Comparing pedagogical content knowledge on-action and in-action in physics teaching in Lesotho secondary schools

Effective teaching requires both pedagogical content knowledge (PCK) on-action and PCK in-action. However, the interplay of knowledge on-action and in-action is unclear in classroom practice. Therefore, studies are required to investigate the interplay of the two types of knowledge. This paper presents an explanatory sequential mixed method design to investigate physics teachers’ pedagogical content knowledge on-action through a sample of 87 physics teachers who responded to a paper-and-pencil test. The study also involved a subsample of two physics teachers as case studies engaging a qualitative investigation entailing interviews and video recorded classroom observations. Data were quantitatively analyzed using the extended Rasch model and qualitatively analyzed using the narratives. The findings revealed significant gaps in teachers’ knowledge on-action, suggesting challenges in applying this knowledge effectively in classrooms. This study recommends the involvement of teachers in continuous professional development meant to stimulate reflection in teacher knowledge, focusing on different PCK components.