive and ‘t’ – S / NS
emotional Family Type N Mean SD
Value Level
aspects
Cognition on Nuclear Family 856 204.58 24.55
2.104 S(0.05)
Emotion Joint Family 722 207.13 23.48
Emotion on Nuclear Family 856 200.81 24.69
0.385 NS(0.05)
Cognition Joint Family 722 201.28 23.89
Global value Nuclear Family 856 405.39 36.91
1.657 NS(0.05)
of CEA Joint Family 722 408.41 35.39
NS – Not Significant, S – Significant
From the above table it is inferred that among the three cases in two cases
significant differences are not found. Hence the hypothesis is accepted in these two cases.
In other one case as the calculated values is greater than the table value and significant
difference was observed. Hence in these one cases the hypothesis is not accepted.
CONCLUSION
Nuclear and Joint family prospective differ in their EOC and Global value of
CEA
Nuclear and Joint family prospective teachers do not differ in their COE
206
Figure 4.30 Line Graph showing the Mean scores of prospective teachers
cognitive and emotional aspects based on their Family Type
Family Type
208
207
206
205
204
Axis Title
203
202
201
200
199
198
197
Nuclear Family Joint Family
COE 204.58 207.13
EOC 200.81 201.28
207
HYPOTHESIS-29
TABLE-34
CONCLUSION
208
Figure 4.31 Line Graph showing the Mean scores of prospective teachers cognitive
and emotional aspects based on their Birth order
Birth Order
409
408
407
406
Axis Title
405
404
403
402
First Middle Last Single
Series1 405.95 408.39 406.06 404.31
209
4.6 CORRELATION ANALYSIS
HYPOTHESIS - 1
value of
Global
SPCK
GPK CK KS PCK KT KOC KAB KOA
GPK 1 -0.003 0.906** -0.015 0.025 -0.018 -0.200** -0.166** 0.697**
CK 1 -0.014 0.149** 0.131** 0.027 0.006 0.213** 0.302**
KS 1 -0.009 0.031 -0.019 -0.202** -0.164** 0.696**
PCK 1 0.208** 0.045 -0.002 0.237** 0.303**
KT 1 0.105** 0.002 0.210** 0.345**
KOC 1 0.096** 0.149** 0.286**
KAB 1 -0.004 0.282**
KOA 1 0.202**
Global
**
value of 1
SPCK
N=1578 ** = SIGNIFICANT
The above table shows the relationship ‘r’ value between the SPCK and its
dimensions based on the degrees of freedom (1578-2=1576S) at significant level 0.05
(0.088) and significant level 0.01 ( ). Hence the hypothesis was not accepted in some
cases and not accepted in some cases.
CONCLUSION
210
There is no significant relationship (-0.018) between prospective teachers KOC
and GPK
There is very low positive significant relationship (-0.200**) between prospective
teachers KAB and GPK
There is very low negative significant relationship (-0.166**) between prospective
teachers KOA and GPK
There is high positive significant relationship (0.697**) between prospective
teachers Global value of SPCK and GPK
There is no significant relationship (-0.014) between prospective teachers KS and
CK
There is very low positive significant relationship (0.149**) between prospective
teachers PCK and CK
There is very low positive significant relationship (0.131**) between prospective
teachers KT and CK
There is no positive significant relationship (0.027) between prospective teachers
KOC and CK
There is no positive significant relationship (0.006) between prospective teachers
KAB and CK
There is low positive significant relationship (0.213**) between prospective
teachers KOA and CK
There is low positive significant relationship (0.302**) between prospective
teachers Global value of SPCK and CK
There is no significant relationship (-0.009) between prospective teachers PCK
and KS
There is no significant relationship (0.031) between prospective teachers KT and
KS
There is no significant relationship (-0.019) between prospective teachers KOC
and KS
There is very low positive significant relationship (-0.202**) between prospective
teachers KAB and KS
There is very low positive significant relationship (-0.164**) between prospective
teachers KOA and KS
There is high positive significant relationship (0.696**) between prospective
teachers Global value of SPCK and KS
211
There is low positive significant relationship (0.208**) between prospective
teachers KT and PCK
There is no significant relationship (0.045) between prospective teachers KOC
and PCK
There is no significant relationship (-0.002) between prospective teachers KAB
and PCK
There is low positive significant relationship (0.237**) between prospective
teachers KOA and PCK
There is low positive significant relationship (0.303**) between prospective
teachers Global value of SPCK and PCK
There is very low positive significant relationship (0.105**) between prospective
teachers KOC and KT
There is no significant relationship (0.002) between prospective teachers KAB
and KT
There is low positive significant relationship (0.210**) between prospective
teachers KOA and KT
There is low positive significant relationship (0.345**) between prospective
teachers Global value of SPCK and KT
There is very low positive significant relationship (0.096**) between prospective
teachers KAB and KOC
There is very low positive significant relationship (0.149**) between prospective
teachers and KOC
There is low positive significant relationship (0.286**) between prospective
teachers Global value of SPCK and KOC
There no significant relationship (-0.004) between prospective teachers KOA and
KAB
There is low positive significant relationship (0.282**) between prospective
teachers Global value of SPCK and KAB
There is low positive significant relationship (0.202**) between prospective
teachers Global value of SPCK and KOA
212
HYPOTHESIS - 2
TEACHING
value of
Global
BEHAVIOR
TB
OB CB TLB IB SEB
Organizational
Behaviour 1 0.108** 0.106** 0.126** -0.092** 0.366**
Classroom
Behaviour 1 0.048 0.085** 0.022 0.413**
Teaching
Learning 1 0.135** 0.007 0.400**
Behaviour
Instructional
1 0.003 0.413**
Behaviour
Socio Emotional
1 0.698**
Behaviour
Global value of TB 1
N=1578 ** = SIGNIFICANT
The above table shows the relationship ‘r’ value between the TB and its
dimensions based on the degrees of freedom (1578-2=1576S) at significant level 0.05
(0.088) and significant level 0.01 ( ). Hence the hypothesis was not accepted in some
cases and not accepted in some cases.
CONCLUSION
213
There is very low negative significant relationship (-0.092**) between prospective
teachers SEB and OB
There is low positive significant relationship (0.366**) between prospective
teachers Global value of TB and OB
There is no significant relationship (0.048) between prospective teachers TLB and
CB
There is very low positive significant relationship (0.085**) between prospective
teachers IB and CB
There is no significant relationship (0.022) between prospective teachers SEB and
CB
There is high positive significant relationship (0.413**) between prospective
teachers Global value of TB and CB
There is very low positive significant relationship (0.135**) between prospective
teachers IB and TLB
There is no significant relationship (0.007) between prospective teachers SEB and
TLB
There is moderate positive significant relationship (0.400**) between prospective
teachers Global value of TB and TLB
There is no significant relationship (0.003) between prospective teachers SEB and
IB
There is moderate positive significant relationship (0.413**) between prospective
teachers Global value of TB and IB
There is high positive significant relationship (0.698**) between prospective
teachers Global value of TB and SEB
214
HYPOTHESIS - 3
COGNITIVE
AND
EMOTIONAL
ASPECTS COE EOC Global value of CEA
Cognition On
1 0.120** 0.746**
Emotion
Emotion On
1 0.751**
Cognition
Global value of
1
CEA
N=1578 ** = SIGNIFICANT
The above table shows the relationship ‘r’ value between the SPCK and TB based
on the degrees of freedom (1578-2=1576S) at significant level 0.05 (0.088*) and
significant level 0.01 ( ). Hence the hypothesis was not accepted in some cases and not
accepted in some cases.
CONCLUSION
215
HYPOTHESIS -4
Global value
of TB 1 0.020
Global value
of CEA 1
N=1578 ** = SIGNIFICANT
The above table shows the relationship ‘r’ value between the Global value of
SPCK, Global value of TB and T Global value of CEA based on the degrees of
freedom (1578-2=1576S) at significant level 0.05 (0.088*) and significant level 0.01 ( ).
Hence the hypothesis was not accepted in some cases and not accepted in some cases.
CONCLUSION
216
MULTIPLE REGRESSION ANALYSIS
The two dependent variables teaching behaviour and cognitive emotional aspects are the effect of
other chosen variables pedagogy content knowledge, educational qualification, type of
institutions, locality, gender, marital status, age ,major subject, parental Income, family type,
Birth order were studied.
TABLE -1
217
From the above table it is showed that among the seventeen predictors, marital status had the
highest and significant standardized beta co – efficient, which indicates that it was the most
important factor contributing to pedagogical content knowledge. Otherwise college Type of
institution ,Locality, Gender, age , parental income, CK,KS,PCK had negative regression co
efficient respectively. But remaining ten predictors did not contribute pedagogical content
knowledge..
TABLE-2
218
Pedagogy Content
0.005 0.004 0.046 1.233 0.218
Knowledge
Knowledge of
0.002 0.004 0.017 0.439 0.660
Teaching
Knowledge of
-0.002 0.004 -0.019 -0.514 0.607
Curriculum
Knowledge And
-0.002 0.003 -0.038 -0.564 0.000**
Behaviour
Knowledge Of
-0.003 0.004 -0.024 -0.650 0.516
Assesment
TOTALTPCK 0.001 0.003 0.060 0.432 0.666
From the above table it is observed that among seventeen predictors, gender, KS, KAB only
predict the science pedagogy content knowledge.
DISCRIMINANT ANALYSIS
Discriminant analysis builds a predictive model for group membership. The model is
composed of a discriminant function (or, for more than two groups, a set of discriminant
functions) based on linear combinations of the predictor variables that provide the best
discrimination between the groups. The functions are generated from a sample of cases
for which group membership is known; the functions can then be applied to new cases
that have measurements for the predictor variables but have unknown group membership.
Discriminant function analysis attempts to construct a function with these the variables so
that te respondents belonging to either of these groups are differentiated at the maximum.
The linear combination of the variables is known as Discriminant Function and its
parameter are called Discriminant co – efficient functions.
A typical Discriminant function will be in the form,
Z =a0 +a1+a2X1+ a3X2 +………..+ an Xn
Where a0is a constant anda1, a2 ,…….an , Disciminant Function Co efficient of the
independent variables X1, X2, X3……..Xn respectively.
219
TABLE -1 Teaching behavior - Tests of Equality of Group Means
From the above table it is inferred that science pedagogy content knowledge dimensions
GPK,CK,KS,KT,KOC,KAB,KOA had significant impact in Teaching behaviour.
220
TABLE -3
From the above table , it is inferred that the entire criterion has eliminated the variables
CK,PCK dimension from the possible inclusion in the equation.
TABLE-4
WILKS' LAMBDA
Number of Exact F
Variables Lambda df1 df2 df3 Statistic df1 df2 Sig.
1 .653 1 2 1575 417.845 2 1575.000 .000
2 .589 2 2 1575 238.555 4 3148.000 .000
3 .584 3 2 1575 161.848 6 3146.000 .000
4 .580 4 2 1575 123.152 8 3144.000 .000
5 .576 5 2 1575 99.713 10 3142.000 .000
6 .572 6 2 1575 84.317 12 3140.000 .000
Maximum discriminated variable between the three groups can be identified from the
variable that was entered first. Here it was KAB score. At each step a variable was
entered, the significance of the function was tested using Wilks’ Lamda and D2 values
arrived this function.
221
A)CANONICAL DISCRIMINANT FUNCTIONS
TABLE-1
Wilks'
Canonical Correlation Lambda Chi-square df Significance
0.647 .572 878.464 12 .000
The value of wilks’ lambda is 0 572. This value is between 0 and 1, and a value indicates
good discriminating power of the model.
TABLE -2
From the above table it is inferred that values 0.225,0.322, 0.132, 0.126, 0.937 and 0.425
under function 1 of standardized coefficients table indicates, ‘Teaching Behaviour
influences more than KAB.
222
TABLE-3
Function Function 1
GPK .020
KS -.029
KT .026
KOC .024
KAB .100
KOA .089
(Constant) -8.989
B) GROUP CENTROIDS
TABLE-4
Teaching behaviour
= -8.989 +0.089 KOA + 0.100 KAB +0.024 KOC+0.026 KT _0.029 KS +0.020 GPK
=-8.989 +0.089(41.01) +0.100 (38.03) +0.024( 37.10) + 0.026 (38.20) – 0.029( 40.02) +
0.020(43.12)
= -8.989 + 3.64 + 3.80 + 0.89 +0.99 - 1.161 + 0.86
= 0.03
223
0.03 is close to moderate value in Teaching behaviour. Hence the KABis discriminate
highly the moderate category of Teaching Behaviour.
C )STRUCTURE MATRIX
Table -1
Structure Matrix
VARIABLES FUNCTION
KAB .853*
KS .253*
PCK .110*
KOA .298
KOC .188
GPK .220
KT .138
CK .094
Largest absolute correlation between each variable and any discriminant function.
Correlation between the canonical discriminant functions and the discriminate variable
shown in the table is significant. There exists largest absolute correlation between each
variable and any discriminant function.
85.3 percentage of the variation in the discriminate function is due to KAB which
contributes in discriminating between low, moderate and high teaching behaviour.
Similarly KS which contributes about 25.3 percentage in discriminating function low,
medium and high teaching behaviour.
224
D)PRIOR PROBABILITIES
Probabilities are calculated for each, group based on the proportionate for the sample in
the respective groups and the results are given in table.
TABLE -1
TABLE -2
Classification Results
65.3% of original grouped cases correctly classified.It is seen that the discriminate
function has predicted 13.2 % of the correctly in the low level of teaching behaviour,
58.1% of moderate level of teaching behaviourand 17.9% of high level of teaching
behaviour.
225
CHAPTER - V
5. I.INTRODUCTION
This chapter reports the summary of the findings and conclusion of the entire
research study. The objectives, tool used for the study, sample for the present study are
briefly described in this chapter. Summary of findings, discussions, implications and
suggestions for further study are described elaborately in this chapter.
The following hypotheses have been set for the purpose of the study
227
5.5. MAJOR FINDINGS OF THE STUDY
DESCRIPTIVE STATISTICS
SCIENCE PEDAGOGY CONTENT KNOWLEDGE
1110 (70.34%) prospective teachers are in moderate level in the science pedagogy
content knowledge.
227 (14.39%) prospective teachers have high level in science pedagogy content
knowledge while 241(15.27%) have low level in science pedagogy content
knowledge.
376 (23.83%) prospective teachers are in high level in the KS dimension while
312 (19.77%) prospective teachers are in low level in the KOC dimension of
science pedagogy content knowledge.
PG prospective teachers have higher mean scores than the UG teachers in science
pedagogy content knowledge.
Private prospective teachers have higher mean scores than the Government and
Government aided teachers in science pedagogy content knowledge.
Rural prospective teachers have higher mean scores than the urban teachers in
science pedagogy content knowledge.
Female prospective teachers have higher mean scores than the male teachers in
science pedagogy content knowledge.
Married prospective teachers have higher mean scores than the single teachers in
science pedagogy content knowledge.
Prospective teachers in the age group of Above 35 have higher mean scores than
the age group of below 35 in science pedagogy content knowledge.
Prospective teachers whose major subject is physical science have higher mean
scores than the prospective teachers whose major subject is biological science and
others in science pedagogy content knowledge.
Prospective teachers whose Parental Monthly Income Above 25,000 have higher
mean scores than the Prospective teachers whose Parental Monthly Income is
between Rs.10000 and Rs.25000 and below Rs.25000 in in science pedagogy
content knowledge.
Joint family prospective teachers have higher mean scores than the nuclear family
prospective teachers in science pedagogy content knowledge.
228
Single born prospective teachers have higher mean scores than First, Middle and
Last born prospective teachers in science pedagogy content knowledge.
TEACHING BEHAVIOUR
1125 (71.29%) prospective teachers are in moderate level in teaching behavior.
319 (20.22%) prospective teachers are in high level in the SEB dimension while
366 (23.19%) prospective teachers are in low level in the IB dimension of teaching
behavior.
PG prospective teachers have higher mean scores than the UG teachers in teaching
behavior.
Private prospective teachers have higher mean scores than the Government and
Government aided teachers in teaching behavior.
Urban prospective teachers have higher mean scores than the rural teachers in
teaching behavior.
Male prospective teachers have higher mean scores than the female teachers
teaching behavior.
Single prospective teachers have higher mean scores than the unmarried
prospective teachers in teaching behavior.
Prospective teachers in the age group of above 35 have higher mean scores than
age group of below 35 in teaching behavior.
Prospective teachers whose major subject is others have higher mean scores than
the prospective teachers whose major subject is physical and biological science
in teaching behavior
Prospective teachers whose Parental Monthly Income is between Rs.10000 and
Rs.25000 have higher mean scores than the Prospective teachers whose Parental
Monthly Income is Above 25,000 and below Rs.25000 in teaching behavior.
Joint family prospective teachers have higher mean scores than the nuclear family
prospective teachers in teaching behavior.
Last born prospective teachers have higher mean scores than First, Middle and
single born prospective teachers in teaching behavior.
229
COGNITIVE AND EMOTIONAL ASPECTS
1168 (74.01%) prospective teachers are in moderate level in cognitive and
emotional aspects.
24 (1.52%) prospective teachers are in high level while 220 (13.94%) prospective
teachers are in low level in the COB dimension of cognitive and emotional
aspects.
PG prospective teachers have higher mean scores than the UG teachers in
cognitive and emotional aspects.
Government prospective teachers have higher mean scores than the Government
aided and private teachers in cognitive and emotional aspects.
Urban prospective teachers have higher mean scores than the rural teachers in
cognitive and emotional aspects.
Male prospective teachers have higher mean scores than the female teachers
cognitive and emotional aspects.
Married prospective teachers have higher mean scores than the single prospective
teachers in cognitive and emotional aspects.
Prospective teachers in the age group of above 35 have higher mean scores than
age group of below 35 in cognitive and emotional aspects.
Prospective teachers whose major subject is physical science have higher mean
scores than the prospective teachers whose major subject is biological science and
others in cognitive and emotional aspects.
Prospective teachers whose Parental Monthly Income is Above 25,000 have
higher mean scores than the Prospective teachers whose Parental Monthly Income
is between Rs.10000 and Rs.25000 and below Rs.25000 in cognitive and
emotional aspects.
Joint family prospective teachers have higher mean scores than the nuclear family
prospective teachers in cognitive and emotional aspects.
Middle born prospective teachers have higher mean scores than First, Last and
single born prospective teachers in cognitive and emotional aspects.
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5.6. INFERENTIAL STATISTICS
SCIENCE PEDAGOGICAL CONTENT KNOWLEDGE
UG and PG prospective teachers do not differ in their CK, KS, PCK, KT, KOC,
KOA and Global value of SPCK
UG and PG prospective teachers differ in their GPK and KAB of science
pedagogy content knowledge
There is no significant interaction between the prospective teachers studying in
different types of institutions and their GPK, KS, KAB, KOA and global value of
science pedagogy content knowledge
There is no significant interaction between the prospective teachers studying in
different types of institutions and their CK, PCK, KT and KOC dimensions of
science pedagogy content knowledge
Rural and Urban Locality prospective teachers do not differ in their KT, KOC,
KAB and Global value of SPCK
Rural and Urban Locality prospective teachers differ in their GPK, CK, KS, PCK
and KOA of science pedagogy content knowledge
Male and Female prospective teachers do not differ in their CK, PCK, KT,
KOC,KOA dimensions of science pedagogy content knowledge
Male and Female prospective teachers differ in their GPK, KS, KAB and Global
value of SPCK
Married and Single Statuses prospective teachers do not differ in their KT, KOC,
KAB and CK of science pedagogy content knowledge
Married and Single Statuses prospective teachers do not differ in their GPK, KS,
KOA and Global value of SPCK
Below 35 and Above 35 age grouped prospective teachers do not differ in their
GPK, CK, KS, PCK, KT, KOC, KAB and Global value of SPCK
Below 35 and Above 35 age grouped prospective teachers do not differ in their
KOA of science pedagogy content knowledge
There is no interaction between prospective teachers CK, PCK, KT, KOC, KAB,
and KOA based on their Major Subject
There is interaction between prospective teachers GPK , KS and Global value of
SPCK of science pedagogy content knowledge based on their Major Subject
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There is no interaction between prospective teachers CK, KS, PCK, KT, KOC,
KOA and Global value of SPCK based on their parental income
There is interaction between prospective teachers GPK and KAB of science
pedagogy content knowledge based on their parental income
Nuclear and Joint family prospective teachers do not differ in their CK, KT and
Global value of SPCK
Nuclear and Joint family prospective teachers differ in their GPK, KS, PCK,
KOC, KAB and KOA of science pedagogy content knowledge
There is no interaction between prospective teachers CK, PCK, KT, KOC, KAB
and KOA of science pedagogy content knowledge based on their Birth order
There is interaction between prospective teachers GPK, KS and Global value of
SPCK based on their Birth order
CORRELATION
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There is low positive significant relationship (0.286**) between prospective
teachers Global value of SPCK and KOC
There is low positive significant relationship (0.282**) between prospective
teachers Global value of SPCK and KAB
There is low positive significant relationship (0.202**) between prospective
teachers Global value of SPCK and KOA
There is very low positive significant relationship (-0.200**) between prospective
teachers KAB and GPK
There is very low negative significant relationship (-0.166**) between prospective
teachers KOA and GPK
There is very low positive significant relationship (0.149**) between prospective
teachers PCK and CK
There is very low positive significant relationship (0.131**) between prospective
teachers KT and CK
There is very low positive significant relationship (-0.202**) between prospective
teachers KAB and KS
There is very low positive significant relationship (-0.164**) between prospective
teachers KOA and KS
There is very low positive significant relationship (0.105**) between prospective
teachers KOC and KT
There is very low positive significant relationship (0.096**) between prospective
teachers KAB and KOC
There is very low positive significant relationship (0.149**) between prospective
teachers and KOC
There is no significant relationship (-0.003) between prospective teachers CK and
GPK
There is no significant relationship (-0.015) between prospective teachers PCK
and GPK
There is no significant relationship (-0.018) between prospective teachers KOC
and GPK
There is no significant relationship (-0.014) between prospective teachers KS and
CK
There is no positive significant relationship (0.027) between prospective teachers
KOC and CK
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There is no positive significant relationship (0.006) between prospective teachers
KAB and CK
There is no significant relationship (-0.009) between prospective teachers PCK
and KS
There is no significant relationship (0.031) between prospective teachers KT and
KS
There is no significant relationship (-0.019) between prospective teachers KOC
and KS
There is no significant relationship (0.045) between prospective teachers KOC
and PCK
There is no significant relationship (-0.002) between prospective teachers KAB
and PCK
There is no significant relationship (0.002) between prospective teachers KAB
and KT
There no significant relationship (-0.004) between prospective teachers KOA and
KAB
TEACHING BEHAVIOUR
UG and PG prospective teachers do not differ in their OB, CB, TLB, IB and SEB
of Teaching Behaviour
UG and PG prospective teachers differ in their global value of Teaching
Behaviour
There is no significant interaction between the prospective teachers studying in
different types of institutions and their TLB, IB and global value of Teaching
Behaviour
There is significant interaction between the prospective teachers studying in
different types of institutions and their OB, CB and SEB dimensions of Teaching
Behaviour
Rural and Urban Locality prospective teachers do not differ in their TLB, IB and
SEB of Teaching Behaviour
Rural and Urban Locality prospective teachers differ in their OB, CB and global
value of Teaching Behaviour
Male and Female prospective teachers do not differ in their OB, TLB and IB
dimensions of Teaching Behaviour
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Male and Female prospective teachers differ in their CB, SEB and global value of
Teaching Behaviour
Married and Single Statuses prospective teachers do not differ in their TLB and
SEB of Teaching Behaviour
Married and Single Statuses prospective teachers differ in their OB, CB, IB and
global value of Teaching Behaviour
Below 35 and Above 35 age grouped prospective teachers do not differ in their
CB, TLB, IB, SEB and global value of Teaching Behaviour
Below 35 and Above 35 age grouped prospective teachers differ in their OB of
Teaching Behaviour
There is no interaction between prospective teachers OB, TLB, IB,SEB and global
value of Teaching Behaviour based on their Major Subject
There is interaction between prospective teachers CB of Teaching Behaviour
based on their Major Subject
There is no interaction between prospective teachers OB, TLB, IB and global
value of Teaching Behaviour based on their parental income
There is interaction between prospective teachers CB and SEB of Teaching
Behaviour based on their parental income
Nuclear and Joint family prospective teachers do not differ in their CB and TLB
Teaching Behaviour
Nuclear and Joint family prospective teachers differ in their OB, IB, SEB and
global value of Behaviour
There is no interaction between prospective teachers OB, CB,TLB, IB and SEB of
Teaching Behaviour based on their Birth order
There is interaction between prospective teachers globalvalue of Teaching
Behaviour based on their Birth order
CORRELATION
There is high positive significant relationship (0.413**) between prospective
teachers Global value of TB and CB
There is high positive significant relationship (0.698**) between prospective
teachers Global value of TB and SEB
There is moderate positive significant relationship (0.400**) between prospective
teachers Global value of TB and TLB
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There is moderate positive significant relationship (0.413**) between prospective
teachers Global value of TB and IB
There is low positive significant relationship (0.366**) between prospective
teachers Global value of TB and OB
There is very low positive significant relationship (0.108**) between prospective
teachers CB and OB
There is very low positive significant relationship (0.106**) between prospective
teachers TLB and OB
There is very low positive significant relationship (0.126**) between prospective
teachers IB and OB
There is low positive significant relationship (0.366**) between prospective
teachers Global value of TB and OB
There is very low positive significant relationship (0.085**) between prospective
teachers IB and CB
There is very low positive significant relationship (0.135**) between prospective
teachers IB and TLB
There is very low negative significant relationship (-0.092**) between prospective
teachers SEB and OB
There is no significant relationship (0.048) between prospective teachers TLB and
CB
There is no significant relationship (0.022) between prospective teachers SEB and
CB
There is no significant relationship (0.007) between prospective teachers SEB and
TLB
There is no significant relationship (0.003) between prospective teachers SEB and
IB
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Rural and Urban Locality prospective teachers do not differ in their COE and
Global value of CEA
Rural and Urban Locality prospective teachers do not differ in their EOC of
cognitive and emotional aspects
Male and Female prospective teachers do not differ in their EOC dimension of
cognitive and emotional aspects.
Male and Female prospective teachers differ in their COE dimension of cognitive
and emotional aspects and global Value of CEA
Married and Single Statuses prospective teachers do not differ in their cognitive
and emotional aspects
Below 35 and Above 35 age grouped prospective teachers do not differ in their
cognitive and emotional aspects
There is interaction between prospective teachers COE and EOC of cognitive and
emotional aspects
There is no interaction between prospective teachers EOC and Global value of
EOC and based on their Major Subject
Nuclear and Joint family prospective differ in their EOC and Global value of
CEA
Nuclear and Joint family prospective teachers do not differ in their COE
There is no interaction between prospective teachers cognitive and emotional
aspects based on their Birth order
CORRELATION
There is high positive significant relationship (0.751) between prospective
teachers EOC and Global value of CEA
There is high positive significant relationship (0.746) between prospective
teachers COE and Global value of CEA
There is very low positive significant relationship (0.120) between prospective
teachers COE and EOC
There is low positive significant relationship (0.236) between prospective teachers
Global value of SPCK and Global value of TB
There is no significant relationship (0.0.019) between prospective teachers Global
value of SPCK and Global value of CEA
237
There is no significant relationship (0.020) between prospective teachers Global
value of TB and Global value of CEA
Marital status had the highest and significant standardized beta co – efficient,
which indicates that it was the most important factor contributing to pedagogical content
knowledge. Otherwise college, Type of institution, Locality, Gender, age, parental
income, CK,KS,PCK had negative regression co efficient respectively. But remaining ten
predictors did not contribute pedagogical content knowledge.
5.8.DISCRIMINANT ANALYSIS
Science pedagogy content knowledge dimensions GPK, CK, KS, KT, KOC, KAB,
KOA had significant impact in Teaching behaviour.
GPK, KS, PCK, KT, KAB dimensions in science pedagogy content knowledge
had showed significant impact in cognitive emotional aspects and the remaining two
dimensions in science pedagogy content knowledge did not show any significant impact
in cognitive emotional aspects. inferred that values
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85.3 percentage of the variation in the discriminate function is due to KAB which
contributes in discriminating between low, moderate and high teaching behaviour. KS
which contributes about 25.3 percentage in discriminating function low, medium and high
teaching behaviour.
The discriminate function has predicted 13.2 % of the correctly in the low level of
teaching behaviour, 58.1% of moderate level of teaching behaviour and 17.9% of high
level of teaching behaviour.
Sabah alehtar (2017) found that different was not observed in the prospective teachers
of institutes. The current research also found that there is no significant interaction
between the prospective teachers studying different type s of institutions.
Mohammed yousef mai et al ( 2016 ) established their result that no difference between
science teachers perceptions. According to their gender.the current study also showed that
male and female prospective teachers do not differ in their CK,PCK,KT,KOC dimensions
of science pedagogy content knowledge.
The current study Showed that female teacher have more mean than male teachersin their
EOC dimensions of cognitive and emotional aspects. Which opposed result of
Borrachero et al(2014) revealed that male teachers more than frequently report positive
emotions than the female.
Parvaneh Yaghoubi Jami.( 2018) revealed that age educational level, and gender
influenced the changes in affective empathy, and there was no significant impact on
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cognitive empathy the current study also showed that male and female ,PG and UG and
blow 35 and above 35 age grouped prospective teachers do not differ in their EOC
dimension of cognitive and emotional aspects.
The present study can be repeated with large samples including universities,
professional training centre, and higher education institutions.
The study of pedagogy content knowledge should be conducted in all subject.
Related study should be conducted from primary to higher education.
Comparative studies may take up for the students of arts and science teachers.
The current study can be repeated with different variable.
The current variable dimensions take an as separate variable to study in depth.
The present study should be conducted for students to know learning behavior.
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5.12.CONCLUSION
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