Author 1 :- Chrispin Minga ( Research Scholar )
Author 2 :- Dr. Saraswati Ghosh ( Professor )
This study examined pedagogy and subject content needs for Professional Development (PD) to improve teachers’ skills in teaching science in secondary schools in Mbeya, Tanzania. The study employed a quantitative research approach and cross-sectional survey design. Methodology: The main instrument used for the study was a questionnaire. In this study, schools were randomly selected, and 256 respondents, science teachers were selected through a stratified sampling technique. The data collected were analyzed quantitatively. Science teachers need Professional Development (PD) in Pedagogical Knowledge (PK), mastery of science subject contents and technological skills of modern teaching. There was no significant difference in the mean scores for components of pedagogy knowledge between teachers who teach math subject and those who teach physics, chemistry, and biology at ∝ = 0.005 using an independent samples t-test. Teachers need of PD in subject content in topics were as follows: accounts (61.7%), genetics (46.2%), electromagnetism (44.2%), electronics (40.4%), circles and the Earth as a sphere (29.6%), statistics and probability (28.4%), inorganic chemistry (25%), and ionic theory and electrolysis (24.1%). Science and mathematics teachers in Secondary schools need PD intervention in the subject content of science subjects.
