Academic And Professional Qualifications Of Technical University Lectures, Their Content Knowledge, Pedagogy And Pedagogical Content Knowledge

Abstract

This study seeks to assess the influence of academic and professional qualifications on lecturer’s appreciation of content, teaching skills and the amalgamation of the two at Cape Coast Technical University. The descriptive cross-sectional survey was used to carry out the investigation. A proportionate random sampling procedure was used to select 119 lecturers who have taught for two semesters and more. Primary data was gathered through questionnaires. The data were analysed using factorial ANOVA, frequency counts, percentages, means, and standard deviation. The findings showed that the highest academic qualifications attained by most lecturers at CCTU were MPhil and PhD degrees, and most of the lecturers were professionally trained teachers. Also, the study revealed that the lecturers’ expertise in content, general pedagogy and PCK were high. However, academic and professional qualifications did not significantly influence lecturers’ content knowledge (CK), pedagogical knowledge (PK) and PCK. It is therefore recommended that GTEC, MoE and the Dean of Schools design tailor-made courses for the nonprofessional lecturers to be upgraded with the requisite teaching qualifications to enhance their teaching.