Philosophiae Doctor - PhD / Libya, as one of the third world countries, is struggling to address the issue of transformation and
various institutional reforms (including the education system). For example, it has been observed
that many biology teachers are faced with challenges relating to both subject matter knowledge
(SMK) and pedagogical content knowledge (PCK) yet the expectation of the new curriculum is that
biology teachers demonstrate professional efficacy in their work regardless of the challenges they
face. In light of this, a group of Libyan secondary school biology teachers was investigated in
Tripoli through a participatory action research process. The study was underpinned by the Shulman
theory of PCK using a mixed-methods design to generate an understanding of the theory of basic
knowledge of teaching.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uwc/oai:etd.uwc.ac.za:11394/8060 |
| Date | January 2020 |
| Creators | Tarek Abdalla |
| Contributors | Ogunniyi, Meshach |
| Publisher | University of Western Cape |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Rights | University of Western Cape |
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