Secondary Science Teachers' Perspectives of Teaching outside Their Subject Specialisation

Autor/in	Prabha, Shashi
Titel	Secondary Science Teachers' Perspectives of Teaching outside Their Subject Specialisation
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 21 (2021) 1, Artikel 4 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Specialization; Science Teachers; Secondary School Teachers; Teacher Attitudes; Barriers; Faculty Development; Foreign Countries; Teacher Qualifications; Capacity Building; India + Suchen Sie Ihr Suchwort? Arbeitsteilige Spezialisierung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Lehrqualifikation; Indien
Abstract	Teaching outside their subject specialisation put secondary science teachers to lots of challenges and difficulties. Obviously, teachers have a pivotal role in the teaching-learning process. Hence, giving space to their voice in the educational process is of paramount importance. The present investigation aimed to seek secondary science teachers' perspectives on teaching outside their subject specialization. Tools comprising a questionnaire and a semi -structured interview were administered to 65 teachers (45 Male and 20 Female) from 23 schools spread over five States/UTs of India. The obvious conclusion of the investigation is that science teachers teaching outside their subject specialisation face difficulties and their difficulties drip down to students. It was found that all the teachers teaching outside their subject specialisation (43.07 percent) faced difficulties in teaching one or two subjects of science and 60 percent of students encountered difficulties in conceptual understanding of the same subject where their teachers experienced difficulties in teaching. 92 percent of teachers expressed the opinion that if there are separate teachers to teach Physics, Chemistry and Biology, students' difficulties in conceptual understanding of science can be minimized. Further, 77 percent of the teachers expressed the need of capacity building programme to support them in teaching-learning of science. There is an urgent need for a powerful, focused capacity building programme addressing specific issues of the secondary science teachers teaching outside their area of specialisation to enhance the quality of science education. The investigation can help the concerned stakeholders to acquaint them with the ground realities of the existing practices of secondary science teachers teaching outside their subject specialization. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01