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The relationship between teacher characteristics, classroom practices and learner achievement in Physical Science
Dissertation (MEd)--University of Pretoria, 2013.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2014
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| _version_ | 1867613645053100032 |
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| access_status_str | Open Access |
| author2 | Scherman, Vanessa |
| author_browse | Scherman, Vanessa |
| author_facet | Scherman, Vanessa |
| collection | Thesis |
| dc_rights_str_mv | © 2013 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2013. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/40446 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:26.088Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/40446 The relationship between teacher characteristics, classroom practices and learner achievement in Physical Science Scherman, Vanessa Baker, Amber Mixed methods Physical Science Assessment Teacher characteristics Teacher qualifications Experience Subject content knowledge Pedagogical content knowledge Classroom practices Learner achievement UCTD Dissertation (MEd)--University of Pretoria, 2013. South Africa has a unique cultural, historical, socio-economic and linguistic contextual complexity that influences the implementation the intended curriculum and educational policies. The contextual complexity continues to result in Science teachers entering into the teaching profession with a wide spread diversity in background and qualifications. The secondary data analysis used a concurrent mixed methods approach (QUAL + quan) to explore the interconnection between teacher characteristics, classroom practices and learner achievement in Physical Science. The primary sample consisted of 18 schools that were stratified by district and quintile. From the available data, nineteen Grade 12 Physical Science teachers with varying levels of qualifications and experience were analysed. A combination of qualitative and quantitative instruments, specifically, Science teacher questionnaires, Science lesson observations and Science teacher interviews, were explored. The data was analysed quantitatively using descriptive statistics, frequency tables and Pearson correlation coefficients. The qualitative data involved content analysis and the presentation of case studies and the themes that emerged. Significant Pearson correlations indicate a positive relationship between years of related experience and pass rates and also pointed to an interconnection between professional qualifications, related experience and learner achievement. Differences in teacher characteristics were also indicators of competency in content knowledge and ultimately influenced classroom practices. Four case studies are offered in an attempt to provide in-depth descriptions of the teacher characteristics and practices for Grade 12 Physical Science teachers in Gauteng. Recommendations for future research, teacher training and policy implementation are presented. The diversity in teacher characteristics, particularly in Physical Science classrooms, influences the classroom practices that teachers select in their day-to-day teaching and impacts learner outcomes in terms of achievement. gm2014 Science, Mathematics and Technology Education unrestricted 2014-06-27T07:41:01Z 2014-06-27T07:41:01Z 2014-04-10 2013 Dissertation Baker, AR 2013, The relationship between teacher characteristics, classroom practices and learner achievement in Physical Science, MEd dissertation, University od Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/40446> E14/4/214/gm http://hdl.handle.net/2263/40446 en © 2013 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Mixed methods Physical Science Assessment Teacher characteristics Teacher qualifications Experience Subject content knowledge Pedagogical content knowledge Classroom practices Learner achievement UCTD The relationship between teacher characteristics, classroom practices and learner achievement in Physical Science |
| title | The relationship between teacher characteristics, classroom practices and learner achievement in Physical Science |
| title_full | The relationship between teacher characteristics, classroom practices and learner achievement in Physical Science |
| title_fullStr | The relationship between teacher characteristics, classroom practices and learner achievement in Physical Science |
| title_full_unstemmed | The relationship between teacher characteristics, classroom practices and learner achievement in Physical Science |
| title_short | The relationship between teacher characteristics, classroom practices and learner achievement in Physical Science |
| title_sort | relationship between teacher characteristics classroom practices and learner achievement in physical science |
| topic | Mixed methods Physical Science Assessment Teacher characteristics Teacher qualifications Experience Subject content knowledge Pedagogical content knowledge Classroom practices Learner achievement UCTD |
| url | http://hdl.handle.net/2263/40446 |