REVIEW OF PCK ENHANCEMENT PROGRAMS FOR SCIENCE AND TECHNOLOGY TEACHERS: PROSPECTS FOR LOCAL INTERVENTIONS IN THE PHILIPPINES

Abstract

Utilizing the systematic literature review method, this paper analyzed past professional development programs aimed at enhancing science and technology teachers’ pedagogical content knowledge to provide prospects for local interventions. Lesson study, teacher-mentoring, and school-based collaborative curriculum development were the most locally appropriate, demographically, and contextually. However, they can afford a few participants only. This setback can be offset by supporting the interventions with a partly technology-based delivery platform. The study concluded that an innovative intervention must be designed for local use because it must be acceptable to the country’s situation along all stages of implementation. The intervention must be collaborative, not too multi-faceted, and flexible enough to use quality materials and human resources without compromising efficiency and effectiveness. KEYWORDS: Lesson study, PCK, pedagogical content knowledge, science education, systematic review