Examining secondary school Physics teachers� belief about teaching and classroom practices in Lesotho as foundation for professional development

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dc.contributor.authorQhobela, M.
dc.contributor.authorMoru, E. K.
dc.date.accessioned2016-11-28T11:40:34Z
dc.date.available2016-11-28T11:40:34Z
dc.date.issued2014
dc.description.abstractThe 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.
dc.identifier.citationQhobela, M. and Moru, E.K. (2014). Examining secondary school Physics teachers� belief about teaching and classroom practices in Lesotho as foundation for professional development. International Journal of Science and Mathematics Education.DOI:10.1007/s10763-013-9445-5
dc.identifier.otherY
dc.identifier.urihttp://dx.doi.org/10.1007/s10763-013-9445-5
dc.identifier.urihttp://repository.tml.nul.ls/handle/20.500.14155/131
dc.language.isoEn
dc.publisherInternational Journal of Science and Mathematics Education
dc.rightsCopyright 2013 National Science Council
dc.subjectHigh school teachers
dc.titleExamining secondary school Physics teachers� belief about teaching and classroom practices in Lesotho as foundation for professional developmenten
dc.typeArticle
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