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From the same journal

THE CONVERGENCE OF TEACHERS AND PROVIDERS VIEWS ON INSET NEEDS - THE CASE OF THE NONSPECIALIST PHYSICS TEACHER IN SWAZILAND

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JournalInternational Journal of Educational Development
DatePublished - Feb 1994
Issue number1
Volume14
Number of pages7
Pages (from-to)43-49
Original languageEnglish

Abstract

This study aims to compare the INSET needs of non-specialist teachers as perceived by these teachers, with the views of their INSET providers. The case of the non-specialist physics teacher in Swaziland is used as an example. Questionnaires and semi-structured interviews were used to collect perceptions of the problems of teaching various physics topics and skills, and of handling different pieces of physics equipment. The results show that the ranking of INSET needs are broadly similar for both providers and teachers. Important ranking differences relate to INSET support with teaching dynamics and circuit electricity. In addition, providers and teachers express diverging views on the type of INSET needs with using some demonstration equipment and with teaching a number of manipulative skills. The differences are attributed to varying specialist training, professional development, or personal goals for science education. Strategies are recommended to converge the perceptions of the INSET needs.

    Research areas

  • COUNTRIES, SCIENCE

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