Exploring the influence of science teaching orientations on teacher professional knowledge domains : a case of five Malawian teachers

dc.contributor.authorMaseko, Bob
dc.contributor.authorKhoza, Hlologelo Climant
dc.contributor.emailclimant.khoza@up.ac.zaen_US
dc.date.accessioned2022-08-02T10:19:46Z
dc.date.available2022-08-02T10:19:46Z
dc.date.issued2021
dc.description.abstractThis 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.en_US
dc.description.departmentScience, Mathematics and Technology Educationen_US
dc.description.librarianam2022en_US
dc.description.urihttps://www.ejmste.comen_US
dc.identifier.citationMaseko, B. & Khoza, H.C. 2021, 'Exploring the influence of science teaching orientations on teacher professional knowledge domains : a case of five Malawian teachers', EURASIA Journal of Mathematics, Science and Technology Education, vol. 17, no. 12, art. em2041, pp. 1-18, doi : 10.29333/ejmste/11333.en_US
dc.identifier.issn1305-8215 (print)
dc.identifier.issn1305-8223 (online)
dc.identifier.other10.29333/ejmste/11333
dc.identifier.urihttps://repository.up.ac.za/handle/2263/86648
dc.language.isoenen_US
dc.publisherModestum Ltd.en_US
dc.rights© 2021 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License.en_US
dc.subjectIn-service teachersen_US
dc.subjectNature of science (NoS)en_US
dc.subjectGoals or purposes of science teachingen_US
dc.subjectScience teaching orientations (STOs)en_US
dc.subjectTeacher professional knowledge (TPK)en_US
dc.subjectSchool science teachersen_US
dc.subjectMalawien_US
dc.titleExploring the influence of science teaching orientations on teacher professional knowledge domains : a case of five Malawian teachersen_US
dc.typeArticleen_US

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