Exploring Teachers’ Professional Development Based on Pedagogical Content Knowledge: A Case of in-Service Biology Teachers in Tanzania
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Purpose: This study aimed to reveal the impact of the professional development program on the enhancement of pedagogical content knowledge (PCK) among in-service biology teachers. Instructional strategies, students' misconceptions and learning difficulties, representation of the content, context for learning, and curriculum knowledge were some of the main PCK themes. Methodology: Eighteen secondary school teachers from six regions in Tanzania were involved in the intervention program. The study adopted a mixed-methods and case-study research design to collect both quantitative and qualitative data. Findings: The study revealed a positive transformation in the teachers’ conception of teaching and learning processes by shifting from a traditional teacher-centred approach to a more constructivist approach. Teachers are competent with the new trends in teaching and learning biology, including the use of technology and improved instructional materials, utilization of the local environment, and integrating academic content knowledge with everyday life. Unique contribution to theory, practice and policy: Based on the findings, it is recommended that in-service teachers' professional development programs be an ongoing process with the ultimate goal of offering opportunities to learn contemporary teaching methods, improve teaching skills, and acquire a broad knowledge of how students learn biology.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it