Browsing by Author "Sachi, Christopher Paul"

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    A Comparison of pedagogical content knowledge of experienced diploma and graduate chemistry teachers in teaching of chemistry in secondary schools in Tanga, Tanzania
    (University of Dar es Salaam, 2015) Sachi, Christopher Paul
    The purpose of this study was to compare the pedagogical content knowledge of experienced diploma and graduate chemistry teachers in teaching chemistry in secondary schools. In achieving the research purpose, the study was guided by three research objectives. The first objective was to expore the difference in pedagogical content knowledge of experienced diploma and graduate chemistry teachers in teaching chemistry. Secondly, the study investigated content knowledge differences between experienced diploma and graduate chemistry teachers in teaching chemistry. The study applied qualitative research approach. In this instance, the study employed holistic multiple case design. The study was conducted in Tanga Municipality in Tanzania. It involved four sampled participants constituting two diploma holder teachers and two graduate teachers. The surveyed participants and four government secondary schools were purposefully sampled. The study employed face to face semi-structured interview, content representation reflection and observation method to collect qualitative data. Data were analyzed through thematic content analysis. On top of that, the qualitative data analyzed were presented using tables and percentages through Statistical Package of Scial Sciences version 16. The study found that the surveyed participants had limited understanding of pedagogical content knowledge in teaching chemistry in secondary schools. However, the surveyed participants showed inability to merge theory and practices. In addition, the participants had basic understanding of content knowledge in teaching of chemistry in secondary school both theory and practice. Furthermore, the surveyed participants had mismatched pedagogical content knowledge in theory and practice at basic and limitedly. In this regard, the study recommends that an intervention has to be made by the Tanzania Institute of Education to enhance professional development programmesis called for enhancing experienced chemistry teachers’ pedagogical knowledge in theory and practice in teaching. Lastly, the study recommends that the school inspectorate should have regular inspection on experienced chemistry teachers for improving teaching practice in schools.