<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sarah Bansilal</style></author><author><style face="normal" font="default" size="100%">Angela James</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PHYSICAL SCIENCE TEACHERS’ PERCEPTIONS OF AN ADVANCED CERTIFICATE IN EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">content knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogic content knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">physical science teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">professional development</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher beliefs</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher confidence</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1203601</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">70</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Advanced Certificate in Education programmes was offered by many South African universities to provide opportunities for teachers to upgrade their positions. The purpose of the study was to explore Physical Science teachers’ perceptions of their professional development. In this study we considered three domains of professional development which are content knowledge, pedagogic content knowledge and teacher beliefs and attitudes. This study used a mixed method approach using the form of an embedded design. The study was conducted with 156 students enrolled in an ACE Physical Science programme. The teachers stated that their content knowledge and pedagogic content knowledge had not only improved, but also their engagement with actual laboratories, and conducting experiments contributed to their teaching experiences. Hence, their self-confidence of physical science teaching evolved. The authors recommend that the ACE programme should also include a mentoring system with teaching practicum via school leadership and subject advisers.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">21–33 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Angela James</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STUDENT TEACHER PROFESSIONAL DEVELOPMENT FOR THE 21ST CENTURY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">phronesis</style></keyword><keyword><style  face="normal" font="default" size="100%">professional development</style></keyword><keyword><style  face="normal" font="default" size="100%">quality education practice</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392284213.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">8</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Education and change are crucial for humans to survive in a universe that is rapidly changing and where uncertainty for the future reigns. Education change in South Africa is seen in the new education policies aimed at making the curriculum relevant, inclusive of different knowledge types and providing quality education for all. But, teachers are the crucial interface between the policies and quality education practice. There seems to be little clarity and/or agreement on how teachers should be prepared to fulfil this critical interface role. The daunting challenge for education is therefore to change teachers’ paradigms of thinking and action completely and to recognise the personal aspects that are linked to uncertainty (Barnett, 2004). This can only happen if teacher professional development programmes focus on student teachers constructing and using phronesis - the capacity to act in the most effective and appropriate way in every particular situation – rather than possessing a body of spatially temporally detached universal knowledge” (Slabbert, 2003, p. 7). </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">38-45</style></section></record></records></xml>