Examining chemistry teachers’ pedagogical content knowledge: a case of form two public secondary schools in urban district of Zanzibar
| dc.contributor.author | Faki, Hamza Mtumwa | |
| dc.date.accessioned | 2019-11-04T15:15:16Z | |
| dc.date.accessioned | 2020-01-08T09:14:20Z | |
| dc.date.available | 2019-11-04T15:15:16Z | |
| dc.date.available | 2020-01-08T09:14:20Z | |
| dc.date.issued | 2018 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF QD40.Z3F244) | en_US |
| dc.description.abstract | This study was concerned with chemistry teachers’ pedagogical content knowledge in Zanzibar. The main aim was to examine teachers’ pedagogical content knowledge (PCK) in Urban district of Zanzibar. There were four research objectives, namely: To determine the most common methods used in teaching chemistry; To assess teachers’ lesson presentation in relation teacher’s lesson plan; To explore students’ views on their teacher’s delivery of the lessons and to determine teacher’s perceived difficulties in teaching chemistry. The study was guided by constructivism theory which focused on teachers’ duty in directing and guiding students to construct their meaning through providing opportunity to engage and interact with the lesson. Purposeful and stratified-random sampling were used to get a sample of 72 participants, including 06 heads of chemistry/science department, 06 form two chemistry teachers and 60 form two students. The study used qualitative approach. A case study design was employed in which data collection was done by questionnaire, interview and observation. The data analyses were based on qualitative data analysis approaches. The findings revealed that, the lecture method dominated in teachers’ lesson. It was found out that, students had difficulties in language (English) of instruction such that communication between them and teachers was a problem, hence making teachers difficulty in their lesson presentation. The findings further revealed that most of the teachers’ lesson presentation deviated from the lesson plan. Furthermore, the findings showed most students perceived that teachers delivery were good and they helped them to understand lesson particularly on mastering of the subject matter. The study concluded that, student-centered approach was properly not employed in the classroom setting, in addition the use of English language as the medium of instruction for primary school teachers was not effectively employed. The study recommends that the MOEVT Zanzibar should encourage teachers to use participatory (learner centered) method so as to provide opportunities for the students to engage in lesson. Similarly, teachers should be encouraged on self upgrading particularly in teaching methods and skills so as to increase their work efficiency. | en_US |
| dc.identifier.citation | Faki, H.M (2018)Examining chemistry teachers’ pedagogical content knowledge: a case of form two public secondary schools in urban district of Zanzibar.Master dissertation, University of Dar es Salaam, Dar es Salaam. | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4328 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Chemistry | en_US |
| dc.subject | Science teachers | en_US |
| dc.subject | Study and teaching | en_US |
| dc.subject | Pedagogical | en_US |
| dc.subject | Public secondary schools | en_US |
| dc.subject | Urban district | en_US |
| dc.subject | Zanzibar | en_US |
| dc.title | Examining chemistry teachers’ pedagogical content knowledge: a case of form two public secondary schools in urban district of Zanzibar | en_US |
| dc.type | Thesis | en_US |