Rwandan teacher training college’s mathematics teachers’ pedagogical content knowledge for teaching: assessment toward competency-based curriculum

Abstract

Introduction: Teachers’ knowledge and positive attitudes significantly impact educational settings. This study aimed to assess teachers’ mathematical knowledge for teaching (MKT) and their pedagogical content knowledge (PCK) attitudes. Methodology: It was conducted on all 23 mathematics teachers from Rwandan teacher training colleges (TTCs). Employing a survey design, standardized performance and attitude tests were utilized, employing instruments known for their standardization, validity, and reliability. Results: The findings informed that teachers possess a low MKT but a high PCK attitude. Thus, they performed the MKT test poorly as the average score was below 50%. However, teachers were found to have better content knowledge than other MKT constructs and performed better in pattern function and algebra than in other areas of mathematics. Teachers demonstrated a highly positive attitude toward integrating PCK in teaching mathematics. Discussion: Such a positive attitude was inferred from the pedagogical training offered by implementing a competency-based curriculum. Therefore, teachers need to improve their MKT performance, and more research is needed on other teachers apart from those in TTCs.