JavaScript is disabled for your browser. Some features of this site may not work without it.
Please note, we are experiencing high volume submissions; you will receive confirmations of submissions in due course. Data upload (DOI): https://researchdata.up.ac.za/ UPSpace: https://repository.up.ac.za/handle/2263/51914
Exploring the influence of science teaching orientations on teacher professional knowledge domains : a case of five Malawian teachers
This paper explores the influence of Science Teaching Orientations (STOs) on Teacher Professional Knowledge (TPK) domains of five in-service Malawian secondary school science teachers. The study was grounded within Friedrichsten et al.’s (2011) definition of STOs and Gess-Newsome’s (2015) conceptualization of TPK. We gathered data using semi-structured interviews on the two dimensions of STOs: goals and purposes of science teaching, and beliefs about science teaching and learning. We used a questionnaire to gather data on the third dimension—Nature of Science (NoS). To understand the influence of STOs on TPK domains, we used data that we collected through classroom observations. The classroom observations were analysed inductively then deductively against the STOs dimensions and TPK domains. Results show that the first two dimensions of STOs influenced some TPK domains. There was no influence of the NOS on TPK domains. Although the teachers had correct views about the NOS, the lack of influence between the NOS and TPK domains raises questions about their Pedagogical Content Knowledge (PCK) for the NOS. We discuss the implications of the findings on teacher education and in-service science teacher professional development.
Nhlengethwa, Khanyisile(University of Pretoria, 2013)
In this study, the effects of an explicit reflective intervention on Swaziland elementary preservice
teachers’ understanding of the Nature of Science (NOS) were investigated. The factors
that had an impact on the development ...
This study explores and describes the beliefs of teachers and learners with regards to the concept of biological evolution and how those beliefs affect the teaching and the learning of the concept. Multiple research methods ...
Jita, Loyiso C.(Faculty of Education, University of Pretoria, 2004-12)
Changing classroom practices of teachers will continue to elude even the most sincere reform efforts. This is in part because the reformers have not paid sufficient attention to the personal
aspects of teacher change. ...