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Abstract
This study examined teachers’ content knowledge (CK) in chemistry and its relationship to teachers’ chemistry background, teaching experience, involvement in professional development and self-efficacy It was further investigated which variables predicted the level of content knowledge (CK) of one hundred public secondary chemistry teachers. The data shows that the majority of science teachers have low level of CK in Chemistry. Teaching experience, professional development, chemistry background, and self-efficacy were significantly related to the CK of teachers. Teachers' professional development and self-efficacy predicted the CK of teachers.
Highlights
There is a major concern on the teaching of science in the Philippines due to the poor performance of the Philippines in benchmarking tests such as the Trends in International Mathematics and Science Studies (TIMMS)
This study aims to find out if variables such as (1) Chemistry Background (CB), (2) Teaching Experience (TE), (3) Involvement in Professional Development (PD) Activities and (4) Self-Efficacy (SE) are predictors of content knowledge (CK) of teachers
The following shows the profile of the respondents in terms of their chemistry background, teaching experience, involvement in professional development and self-efficacy
Summary
There is a major concern on the teaching of science in the Philippines due to the poor performance of the Philippines in benchmarking tests such as the Trends in International Mathematics and Science Studies (TIMMS). Because of the direct interaction between teachers and students, the quality of teaching may have a positive or negative effect on student learning. Quality can be equated with competency, efficiency and a teacher’s adequate knowledge of content. Teacher’s content knowledge (CK) is the foundation to effectively teach (McConnell, et al, 2013). Teachers need to be strongly grounded on scientific concepts to be able to deliver them in a manner that is comprehensible to students.
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