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RESEARCH PAPER
What Do We Know about Teachers’ Knowledge? Assessing Primary Science Teachers’ Content Knowledge in the Jewish and Arab Sectors
1
Michlalah Jerusalem College, ISRAEL
2
David Yellin College, ISRAEL
3
Herzog College, ISRAEL
Publication date: 2020-08-22
EURASIA J. Math., Sci Tech. Ed 2020;16(10):em1885
KEYWORDS
ABSTRACT
This study concerns the importance of assessing teachers’ content knowledge (CK) and it is one
of the very few international studies that directly measures science teachers’ CK. We developed a
comprehensive content knowledge test (CKT), relating to the content strand: states of matter. The
study compared teachers from the Jewish and the Arab sectors in three stages of professional
development: Results showed that all participants’ CK level was low (M = 61.3%). Comparison
between the sectors showed that CK scores among the Arab pre-service and science teachers
were significantly higher than CK scores among the Jewish pre-service and science teachers. Our
study is an example of a direct CK assessment of teachers that provides valuable diagnostic
information. Its dismal findings illuminate the need for innovative methods to measure teachers’
CK directly in various disciplines, and contributes strong impetus for a renewed focus on the
training and professional development of teachers.
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