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dc.contributor.advisorOgunniyi, Meshach
dc.contributor.authorTarek Abdalla
dc.date.accessioned2021-03-25T13:36:52Z
dc.date.available2021-03-25T13:36:52Z
dc.date.issued2020
dc.identifier.urihttp://hdl.handle.net/11394/8060
dc.descriptionPhilosophiae Doctor - PhDen_US
dc.description.abstractLibya, as one of the third world countries, is struggling to address the issue of transformation and various institutional reforms (including the education system). For example, it has been observed that many biology teachers are faced with challenges relating to both subject matter knowledge (SMK) and pedagogical content knowledge (PCK) yet the expectation of the new curriculum is that biology teachers demonstrate professional efficacy in their work regardless of the challenges they face. In light of this, a group of Libyan secondary school biology teachers was investigated in Tripoli through a participatory action research process. The study was underpinned by the Shulman theory of PCK using a mixed-methods design to generate an understanding of the theory of basic knowledge of teaching.en_US
dc.language.isoenen_US
dc.publisherUniversity of Western Capeen_US
dc.subjectPedagogical content knowledge (PCK)en_US
dc.subjectSubject matter knowledge (SMK)en_US
dc.subjectTeachers‘ understanding of learnersen_US
dc.subjectInstruction strategyen_US
dc.subjectTeaching-based on activitiesen_US
dc.subjectIn-service biology teachersen_US
dc.titleThe influence of an in-service training Programme on Libyan biology teachers' Pedagogical content knowledge (pck)en_US
dc.rights.holderUniversity of Western Capeen_US


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