Teacher Perceptions about Science Instructions in Cameroon

Autor/in	Eyong, Helen Tanvi
Titel	Teacher Perceptions about Science Instructions in Cameroon
Quelle	(2020), (186 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Delaware State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-0916-1
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Teacher Attitudes; Science Instruction; Science Teachers; Faculty Development; Teacher Competencies; Teaching Skills; Barriers; Teaching Conditions; Science Achievement; Instructional Materials; Teacher Education; Cameroon + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrbedingungen; Unterrichtsbedingungen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrerausbildung; Lehrerbildung; Kamerun
Abstract	This qualitative designed study explored teacher perceptions about science instruction. Three research questions were developed to guide the study. To facilitate the collection of data, the three research questions that guided this study were further broken down into ten interview questions. Purposeful sampling technique was used to select respondents. The study was limited to PHS Manyu with a sample of ten science teachers. The qualitative data were collected, transcribed and categorized into emerging themes using NVivo 12 Plus; a qualitative computer software program; an excellent tool to code data, organize the coded data effectively and identify themes. This study has showed a lot of empty gaps among teachers about science instructional strategies. Findings revealed that the participants are in need of professional development training to help them enhance their teaching practices with more pedagogical strategies to improve students' achievement and knowledge. Teachers face some challenges in the cause of teaching science such as; inadequate instructional materials, insufficiently equipped laboratory, poor work environment, large class size, opportunities for further training and low wages. These challenges are stressful and frustrating to teachers making their teaching jobs difficult. Evidences from the study indicate that low scores in the science subjects are caused by the school for failure to supply materials needed for effective teaching, and not giving the teachers enough pre- service and professional development training to enable the graduate teachers teach effectively. Low wages or compensation do not motivate teachers to put out their best. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01