Pedagogical content knowledge of primary teachers on quadrilaterals

The aim of this study is to reveal pedagogical content knowledge of quadrilaterals about primary teachers. The pedagogical content knowledge framework is based on four components (subject knowledge, knowledge of the program, knowledge of instructional strategies and knowledge of students). The unit of analysis of the research consists of primary teachers who teach at different class levels. In this study, the holistic multi-state design of the case study model was used because different information components of the pedagogical content knowledge were examined in a holistic manner. The participants of the study consisted of 4 primary teachers working in Artova district of Tokat province in 2016-2017 academic year. Interview, observation and document analysis were used as data collection tools. During the interview, participants' level of response to interview questions was observed. During the interview, the process was recorded in order to make the observation reliable. The collected data were interpreted by descriptive analysis. According to the results of the research data, it is concluded that the pedagogical content knowledge component of teachers is the most inadequacy of quadrilaterals. In addition, it has been found that there are deficiencies in the subject area information, there are a few methods and techniques in instructional strategies knowledge and they have difficulty in remembering the names of the methods and techniques they use. They gave qualitative answers to students' understanding of knowledge in contrast to their performance in other pedagogical content knowledge components.