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Dissertation
Exploring Perceived Competence Of Pedagogical Content Knowledge Among University Peer Educators
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2013
Abstract
The purpose of this multiple-case study was to explore perceived competence of pedagogical content knowledge (PCK) of university peer educators delivering a sexual health program on a college campus. Participants in the study were eight university peer educators. The theoretical framework was PCK which is the synthesis of three knowledge domains: pedagogical knowledge, content knowledge, and knowledge of context (Shulman, 1987). Data collection occurred through semi-structured interviews, self-evaluations, external evaluations, and a sexual health quiz. The peer educator evaluation included items addressing perceived competence, knowledge, and ability related to the sexual health program. Data analyses included within-case analysis and cross-case analysis. The findings from the analyses revealed that peer educators displayed strong levels of perceived competence in pedagogical knowledge particularly with participant engagement and interaction. Less perceived competence was reported for content knowledge. Lack of familiarity with the substantial amount of sexual health information and staying within the time frame of the program were areas for improvement. Strong perceived competence occurred for knowledge of context concerning the potential sensitivity of sexual health issues and college students. Overall, the perceived competence of the peer educators increased after delivering the sexual health program. External evaluations of the peer educators' delivery of a sexual health program were conducted by health professionals, staff members of the university Wellness Services, fellow peer educators, and program participants. The peer educators rated themselves lower than the external evaluators in perceived competence, knowledge, and ability related to the sexual health program. The scores on the sexual health quiz did not appear to correspond to the knowledge ratings on the self-evaluation. Peer educators who scored low on the sexual health quiz rated themselves high on the knowledge section of the self-evaluation. However, peer educators who expressed a lack of knowledge during the interviews scored lower on the sexual health quiz. As a result of the findings, two proposed models were developed. The first model depicted pedagogical content knowledge specifically for health education. The second model represents an overview of health education pedagogy. The proposed models may be useful in guiding future research focusing on PCK specific to health education.
Details
- Title
- Exploring Perceived Competence Of Pedagogical Content Knowledge Among University Peer Educators
- Resource Type
- Dissertation
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 246
- Copyright
- Unpublished work © Joan Nkansaa Nkansah
- Identifiers
- 99380090729806600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida