A case study of Pedagogical Content Knowledge and faculty development in the Philippines

The Science Teacher Education Project Southern Philippines (STEPS, 1996-2004) aimed at establishing a science and mathematics education centre and viable teacher education programmes. The most crucial component was faculty development. This involved the selection of faculty and then professional development through on-the-job activities as well as formal degree study. This paper illustrates and to a limited extent evaluates different methods used to stimulate professional development. Professional development and PCK development is more likely to be successful when there is an opportunity to select the lecturers/teachers most likely to benefit and make it work. Formal studies in science/math education may or may not result in practical and applicable PCK. A well-supervised practical thesis study in their own teaching environment can make all the difference. Intensive team teaching enhances PCK of both partners. A project involving joint development of science service courses with in-classroom coaching had a short term 50% success rate in significantly changing the teaching of those concerned (less lecture, more student activity, PCK based interventions). Long-term success is likely to be lower, particularly in developing countries where workloads are high and educational systems may be demotivating (‘swamping’) rather than encouraging.