PHYSICAL SCIENCE TEACHERS’ PERCEPTIONS OF AN ADVANCED CERTIFICATE IN EDUCATION

Advanced Certificate in Education programmes was offered by many South African universities to provide opportunities for teachers to upgrade their positions. The purpose of the study was to explore Physical Science teachers’ perceptions of their professional development. In this study we considered three domains of professional development which are content knowledge, pedagogic content knowledge and teacher beliefs and attitudes. This study used a mixed method approach using the form of an embedded design. The study was conducted with 156 students enrolled in an ACE Physical Science programme. The teachers stated that their content knowledge and pedagogic content knowledge had not only improved, but also their engagement with actual laboratories, and conducting experiments contributed to their teaching experiences. Hence, their self-confidence of physical science teaching evolved. The authors recommend that the ACE programme should also include a mentoring system with teaching practicum via school leadership and subject advisers. Key words: content knowledge, professional development, physical science teachers, pedagogic content knowledge, teacher beliefs, teacher confidence.

Download Full-text

Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia

European Journal of Social Sciences Education and Research ◽

10.26417/ejser.v6i2.p167-179 ◽

2016 ◽

Vol 6 (2) ◽

pp. 167 ◽

Cited By ~ 2

Author(s):

Mohammed Yousef Mai ◽

Mahizer Hamzah

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Science Teachers ◽

Technological Knowledge ◽

Pedagogical Knowledge ◽

Information And Communications Technology ◽

Primary Science ◽

Pedagogical Content ◽

Technology Application ◽

Teachers Perceptions

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

Download Full-text

The Impact of Teacher Quality Grants on Long-Term Professional Development of Physical Science Teachers

10.1063/1.2177015 ◽

2006 ◽

Cited By ~ 2

Author(s):

Mary L. Urquhart

Keyword(s):

Professional Development ◽

Science Teachers ◽

Teacher Quality ◽

Physical Science ◽

The Impact

Download Full-text

Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

Studies of Applied Economics ◽

10.25115/eea.v39i1.4272 ◽

2021 ◽

Vol 39 (1) ◽

Author(s):

Fitri Suraya Mohamad

Keyword(s):

Professional Development ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Science Teachers ◽

Teaching Experience ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Knowledge ◽

Science Content ◽

Extensive Experience ◽

Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

Download Full-text