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현장수업연구
Journal of Field-based Lesson Studies
2022, 제3권 제1호, pp. 105~123 https://doi.org/10.22768/JFLS.2022.3.1.105
ISSN 2713-685X [Print] / ISSN 2713-7899 [Online]
The Analysis of Nigerian Physics Teachers’ Knowledge for Teaching : Focused on Motion
Raphael Omale Eyimoga · Kwangho Lee* Federal Government College Keffi · Korea National University of Education
This study investigated the knowledge for teaching of Nigerian secondary school Physics teachers focused on motion. The study examined 119 participants from Government and private secondary schools in Keffi and Karu Local Government of Nasarawa State, Nigeria. Data were collected and analyzed to address the research questions based on common content knowledge, specialized content knowledge, knowledge of content and students, and knowledge of content and teaching. Descriptive statistics, independent samples t-test and ANOVA were used to analyze the data using SPSS version 20. The study revealed that out of the four components of knowledge for teaching examined by this study, the teachers displayed some level of adequacy in common content knowledge and knowledge of content and teaching. The teachers performed below average in specialized content knowledge and knowledge of content and students. The study shows statistically significant difference between professional (certified) and non-professional (non-certified) PKT in favor of the professional teachers. Also, significant difference was found between the mean PKT score of teachers with varied teaching experience in favor of teachers with over 5 years of experience.
Keywords:common content knowledge, specialized content knowledge, knowledge of concent and student, knowledge of content and teaching, physics knowledge for teaching, professionalism.
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