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In-Service Secondary School Teachers' Self-Reported Pedagogical Knowledge in Science and Mathematics Instruction

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Title: In-Service Secondary School Teachers' Self-Reported Pedagogical Knowledge in Science and Mathematics Instruction
Language: English
Authors: Thumah Mapulanga (ORCID 0000-0002-5609-3539), Loyiso Currell Jita (ORCID 0000-0001-6871-6820)
Source: European Journal of STEM Education. 2026 11(1).
Availability: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Secondary School Teachers, Pedagogical Content Knowledge, Science Instruction, Mathematics Instruction, Teacher Characteristics, Foreign Countries, STEM Education
Geographic Terms: Zambia
ISSN: 2468-1954
2468-4368
Abstract: Although effective STEM education depends on teachers' pedagogical knowledge (PK) to enact student-centred dialogic instruction, limited research exists on PK in sub-Saharan African contexts. This mixed-methods study used a sequential explanatory-convergence design to explore Zambian STEM teachers' self-reported PK in dialogic pedagogy in science and mathematics. Quantitative data were collected using a validated online survey ([alpha] = 0.953) administered to 186 in-service teachers, and semi-structured interviews with 10 teachers. Quantitative findings revealed that teachers reported high PK, with only the qualification pursued significantly predicting teachers' self-reported PK. Gender, age, highest qualification, teaching experience, and specialisation did not significantly influence reported PK. Qualitative results indicated that teachers demonstrate adequate knowledge to implement effective instruction in STEM lessons but showed limited ability to anticipate learning difficulties and support productive struggle. Overall, results suggest that teachers are theoretically ready to implement dialogic pedagogy in STEM classrooms. Future research may involve classroom observations and performance assessments to assess classroom enactment.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504741
Database: ERIC
FullText Text:
  Availability: 0
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  Data: In-Service Secondary School Teachers' Self-Reported Pedagogical Knowledge in Science and Mathematics Instruction
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  Data: <searchLink fieldCode="AR" term="%22Thumah+Mapulanga%22">Thumah Mapulanga</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5609-3539">0000-0002-5609-3539</externalLink>)<br /><searchLink fieldCode="AR" term="%22Loyiso+Currell+Jita%22">Loyiso Currell Jita</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6871-6820">0000-0001-6871-6820</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+STEM+Education%22"><i>European Journal of STEM Education</i></searchLink>. 2026 11(1).
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  Data: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
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  Data: Y
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  Data: 16
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Zambia%22">Zambia</searchLink>
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  Data: 2468-1954<br />2468-4368
– Name: Abstract
  Label: Abstract
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  Data: Although effective STEM education depends on teachers' pedagogical knowledge (PK) to enact student-centred dialogic instruction, limited research exists on PK in sub-Saharan African contexts. This mixed-methods study used a sequential explanatory-convergence design to explore Zambian STEM teachers' self-reported PK in dialogic pedagogy in science and mathematics. Quantitative data were collected using a validated online survey ([alpha] = 0.953) administered to 186 in-service teachers, and semi-structured interviews with 10 teachers. Quantitative findings revealed that teachers reported high PK, with only the qualification pursued significantly predicting teachers' self-reported PK. Gender, age, highest qualification, teaching experience, and specialisation did not significantly influence reported PK. Qualitative results indicated that teachers demonstrate adequate knowledge to implement effective instruction in STEM lessons but showed limited ability to anticipate learning difficulties and support productive struggle. Overall, results suggest that teachers are theoretically ready to implement dialogic pedagogy in STEM classrooms. Future research may involve classroom observations and performance assessments to assess classroom enactment.
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  Data: 2026
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  Data: EJ1504741
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Zambia
        Type: general
    Titles:
      – TitleFull: In-Service Secondary School Teachers' Self-Reported Pedagogical Knowledge in Science and Mathematics Instruction
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            NameFull: Thumah Mapulanga
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            NameFull: Loyiso Currell Jita
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            – D: 01
              M: 01
              Type: published
              Y: 2026
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              Value: 2468-1954
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              Value: 2468-4368
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              Value: 11
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            – TitleFull: European Journal of STEM Education
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