Examining Mathematics and Science Teachers’ Perceptions of their Pedagogical Content knowledge

Abstract

This study aimed at examining mathematics and science teachers’ perceptions of their pedagogical content knowledge, and whether their perceptions vary according to: gender, teaching experience, scientific qualification, and workshop attendance. To achieve the aims of the study, the researchers used a questionnaire that consisted of (45) items. Two domains were adopted from Edwards, Higley, Zeruth, & Murphy (2007) and the third domain was constructed by the researchers. The participants of the study were (273) male and female mathematics and science teachers assigned to teach in the Directorate of Education in Irbid. The results showed that mathematics and science teachers’ perceptions of their pedagogical knowledge were weak. Furthermore, the study revealed significant differences in teachers’ perception due to scientific qualifications and workshop attendance. On the other hand, no significant results were found due to gender nor teaching experience. Discussions and implications are forwarded