The Analysis of Nigerian Physics Teachers’Knowledge for Teaching :Focused on Motion

• 발행기관: 순천대학교 교육과학연구소
• 저자명: Raphael Omale Eyimoga Kwangho Lee
• 간행물 정보: 『현장수업연구』제3권 제1호, 105~123쪽, 전체 19쪽
• 주제분류: 복합학 > 학제간연구
• 파일형태: PDF
• 발행일자: 2022.01.31

영문 초록

This study investigated the knowledge for teaching of Nigerian secondary school Physics teachers focused on motion. The study examined 119 participants from Government and private secondary schools in Keffi and Karu Local Government of Nasarawa State, Nigeria. Data were collected and analyzed to address the research questions based on common content knowledge, specialized content knowledge, knowledge of content and students, and knowledge of content and teaching. Descriptive statistics, independent samples t-test and ANOVA were used to analyze the data using SPSS version 20. The study revealed that out of the four components of knowledge for teaching examined by this study, the teachers displayed some level of adequacy in common content knowledge and knowledge of content and teaching. The teachers performed below average in specialized content knowledge and knowledge of content and students. The study shows statistically significant difference between professional (certified) and non-professional (non-certified) PKT in favor of the professional teachers. Also, significant difference was found between the mean PKT score of teachers with varied teaching experience in favor of teachers with over 5 years of experience.

키워드

common content knowledge specialized content knowledge knowledge of concent and student knowledge of content and teaching physics knowledge for teaching professionalism