TMS 3728 – TEACHING LIFE SCIENCE IN FET
LU1: THE LIFE SCIENCES TEACHER
TEACHING LIFE SCIENCES IN THE 21ST CENTURY:
Shulman suggested teachers’ subject matter knowledge and pedagogy were being treated as mutually
exclusive. Teacher education programmes should combine both knowledge domains.
He introduced pedagogical content knowledge (PCK), which includes pedagogical and content knowledge.
Initial idea teacher knowledge included curriculum knowledge and knowledge of educational contexts
Since then, scholars suggested that in addition to pedagogical and content knowledge, teachers also need
sufficient technological knowledge
Tpack combines 3 forms of knowledge which life science teachers need:
- Content knowledge (CK) - pedagogical knowledge (PK) - technological knowledge (TK)
Content knowledge: Teachers’ knowledge of subject matter
Pedagogical knowledge: teachers’ deep knowledge about processes and methods of teaching, learning and
assessing. Teacher must have knowledge of educational purposes, values and aims of life sciences, an
understanding of how learners learn and classroom management skills
Technological knowledge: able to work with educational technology, tools and resources, including ICT
Pedagogical content knowledge: transformation of subject content as teacher selects and adapts content.
Covers the core of teaching
Technological content knowledge: understanding how tech and content interact. Identify best suited tech
Technological pedagogical knowledge: understanding how teaching and learning can transform with tech.
Technological pedagogical and content knowledge: ability to use tech to teach content, using appropriate
teaching strategies.
ATTRIBUTES OF A LIFE SCIENCE TEACHER:
An attribute is a quality of feature which is regarded as a characteristic or inherent part of an individual
6 attributes of a life science teacher:
- Personality and attitude - Ability to communicate with learners
- Qualifications - Preparation
- Teaching approach - Class management and control
PERSONALITY AND ATTITUDE:
o Healthy relationship between teacher and learner
o Learners admire educators who are enthusiastic, motivated and interested in their specialisation
o A good sense of humour and fairness contribute to a positive classroom atmosphere
QUALIFICATIONS:
o Educators should be qualified and improve their qualifications
o Learners develop more confidence in an educator who is academically and professionally qualified
o Linked to continuous life-long learning
TEACHING APPROACH:
o Learner-centred approach helps engage learners
ABILITY TO COMMUNICATE WITH LEARNERS:
o Interaction and participation with learners is NB - encourage learners to develop communication skills
o Life science has a great deal of terminology
PREPARATION:
o There is a distinction between preparation and planning
o Planning involves the organisation of what is going to be taught – the content
o Planning involves how the content will be taught – the methods
CLASSROOM MANAGEMENT AND CONTROL:
o Classroom management starts with self-management
LU1: THE LIFE SCIENCES TEACHER
TEACHING LIFE SCIENCES IN THE 21ST CENTURY:
Shulman suggested teachers’ subject matter knowledge and pedagogy were being treated as mutually
exclusive. Teacher education programmes should combine both knowledge domains.
He introduced pedagogical content knowledge (PCK), which includes pedagogical and content knowledge.
Initial idea teacher knowledge included curriculum knowledge and knowledge of educational contexts
Since then, scholars suggested that in addition to pedagogical and content knowledge, teachers also need
sufficient technological knowledge
Tpack combines 3 forms of knowledge which life science teachers need:
- Content knowledge (CK) - pedagogical knowledge (PK) - technological knowledge (TK)
Content knowledge: Teachers’ knowledge of subject matter
Pedagogical knowledge: teachers’ deep knowledge about processes and methods of teaching, learning and
assessing. Teacher must have knowledge of educational purposes, values and aims of life sciences, an
understanding of how learners learn and classroom management skills
Technological knowledge: able to work with educational technology, tools and resources, including ICT
Pedagogical content knowledge: transformation of subject content as teacher selects and adapts content.
Covers the core of teaching
Technological content knowledge: understanding how tech and content interact. Identify best suited tech
Technological pedagogical knowledge: understanding how teaching and learning can transform with tech.
Technological pedagogical and content knowledge: ability to use tech to teach content, using appropriate
teaching strategies.
ATTRIBUTES OF A LIFE SCIENCE TEACHER:
An attribute is a quality of feature which is regarded as a characteristic or inherent part of an individual
6 attributes of a life science teacher:
- Personality and attitude - Ability to communicate with learners
- Qualifications - Preparation
- Teaching approach - Class management and control
PERSONALITY AND ATTITUDE:
o Healthy relationship between teacher and learner
o Learners admire educators who are enthusiastic, motivated and interested in their specialisation
o A good sense of humour and fairness contribute to a positive classroom atmosphere
QUALIFICATIONS:
o Educators should be qualified and improve their qualifications
o Learners develop more confidence in an educator who is academically and professionally qualified
o Linked to continuous life-long learning
TEACHING APPROACH:
o Learner-centred approach helps engage learners
ABILITY TO COMMUNICATE WITH LEARNERS:
o Interaction and participation with learners is NB - encourage learners to develop communication skills
o Life science has a great deal of terminology
PREPARATION:
o There is a distinction between preparation and planning
o Planning involves the organisation of what is going to be taught – the content
o Planning involves how the content will be taught – the methods
CLASSROOM MANAGEMENT AND CONTROL:
o Classroom management starts with self-management
