The Impact of Professional Development on the Pedagogical Content Knowledge of the Mathematics Teach

Aim: The study Sought to investigate the impact of professional development on the teaching content knowledge of the arithmetic teacher in Ghana.Study Design: The study secondhand a case study research design.Methodology: Three research agents, namely; documents, interview and to a certain extent-structured unrestricted questionnaires was used for the study. Twelve (12) supervisors were sampled from a teacher people of forty-eight (48) arithmetic teachers from nine (9) management assisted Senior High Schools in the Keta Municipality to put oneself in the place of another the questionnaire, while a Deputy Director of Education was talked to gather approximate data for reasoning.Results: This research study identified that professional growth had positive impacts on the Pedagogical Content Knowledge of arithmetic teachers.These judgments imply that, professional incident for teachers is main to ensure active teaching for upgraded performance of graduates in mathematics.Conclusions: Teachers were of the view that they concede possibility be included in the preparation process of the professional development programmes, sensible duration for the programmes, they further suggested scholar motivation for partnership, called for constancy in the organization of the programmes, effect programmes and also supplying of adequate education materials.

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