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Scholarly Research Journal for Interdisciplinary Studies, Online ISSN 2278-8808, SJIF 2021 = 7.380, www.srjis.com PEER REVIEWED & REFEREED JOURNAL, MAY-JUNE, 2022, VOL- 10/71

RELATIONSHIP OF CONTENT KNOWLEDGE, PEDAGOGICAL SKILLS AND WITH PEDAGOGICAL DESIGN CAPACITY IN HIGHER EDUCATION OF NALANDA DISTRICT IN BIHAR Sangita Kumari1 & Sushil Kumar Singh2, Ph. D. 1

Research Scholar, St. Xavier's College of Education, Patna

Associate Professor, St. Xavier's College of Education, Patna

Paper Received On: 22 JUNE 2022 Peer Reviewed On: 27 JUNE 2022 Published On: 28 JUNE 2022

Abstract Pedagogical content knowledge is a type of knowledge held by teachers that not only explains how to effectively teach content (knowledge of pedagogy), but also unravels the teachers' understanding of the content. The goal of this study was to see if there was a link between teachers' pedagogical content knowledge and pedagogical skills and their pedagogical design capacity. There were Selected 200 teachers’ from the different secondary schools of Nalanda District. The purposive sampling technique was used in the study. Data was collected via a questionnaire, and data was analyzed Pearson’s correlation. The findings demonstrated a modest and substantial link between teachers’ pedagogical skills and content knowledge and pedagogical design capacity. It was found that there was a significant and moderate relationship between secondary school teachers ' pedagogical skills and their content knowledge, as well as a positive relationship between secondary school teachers content knowledge , and pedagogical design and positive relationship between pedagogical skills and pedagogical design capacity . Key Words: Pedagogical Skills, Content Knowledge, Pedagogical Design Capacity Scholarly Research Journal's is licensed Based on a work at www.srjis.com

Introduction The ability to design, initiate, leads, and develop education and teaching with a starting point in both general and subject-specific knowledge of student learning constitutes pedagogical skills. Pedagogical abilities also include the ability to link classroom instruction to relevant research. The ability of a teacher to instruct pupils and manage their classroom is referred to as pedagogical abilities. Teachers must master the material, comprehend their students, connect with parents, collaborate with coworkers, and establish Copyright © 2022, Scholarly Research Journal for Interdisciplinary Studies

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their own fair and consistent norms. Many teachers improve their pedagogical skills through time in order to better connect with students and teach information. Content knowledge refers to the body of knowledge and information that teachers teach and that students should grasp in a particular topic or content area, such as English language arts, mathematics, science, or social studies. Pedagogical design is a collaborative method to course development that defines teaching tactics, activities, and evaluations in order to achieve certain learning objectives and pedagogical theories in order to achieve desired educational outcomes. To improve teaching and learning, we employ design principles to promote student involvement and can include the development of practices, structures, digital learning objects, and multimedia resources. The research problem The primary goal of this study is to determine the relationship between teachers' subject matter knowledge, content knowledge, skills in assessment and evaluation, teaching discipline, and pedagogical design capacity and their performance in the real classroom. Objectives of the Study 1. To find out significant relationship between Pedagogical skills Knowledge and content knowledge of secondary school teachers of Nalanda district in Bihar 2. To find out the significant relationship between content knowledge and pedagogical design capacity of secondary school teachers of Nalanda district in Bihar 3. To find out the significant relationship between pedagogical skills and pedagogical design capacity of secondary school teachers of Nalanda district in Bihar Null Hypothesis 1. There is no significant relationship between Pedagogical skills and content knowledge of secondary school teachers of Nalanda district in Bihar 2. There is no significant relationship between content knowledge and pedagogical design capacity of secondary school teachers of Nalanda district in Bihar 3. There is no significant relationship between pedagogical skills and pedagogical design capacity of secondary school teachers of Nalanda district in Bihar Significance of the Study This research is important for teacher to recognize their challenges in the classroom, which are anchored in their topic knowledge. This study also had a significant impact on teachers ' ability to use their pedagogical content knowledge in the classroom. It may also benefit teachers by allowing them to use the study's results, which included techniques to Copyright © 2022, Scholarly Research Journal for Interdisciplinary Studies

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handle classroom management and discipline in order to create a conducive learning environment. Because it was the first attempt to detect pedagogical skills, content knowledge and pedagogical design in a single study, the findings of this study would be in valuable in the present literature. The findings of the study might be used to improve or change teacher education programs by focusing on topic knowledge and teacher abilities in connection to pedagogical practices. Method and Procedures of the Study Research design The research was descriptive in nature and a survey method was conducted for data collection. The Population of the Study The accessible population of this study consist secondary school teachers of Nalanda district Sample of the Study The sample was selected through purposive sampling technique and selected secondary school teachers (200) as research sample for taking their opinion regarding teachers’ pedagogical skills, content knowledge, and pedagogical design. Research Instrumentation To collect data one self-developed questionnaire was used on five-point Likert scale (i.e. strongly disagree, disagree, neutral, agree, strongly agree) for taking opinion about teachers’ content knowledge and pedagogical skills, and teachers’ pedagogical design. Data Collection Data were collected through personal visits to sample secondary schools of Nalanda District teachers. Data Analysis Null hypothesis 01 To find out significant relationship between Pedagogical skills Knowledge and content knowledge of secondary school teachers of Nalanda district in Bihar Table No. -01 Correlation between pedagogical skills and content knowledge

(NS= Not significant, S= Significant)

Remark 5%

0.13

108201

4583

Table value

108410

4588

Gender

-0.17

Content knowledge

Critical value

Pedagogical skills

104584

S.No.

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The intention was to look at the connection between teachers' content knowledge and pedagogical skills. Table 1 displays the outcomes of the data analysis utilizing product moment correlation. The correlation coefficient between teachers' content knowledge and pedagogical skills is -0.17, which is significant at the 0.05 level and shows that there was a strong association between the two. This is evident from table 1 above. Because of this, it is thought that there is a significant relationship between teachers' content knowledge and pedagogical skills Null Hypothesis-02 To find out the significant relationship between content knowledge and pedagogical design capacity of secondary school teachers of Nalanda district in Bihar Table No. -02 Relationship between content knowledge and pedagogical design capacity

0.13

-0.18

10830 0

4580

10820 1

4583

Gender

104326

Remarks

Pedagogical design capacity

Table value

Content knowledge

Critical value

S.No.

(NS= Not significant, S= Significant) The intention was to look at the connection between content knowledge and their pedagogical design capacity. Table 2 displays the outcomes of the data analysis utilizing product moment correlation. The correlation between content knowledge and pedagogical design capacity is -0.18, which is significant at the 0.05 level and can be seen in table 2 above. It shows that there is a strong association between content knowledge and pedagogical design capacity. The capacity for pedagogical design capacity is therefore thought to have a meaningful relationship with content knowledge. Null Hypothesis-03 To find out the significant relationship between pedagogical skills and pedagogical design capacity of secondary school teachers of Nalanda district in Bihar Table No. -03 Relationship between pedagogical skills and pedagogical design capacity Remarks S

0.13

10830 0

(NS= Not significant, S= Significant)

Table value

106324

4580

10841 0

4588

Gender

Pedagogical design capacity

0.38

Pedagogical skills

Critical value

S.No.

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The intention was to look at the connection between teachers' pedagogical skills and their pedagogical design capacity. Table 3 displays the outcomes of the data analysis utilizing product moment correlation. The correlation coefficient between pedagogical skills and pedagogical design capacity is 0.38, which is evident from table 3 above. This correlation is significant at the 0.05 level and shows that there is a strong relationship between pedagogical skills and pedagogical design capacity. As a result, it is thought that the pedagogical design capacity and pedagogical skills have a relevant link. Findings It was a substantial link between teacher ' Pedagogical content knowledge and Pedagogical design capacity, with a p value of Furthermore, the Pearson r = 0.13 estimation revealed a significant and positive relationship. Content knowledge

and Pedagogical

design capacity have a moderate correlation. There was a significant association between pedagogical skills and pedagogical design capacity according to the findings. Discussion Primary goal was to see how Teacher ' Pedagogical skills correlated with content knowledge. It was also hoped to see if there was a link between Teacher ' Content knowledge and Pedagogical skills of Nalanda District in Bihar. Sibuyi (2012) used a case study method to analyze the Pedagogical content knowledge of effective teachers and collected qualitative data through classroom observations, course plan analysis, and interviews in a study on pedagogical content knowledge. The study's findings, which indicated that teacher’s possessed adequate content knowledge, appeared to be in line with the current study's findings. Teachers who had a solid comprehension of the subject, according to Mishra and Koehler (2006), would create a new manner to explain it. In terms of instructional outcomes, Westwood performed research (2004). Despite the fact that excellent teachers have a variety of practical teaching styles, he claims that they all apply teaching tactics to maximize student learning. Participate in learning tasks and set aside time for learning. They also urged pupils to take an active role in class. The lecture hall they also made sure that students knew what they needed to do. They also assign assignments and make decisions. To ensure high success rates, do activities at the appropriate level. According to Cockburn (2008), while content knowledge is important, teaching strategies had an equally vital influence in the efficacy of educators in pedagogy if any learning had to be put into practice.

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