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This is a Quantitative Study study.

November 11, 2025International Journal on Research in STEM EducationOpen Access

Pedagogical Content Knowledge and Self-Efficacy in Bhutan’s Pre-Service Teachers

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Pre-service teachers reported high perceptions of pedagogical content knowledge and competency.
The mean score for perceptions was 3.64, reflecting strong content understanding in teaching.
Analysis showed gender influenced recommendations for enhancing pedagogical content knowledge.
The findings may inform future professional development initiatives in teacher education.

Authors

SPSonam Pelden PWPema Wangdi

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Implication

Quantitative analysis shows high perceptions of pedagogical content knowledge in pre-service teachers, indicating professional development may enhance teaching effectiveness.

Cite This Study

Pelden et al. (2025) studied this question.

synapsesocial.com/papers/69252e9ec0ce034ddc356415 https://doi.org/10.33830/ijrse.v7i2.1833

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Implication

Quantitative analysis shows high perceptions of pedagogical content knowledge in pre-service teachers, indicating professional development may enhance teaching effectiveness.

Pedagogical Content Knowledge and Self-Efficacy in Bhutan’s Pre-Service Teachers

Key Points

Discussion

Implication

Cite This Study

Pedagogical Content Knowledge and Self-Efficacy in Bhutan’s Pre-Service Teachers

Key Points

Discussion

Implication

Cite This Study

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