(Professional Development Needs for Physics Teachers at Secondary Stage in light of Pedagogical Content Knowledge (PCK)

Abstract

The study aimed at identifying Professional development Needs for physics Teachers at Secondary Stage in the light of Pedagogical Content Knowledge (PCK). The sample of the study consisted of (40) male teachers and (62) female teachers. To collect the data, an instrument (questionnaire) of (67) items was used. To confirm the validity of this instrument, a group of referees have reviewed it, and its reliability was calculated by Cronbach Alpha Coefficient at (0.87). The results of the study showed that the most vulnerable areas came in order as follows: (1) the field of subject content Knowledge followed by (2) knowledge of learning environment field, then (3) knowledge of learning and learners’ characteristics, (4) the pedagogical knowledge field and finally, (5) evaluation knowledge field. The study also indicated that there were statistical significant differences among means responses of the study sample members due to experience. However, the results have not reached significant differences due to gender.