Abstract:

The current study aimed at describing the perceptions of teachers of Science (teachers teaching Science lessons at secondary schools grades from 6, 7 and 8, and teachers teaching Physics, Chemistry or Biology lessons grades from 9, 10, 11 and 12 at high schools) on how postgraduate education affects their lifelong-learning skills. As a qualitative case study, it adopted a descriptive methodology. The study concentrated on 11 postgraduate students studying at various universities at various departments of education faculties who are serving as teachers of Science at the same time at various secondary and/or high schools in North Cyprus. The in-depth interviews, interviews, actual-teaching-time observations and diary-keepings were conducted. Data were analyzed using content analysis from the transcribed interviews, from the diaries kept and from the observation checklists. The results maintained that postgraduate studies provided teachers of Science to improve their instructional competencies and teaching programme; enriched ways of their learning, provided them to develop various types of teaching and learning materials and to apply various types of measurements and evaluation methods for improving their skills on teaching and learning; improved organization and management skills on content, method, events and duration; and facilitated them to conduct researches and do publications.

Keywords: