Social Sciences and Islamic Pedagogy: Assessing Teachers’ Pedagogical Knowledge in the Universities of Sindh, Pakistan

The paper examined the Pedagogical knowledge (PK) and Pedagogical Content Knowledge (PCK) of teachers in the public sector universities of Sindh province of Pakistan. Based on the descriptive and a quantitative approach, this research paper looked into the perceptions of teachers and students enrolled in B.Ed. (Hons) elementary program in the universities. It was also found that teachers and students had varying and contradictory views that teachers use systematic planning for teaching, developing lesson plans for various topics and using appropriate teaching methodology. The teachers reported to have used systematic planning during delivery of their important topics which they claimed had sufficient knowledge, while the students were not in favour of those views. It was found many of the teachers overestimated their abilities and knowledge of their subjects. It is concluded that the majority of teachers possessed Pedagogical Knowledge but lacked Pedagogical Content Knowledge (PCK)