The Challenges Faced by Science Teachers When Teaching Outside Their Specific Science Specialism

Autor/in	Mizzi, Doreen
Titel	The Challenges Faced by Science Teachers When Teaching Outside Their Specific Science Specialism
Quelle	In: Acta Didactica Napocensia, 6 (2013) 4, S.1-6 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2065-1430
Schlagwörter	Science Teachers; Specialization; Specialists; Teaching Experience; Barriers; Secondary School Science; Secondary School Teachers; Self Efficacy; Pedagogical Content Knowledge; Educational Strategies; Expertise; Teaching Methods; Teaching Skills + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Arbeitsteilige Spezialisierung; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Lehrstrategie; Expert appraisal; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	Several research studies have been conducted with novice and experienced teachers when teaching within and outside their subject specialism. This paper aims to review a number of these studies and highlights key points concerning the teaching of different science subjects at secondary level and teachers' level of self-confidence. Teachers face considerable challenges when teaching outside their area of expertise. These challenges are mainly due to limited subject matter knowledge (SMK) in a particular science area. This will also influence the development of the teachers' pedagogical content knowledge (PCK) which is crucial in lesson preparation and in the way science teaching is conducted. Teachers have also developed a number of strategies to deal with such challenges. (As Provided).
Anmerkungen	Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01