Physical Science Teachers' Insights into Pedagogical and Content Knowledge, and the Nature of Support of an ACE In-service Programme.
This study was designed to gain insights into physical science teacherstudents' pedagogical knowledge, understanding of science concepts and the nature of support that they received during an in-service developmental programme. Understanding the experiences and learning gained during the programme c...
| Publicado en: | Alternation no. 23; pp. 169 - 197 |
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| Autores principales: | , |
| Formato: | Artículo |
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Alternation, University of KwaZulu-Natal
2018 Special issue
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=138186091&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 138186091 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10231757 L2WQ jtl: Alternation issn: 10231757 maglogo: N pubinfo: dt: 2018 Special issue iid: 23 pid: 43625 pub: Alternation, University of KwaZulu-Natal artinfo: ui: 138186091 10.29086/2519-5476/2018/sp23a8 ppf: 169 ppct: 28 formats: tig: atl: Physical Science Teachers' Insights into Pedagogical and Content Knowledge, and the Nature of Support of an ACE In-service Programme. aug: au: Sibanda, Doras Mukeredzi, Tabitha Grace affil: School of Education Pietermaritzburg Campus University of KwaZulu-Natal Adult Education Unit Faculty of Arts and Design Durban University of Technology Midlands Campus Pietermaritzburg su: Physical sciences Science teacher training In-service training of teachers Educational programs Acquisition of data sug: subj: Physical sciences Science teacher training In-service training of teachers Educational programs Acquisition of data keyword: ACE Physical Science learning programme support teacher-students ab: This study was designed to gain insights into physical science teacherstudents' pedagogical knowledge, understanding of science concepts and the nature of support that they received during an in-service developmental programme. Understanding the experiences and learning gained during the programme can inform the design of future courses. The study is located within an interpretive paradigm that employs a qualitative approach to data collection and analysis. Participants (n = 156) were selected by convenience sampling from teachers on an in-service Advanced Certificate in Education programme. Data were collected towards the end of the proramme through a questionnaire administered to 211 in-service teachers and eight teachers were interviewed. The study identified three critical aspects gained during the programme: content knowledge, teaching strategies and confidence. The findings also reinforce the need for institutions of higher learning to design programmes that provide the appropriate level of support: material, emotional or both for all teachers on in-service programmes. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2018 holdings: @attributes: islocal: N |
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