Pedagogical content knowledge: an investigation of teachers’ perception for teaching chemistry core competencies in senior secondary schools Bashirat Titilope Imam 2 , Abiola Tawa Ahmed 1 1 Al-Hikmah University, Nigeria, 2 University of Ilorin, Nigeria Pedagogical content knowledge (PCK) is a vital component of teachers’ knowledge base for teaching. Studies have shown that effective teachers tend to be vast in the use of PCK for planning and implementing their teaching activities. This study, therefore, investigates teachers’ perceptions of PCK for teaching chemistry core competencies. Specifically, the study determined the influence of teachers’ qualifications, gender, and teaching experience on their perception of PCK for teaching chemistry core competencies. The study is a quantitative one, which adopted the descriptive research of the survey type. A sample of 147 chemistry teachers from both private and public secondary schools were randomly selected within Ilorin, metropolis. An adapted questionnaire from He, Zheng, and Li (2021) was used to gather data from the respondents. The reliability of the instrument was conducted using an internal consistency reliability and a reliability index of 0.83 was established using Cronbach’s Alpha statistics. Data gathered was analyzed using the mean, standard deviation, t-test, and Analysis of Variance (ANOVA). Findings from the study showed that teachers held a positive perception of PCK for teaching chemistry core competencies. Furthermore, findings no significant difference was established in teachers’ perception of PCK for teaching chemistry core competencies based on gender and qualification. However, a significant difference was reported based on teachers’ experience in favor of experienced teachers. It was therefore concluded that teachers held a positive perception of PCK for teaching chemistry core competencies irrespective of their gender and qualification. References 1. Alonzo, A.C., Kobarg, M., & Seidel, T. (2012).Pedagogical content knowledge as reflected in teacher–student interactions: Analysis of two video cases. Journal of research in science teaching , 49 (10), 1211-1239. 2. He, P., Zheng, C., & Li, T. (2021). Development and validation of an instrument for measuring Chinese chemistry teachers’ perceived self-efficacy towards chemistry core competencies. International Journal of Science and Mathematics Education , 1-23. 3. Royal Society of Chemistry (2023). Basic chemistry competencies starter- 16- 18. Available at https://edu.rsc.org/resources/ basic-chemistry-competencies-starters-16-18/4010256.article
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