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Tchombe, T.M.S. (2017) Epistemologies of Inclusive Education and Critical Reflexivity for Pedagogic Practices in Primary Years (4-11). In: Phasha, N., Mahlo, D. and Dei, G.J.S., Eds., Inclusive Education in African Contexts, Sense Publishers, 19-36.
https://doi.org/10.1007/978-94-6300-803-7_2

has been cited by the following article:

• TITLE: Pedagogic Content Knowledge of the Cameroon Teacher Education Curriculum on Teacher’s Effectiveness in Primary School Classrooms in Cameroon

  AUTHORS: Fedelis Lekeaka Alemnge, Kelly Oben

  KEYWORDS: Pedagogic Content Knowledge, Teacher Education, Curriculum, Teacher Effectiveness, Didactics, Citizenship Education

  JOURNAL NAME: Open Access Library Journal, Vol.11 No.8, August 28, 2024

  ABSTRACT: The study examined the contribution that can be made by pedagogic content knowledge to effective teaching in teacher training contexts in Cameroon Basic Education. The study was based on the didactics of teaching citizenship education in the teacher training curriculum. Data were collected through interviews and classroom observations of teaching across three schools. The findings show that the level of the deployment of teachers’ pedagogic content knowledge on both instruments was slightly above average. Consequently, the degree of teacher effectiveness is directly linked to their level of professional development and, in this particular case, teachers need to be continually engaged in the development of their pedagogic content knowledge.