What Do We Know about Teachers’ Knowledge? Assessing Primary Science Teachers’ Content Knowledge in the Jewish and Arab Sectors
Hava Greensfeld 1 * , Tirza Gross 2 3
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1 Michlalah Jerusalem College, ISRAEL
2 David Yellin College, ISRAEL
3 Herzog College, ISRAEL
* Corresponding Author

Abstract

This study concerns the importance of assessing teachers’ content knowledge (CK) and it is one of the very few international studies that directly measures science teachers’ CK. We developed a comprehensive content knowledge test (CKT), relating to the content strand: states of matter. The study compared teachers from the Jewish and the Arab sectors in three stages of professional development: Results showed that all participants’ CK level was low (M = 61.3%). Comparison between the sectors showed that CK scores among the Arab pre-service and science teachers were significantly higher than CK scores among the Jewish pre-service and science teachers. Our study is an example of a direct CK assessment of teachers that provides valuable diagnostic information. Its dismal findings illuminate the need for innovative methods to measure teachers’ CK directly in various disciplines, and contributes strong impetus for a renewed focus on the training and professional development of teachers.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/8473

EURASIA J Math Sci Tech Ed, 2020 - Volume 16 Issue 10, Article No: em1885

Publication date: 22 Aug 2020

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