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

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dc.contributor.author Qhobela, M.
dc.contributor.author Moru, E. K.
dc.date.accessioned 2016-11-28T11:40:25Z
dc.date.available 2016-11-28T11:40:25Z
dc.date.issued 2013
dc.identifier.citation Qhobela, M. and Moru, E. K. (2013). Examining secondary school physics teachers� beliefs about teaching and classroom practices in Lesotho as a foundation for professional development. International Journal of Mathematics and Science Education. DOI 10.1007/s10763-013-9445-5
dc.identifier.issn 1571-0068
dc.identifier.other Y
dc.identifier.uri http://repository.tml.nul.ls/handle/20.500.14155/81
dc.description.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.
dc.language.iso En
dc.publisher International Journal of Science and Mathematics Education (2014)
dc.rights National Science Council, Taiwan 2013
dc.subject Pedagogical content knowledge
dc.title Examining Secondary School Physics Teachers' Beliefs About Teaching and Classroom Practices in Lesotho as a Foundation for Professional Development en
dc.type Article


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