Can you write research and teach it well?
Examining the research pedagogical content knowledge and practice of secondary school teachers
DOI:
https://doi.org/10.32674/srk4pw35Keywords:
Philippines, regression analysis, research pedagogical content knowledge, research teaching, teacher development, secondary schoolAbstract
This study examined whether teachers who can conduct research are equally prepared to teach it and identified predictors of Research Pedagogical Content Knowledge (RPCK). RPCK focuses on how research knowledge is translated into structured learning experiences. Using a sequential explanatory mixed-methods design, the study developed and validated a five-domain RPCK instrument and used it to measure the RPCK of 203 senior high school research teachers. Results showed moderate RPCK across domains. Teachers reported stronger practices in organizing research content and supervising student projects but weaker practices in modeling data interpretation. Hierarchical regression examined predictors of RPCK. Years of research teaching (YRT), formal preparation, and research engagement were entered in successive steps. The final model explained 29% of the variance. YRT and formal preparation were significant predictors, while research engagement showed a small, nonsignificant effect. Findings suggest that effective research teaching develops through structured preparation and sustained teaching experience.
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