الملخص الإنجليزي
The study aimed to investigate the level of pedagogical content knowledge (PCK)
and its patterns of development, the level of professional performance (PP), and the level
of self-efficacy beliefs (SEB) of female new science teachers in light of a number of
categorical variables: preparation programs, years of experience, classes taught by the
teacher, GPA, and level of professional development (PD). The study also aimed to
investigate the relationship between each of the levels of PCK, PP and SEB. The mixed
approach with the design of triangular mixed methods (QUAN-QUAL) was used in a
longitudinal descriptive survey. The population of the study consisted of (209) science
teachers and (580) second-field teachers, from the governorates of: Muscat, Al
Dakhiliyah, and South Al Batinah. The study sample consisted of (n=38) novice teachers
whose years of experience ranged from the year of employment to five years, and the
study was implemented throughout the academic year (2019/2020).
Data were collected by means of instruments which were used to quantify the
qualitative data such as lesson plans analysis, classroom observations and interviews. The
PCK scale was built and consisted of (36) indicators, and its psychometric properties have
been verified. In addition, the study used Danielson Educational Framework Scale
(Danielson, 2007/2013) was used to measure the level of (PP). Also, the study used the
Science Teaching Efficacy Beliefs Instrument Form B (STEBI-B) (Riggs &
Knochs,1990), and the stability of both scales was calculated by the (Cronbach's alpha)
coefficient with a value of (0.90) and (0.71) respectively. In order to determine the patterns
of development of PCK, the study used the interrelated model of teacher professional
growth (IMTPG) as an analytical tool for qualitative data extracted from lesson plans,
notes and interviews, according to the design of Strauss and Corbin for the grounded
theory (Strauss and Corbin, 1990/1999).
The results of the study revealed a statistically significant change (p < 0.05) in the
level of PCK of female new science teachers throughout the academic year, and a
statistically significant interaction (p < 0.05) between the change in the level of PCK and
the level of PD. The results also showed that the simple development pattern of PCK is
the most common and frequent among new science teachers throughout the three
measurements, followed by the complex development pattern. In addition, there were no
statistically significant differences (p ˃ 0.05) in the patterns of development of PCK
during the different measurement stages attributed to all the categorical variables, except
for the variable of classes taught by the teacher in the second measurement only (p < 0.05).
Also, the study concluded that the PCK can be developed among new science teachers as
a result of specific mechanisms of knowledge exchange between the three types of PCK
(Personal, Enacted and collective PCK) within the domains of professional growth of the
teacher (external, personal, practice and output) in the context of science teaching and
learning.
The study also showed that there was no statistically significant change at the
probability value (p ˃ 0.05) in the level of PP of female new science teachers throughout
the school year, and there were no statistically significant interactions at the level of
significance (p ˃ 0.05) for the change in the level of PP with all the categorical variables.
In addition, the level of the new science teachers' SEB was high in the general level of
the scale, and its sub-levels: self-efficacy beliefs and teaching output expectations beliefs.
Furthermore, there were no statistically significant differences in the level of SEB among
the new science teachers due to the categorical variables, except for the PD level variable
(P<0.025). Finally, the results showed that the level of PCK is positively high and
statistically significant (P<0.05) with the PP (β = 0.56) with the level of SEB remaining
constant, and there is a statistically significant positive medium correlation (P<0.05)
between SEB and PP (0,31=β) with the level of PCK remaining constant, and the linear
combination of the level of PCK and SEB explains (48%) (Adjusted R2 = 0.45) of the
variance in the level of PP of new science teachers.
Considering the findings of the study, a set of recommendations and suggestions
were introduced including: raising new science teachers' awareness about their PCK and
how to integrate its components to support students in learning science, educating them
about the mechanisms for developing their PCK in their professional context, and
encouraging them to conduct action research and discussion among colleagues to enhance
their PCK, PP and SEB. Also, the study suggested conducting a similar longitudinal study
to investigate the PCK with its components: content knowledge, knowledge of students'
understanding in science, knowledge of instructional strategies and representations and
knowledge of assessment of science learning and knowledge of the way they integrate
among them. Furthermore, the study suggested conducting a comparative study of the
development of PCK among novice and expert teachers with similar professional context.
It also proposed designing a training program based on the principles of the theory of the
development of PCK and studying its impact on the PP and SEB of science teachers and
the academic achievement of students.
