Asian Journal of Education and Social Studies

The National Teaching Standards advocate the need for professional knowledge, professional attitudes and value, and professional practices as core professional qualities of preservice teachers. However, it remains unclear the professional knowledge possessed by preservice teachers as they go to occupy the teaching profession. This study investigates the level of professional knowledge of preservice management teachers in teaching at Senior High Schools in Ghana, based on Shulman's (1987) model of teaching knowledge. Adopting a positivist paradigm, quantitative approach and descriptive survey design, the study included 101 respondents. Data was collected using an adapted questionnaire which was analyzed quantitatively. The study found that preservice management teachers generally possessed high levels of professional knowledge, excelling in lesson planning (M = 4.44; SD = .80), teaching methodologies (M = 4.27; SD = .69), classroom management (M = 4.20; SD = .79), and professional commitment (M = 4.37; SD = .77). However, they demonstrated low level of knowledge for effective communication skills. It is recommended that teacher educators should focus on improving preservice teachers' communicative skills during on-campus teaching practice to better prepare them for off-campus teaching practice. Also, teacher training institutions, in collaboration with the Centre for Teacher Professional Development (CTPD), can periodically organize workshops and practical experience sessions to enhance preservice teachers’ ability to convey information effectively.