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

Year 2017, Volume: 3 Issue: 2, 196 - 212, 31.07.2017

Zalpha Ayoubi Suzanne El Takach Muhammad Rawas

https://doi.org/10.21891/jeseh.326753

Cited By: 3

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.

Keywords

PCK(Pedagogical content knowledge), In-service teachers, Teaching/learning conceptions, Scientific literacy, Nature of science, Teaching strategies

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.