Ogunniyi, MeshachTarek Abdalla2021-03-252024-11-072021-03-252024-11-072020https://hdl.handle.net/10566/19460Philosophiae Doctor - PhDLibya, as one of the third world countries, is struggling to address the issue of transformation and various institutional reforms (including the education system). For example, it has been observed that many biology teachers are faced with challenges relating to both subject matter knowledge (SMK) and pedagogical content knowledge (PCK) yet the expectation of the new curriculum is that biology teachers demonstrate professional efficacy in their work regardless of the challenges they face. In light of this, a group of Libyan secondary school biology teachers was investigated in Tripoli through a participatory action research process. The study was underpinned by the Shulman theory of PCK using a mixed-methods design to generate an understanding of the theory of basic knowledge of teaching.enPedagogical content knowledge (PCK)Subject matter knowledge (SMK)Teachers‘ understanding of learnersInstruction strategyTeaching-based on activitiesIn-service biology teachersUniversity of Western Cape