Teachers’ Content Knowledge: Implications for Teaching Practices and Students’ Learning Outcomes

Abstract

Content knowledge is one of Shulman’s teacher knowledge. In no small measure, content knowledge promotes learning and contributes to students’ learning outcomes. The knowledge of what to teach is a key requirement for effective teaching. This paper assesses the subject matter knowledge that Literature-in-English teachers possess and reveals subject content areas where they exhibit high mastery. This paper examines whether teachers’ content knowledge could predict students’ achievement in and attitude to Literature-in-English. The study is a descriptive research of the survey type. Data were collected through four research instruments: a classroom observation scale, a classroom content knowledge checklist, a self-constructed students’ questionnaire and an achievement test. Data collected were analyzed using descriptive and inferential statistics. The participants consisted of 632 students who were taught Literature-in- English and 127 Literature-in-English teachers. Findings revealed that the observable elements where mastery was shown are knowledge of elements of literary works and literary appreciation skills. However, the study showed that there is knowledge gap in language development and knowledge of values. The findings show that teachers’ content knowledge predicted students’ learning outcomes (achievement and attitude) in Literature-in-English. The findings raised concerns about pedagogical implications and recommendations for concerned education stakeholders.

Keywords

• Content knowledge
• Learning outcomes
• Literature-in-English
• Teaching practices

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