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This study was designed to gain insights into physical science teacher-students’ pedagogical knowledge, understanding of science concepts and the nature of support that they received during an in-service developmental programme. Understanding the experiences and learning gained during the programme can inform the design of future courses. The study is located within an interpretive paradigm that employs a qualitative approach to data collection and analysis. Participants (n = 156) were selected by convenience sampling from teachers on an in-service Advanced Certificate in Education programme. Data were collected towards the end of the proramme through a questionnaire administered to 211 in-service teachers and eight teachers were interviewed. The study identified three critical aspects gained during the programme: content knowledge, teaching strategies and confidence. The findings also reinforce the need for institutions of higher learning to design programmes that provide the appropriate level of support: material, emotional or both for all teachers on in-service programmes.
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