Examining Secondary School Physics Teachers' Beliefs about Teaching and Classroom Practices in Lesotho as a Foundation for Professional Development

Autor/inn/en	Qhobela, Makomosela; Kolitsoe Moru, Eunice
Titel	Examining Secondary School Physics Teachers' Beliefs about Teaching and Classroom Practices in Lesotho as a Foundation for Professional Development
Quelle	In: International Journal of Science and Mathematics Education, 12 (2014) 6, S.1367-1392 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-013-9445-5
Schlagwörter	Secondary School Teachers; Science Teachers; Physics; Beliefs; Teacher Attitudes; Faculty Development; Pedagogical Content Knowledge; Science Instruction; Educational Practices; Mixed Methods Research; Teacher Surveys; Interviews; Foreign Countries; Lesotho + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Physik; Belief; Glaube; Lehrerverhalten; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungspraxis; Interviewing; Interviewtechnik; Ausland
Abstract	The classroom practices of science teachers are indicative of their beliefs and pedagogical content knowledge (PCK). PCK is an amalgam of knowledge about subject matter, pedagogy, and contextual issues. This article identifies areas where physics teachers in Lesotho may need professional development support by addressing the research question: How do secondary school physics teachers in Lesotho describe the teaching of science and their actual practice? A mixed-methods approach involving a survey and follow-up interviews of secondary school physics teachers was used to collect information about this research question. The results show that there is a disjuncture between the teachers' pedagogic knowledge and the teachers' contextual knowledge, indicating that their PCK was not well formed and could serve as a central focus for their professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10