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

Abstract

Content knowledge is one of the 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 Literature-in-English teachers 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 the use of four research instruments: classroom observation scale, classroom content knowledge checklist, self-constructed students’ questionnaire and an achievement test. Data collected were analyzed using descriptive and inferential statistics. The participants of the study consisted of 632 students who offered Literature-in-English and 127 Literature-in-English teachers. Findings revealed that the observable elements where mastery was shown are knowledge of literary works and literary appreciation skills. However, the study showed that Literature-in-English teachers did not have sufficient mastery of 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.