Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/4509
Title: A professional development framework supporting life sciences educators' pedagogical content knowledge in the relationship between the human nervous system and the endocrine system
Authors: Naidoo, Nathasia
Editors: Lourens, Melanie
Issue Date: 15-Sep-2022
Abstract: 
The aim of this study was to determine whether current professional development
programmes are effective for Life Sciences educators within the Kwa-Zulu Natal
Department of Education to gain pedagogical content knowledge. The main problem
focused on the quality of education determined by the quality of educators who are
knowledgeable of the content and knowledgeable about strategies to be used to
convey learning of the content. An objective of the study included determining
whether current Life Sciences educators gain aspects of pedagogical content
knowledge through teacher professional development programmes. The objectives
also included the development of a Conceptual Framework Model to improve Life
Sciences education.
The study made use of a quantitative research methods approach. A structured
questionnaire in the format of scaled questions namely the Linkert scale was used.
The target population comprised of 210 Life Sciences educators in the Umlazi
District of the Kwa-Zulu Natal Department of Education. For the purpose of pretesting, 10 samples were randomly selected. Therefore, from a target population
200 Life Sciences educators, 132 samples were randomly selected for the purpose
of this study. A total of 127 questionnaires were returned by the sample
respondents, providing a high response rate of 96%.
Data were analysed using the Statistical Package for Social Sciences (SPSS)
version 26.0.0. Results were shown as descriptive statistics of the quantitative data
obtained in the form of graphs, cross tabulations and other figures. The use of
correlations and chi-square test values were interpreted and used to test the 10
hypotheses for various components of this study. The researcher observed some
significant results from the data analysis which included: more than 40% of
respondents required a form of professional development to improve pedagogical
content knowledge and that more than 40% of teacher training workshops need to
be aspect specific. This study culminated with proposals for future research in this
field of study.
Description: 
Submitted in full requirement for Doctor of Philosophy in Management Sciences: Human Resource Management at Durban University of Technology, 2021.
URI: https://hdl.handle.net/10321/4509
DOI: https://doi.org/10.51415/10321/4509
Appears in Collections:Theses and dissertations (Management Sciences)

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