Improving the Pedagogical Content Knowledge (PCK) among Cycle 3 In-Service Chemistry Teachers Attending the Training Program at the Faculty of Education, Lebanese University

Zalpha Rachad Ayoubi, Suzanne El Takach, Muhammad RAWAS
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Abstract


The purpose of this study was to explore to what extent the in-service chemistry teachers‟ improved their PCK after attending the training program at the Faculty of Education. The research questions were: 1. How do in-service teachers‟ personal perceptions about the teaching/learning process change after attending the training course at the Faculty of Education? 2. How do in-service chemistry teachers‟ beliefs about the nature of science and scientific literacy change after attending the training course at the Faculty of Education? 3. Do in-service chemistry teachers make use of the newly acquired skills and knowledge about teaching at the end of the training program? Results indicated that teachers‟ beliefs about teaching and learning have changed away from the behaviorist towards more constructivist beliefs. Their conception of the nature of science has slightly inclined toward more “science as a way of knowing” and the “interaction of science with technology and society”. Finally, their teaching practices have developed toward more use of more active teaching strategies. Finally recommendations were made to enhance the development and improvement of PCK for both pre-service and in-service teachers.

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References


Ayoubi, Z., El Takach, S. & Rawas, M. (2017). Improving the pedagogical content knowledge (PCK) among cycle 3 in-service chemistry teachers attending the training program at the faculty of education, Lebanese University. Journal of Education in Science, Environment and Health (JESEH), 3(2), 196-212. DOI:10.21891/jeseh.326753


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