Analysis of Pedagogical Content Knowledge of Science Teachers in Federal Government Colleges in North Central Nigeria

This study analysed the pedagogical content knowledge of Science teachers in Federal Government Colleges across the North Central geopolitical zone of Nigeria. Pedagogical content knowledge, encompassing subject-specific instructional strategies, understanding of learner misconceptions, and curriculum knowledge, is a cornerstone of effective science teaching, yet its rigorous assessment among federal secondary school teachers in this zone is absent from the current literature. A concurrent mixed-methods design was employed. Three hundred and sixty Science teachers from Federal Government Colleges in Plateau, Benue, Kogi, Niger, Kwara, and Nasarawa States participated. A validated PCK Assessment Instrument for Science Teachers with a reliability coefficient of 0.85 was administered. Twelve teachers were selected for in-depth interviews and lesson observations to provide qualitative depth. Confirmatory Factor Analysis confirmed the five-factor PCK structure. MANOVA tested differences by state, subject specialisation, and qualification level. Results showed significant variation in PCK levels by subject, with Biology teachers recording the highest and Physics teachers the lowest composite PCK scores. Qualification level was a significant predictor, while years of experience showed a curvilinear relationship with PCK, peaking at 10 to 15 years of service. Qualitative data revealed that teachers with strong PCK articulated student misconceptions fluently and used multiple representational strategies. Recommendations include subject-specific PCK development programmes, PCK-based mentoring for early-career Science teachers, and inclusion of PCK assessment in promotion criteria for federal school teachers. Keywords: pedagogical content knowledge, Science teachers, Federal Government Colleges, North Central Nigeria, teacher assessment.