Abstract:
Dwindling learner interest in science is a threat to economic development and
scientific research. While the inquiry-based teaching and learning strategy in science
education can contribute in countering this threat, the required teacher professional
development efforts are not always linked to the actual pedagogical experiences and needs
of participants. With this in mind, we focussed on the case of two resource-constrained
South African schools. The purpose was to identify gaps in teacher competencies linked to
the routine implementation of Inquiry-Based Practical Work in physical sciences
classrooms. In this regard, we used a conceptual framework incorporating the
Technological, Pedagogical, and Content Knowledge (TPACK) framework. This was
coupled with a multi-method data collection technique and the inductive technique in
thematic analysis. The results consist of gaps in Content Knowledge, Pedagogical
Knowledge, Technological Knowledge, Technological Pedagogical Knowledge, and certain
professional values. These results have significant implications in relation to evidencebased
teacher professional development practice and research in the study context and
possibly beyond.
