The Difference between Reality and Desirability in Science Teachers' Pedagogical Content Knowledge as Perceived by Their Students

Autor/inn/en	Ambusaidi, Abdullah; Al-Hajri, Fatema H.; Al-Mahrouqi, Maryam
Titel	The Difference between Reality and Desirability in Science Teachers' Pedagogical Content Knowledge as Perceived by Their Students
Quelle	In: Cypriot Journal of Educational Sciences, 15 (2020) 5, S.1011-1029 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ambusaidi, Abdullah) ORCID (Al-Hajri, Fatema H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Pedagogical Content Knowledge; Science Teachers; Student Evaluation of Teacher Performance; Teaching Styles; Classroom Techniques; Learning Processes; Student Centered Learning; Preferences; High School Students; Grade 10; Foreign Countries; Teacher Effectiveness; Teacher Student Relationship; Student Motivation; Oman + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrstil; Unterrichtsstil; Klassenführung; Learning process; Lernprozess; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulische Motivation
Abstract	The aim of the study is to investigate Omani science teachers' pedagogical content knowledge (PCK) from the perceptions of their students. A questionnaire with two versions consisting of 16 main items was used to assess these perceptions. In addition, a focus group interview was conducted to other participants. The questionnaire was administered to 1,400 Omani 10th grade students using a convenient method of sampling. The findings indicated that the level of agreement between what teachers practiced in reality and what their students preferred, overall, is very good. From the study results, there are two major issues in the PCK of Omani science teachers: one is related to traditionalism, abstraction and centrality of examination in science teaching and the other one is students' passiveness during the learning process. The study recommended more use of student-centred teaching and learning methods such as project-based learning, inquiry-based learning, problem solving and role-playing. (As Provided).
Anmerkungen	SciencePark Research, Organization & Counseling. P.O. Box 22912, Nicosa 1525, Cyprus. e-mail: editor.cjes@gmail.com; Web site: http://cjes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01