Comparing pre-service teachers’ PCK through 9E instructional practice : a case of mathematics and technology pre-service teachers

Show simple item record Ramaligela, Sylvia M. Ogbonnaya, Ugorji Iheanachor Mji, Andile 2019-01-30T04:54:36Z 2019
dc.description.abstract Instructional practice plays a significant role in understanding teachers’ pedagogical content knowledge (PCK). The aim of the study reported on was to compare mathematics and technology pre-service teachers’ knowledge of PCK. The study used a case study approach of five mathematics and five technology pre-service teachers with a total of ten. Data was collected in seven public schools around Gauteng province in South Africa. The observation technique was employed in order to understand students’ classroom practice, using a video camera to capture the setting. One lesson of 45 minutes presented by each pre-service teacher, rendering a total of ten lessons, was observed. The study adapted the theoretical framework of PCK (Shulman 1987). The study scrutinised the data based on the qualitative content analysis method and found that most pre-service teachers in both mathematics and technology possess a limited knowledge of PCK. In both subjects, most of the pre-service teachers’ classroom practice did not exhibit comprehensive knowledge of the subject matter or knowledge of the learners. However, the difference is that only mathematics pre-service teachers have some knowledge of assessment. The data also indicate that “9E” instructional practice can be a valuable tool to enhance field-specific PCK within the field of mathematics and technology education subjects. Therefore, the study proposes further investigation of the “9E” instructional model that could be used as field-specific PCK within the fields of mathematics, science and technology. en_ZA
dc.description.department Science, Mathematics and Technology Education en_ZA
dc.description.embargo 2020-06-14
dc.description.librarian hj2019 en_ZA
dc.description.uri en_ZA
dc.identifier.citation Sylvia M. Ramaligela, Ugorji I. Ogbonnaya & Andile Mji (2019) Comparing Pre-Service Teachers’ PCK Through 9E Instructional Practice: A Case of Mathematics and Technology Pre-Service Teachers, Africa Education Review, 16:3, 101-116, DOI: 10.1080/18146627.2016.1241668. en_ZA
dc.identifier.issn 1814-6627 (print)
dc.identifier.issn 1753-5921 (online)
dc.identifier.other 10.1080/18146627.2016.1241668
dc.language.iso en en_ZA
dc.publisher Routledge en_ZA
dc.rights © Unisa Press. This is an electronic version of an article published in Africa Education Review, vol. 16, no. 3, pp. 101-116, 2019, DOI: 10.1080/18146627.2016.1241668. Africa Education Review is available online at : http://www.tandfonline.comloi/raer20. en_ZA
dc.subject Field-specific PCK en_ZA
dc.subject Knowledge of assessment en_ZA
dc.subject Knowledge of students en_ZA
dc.subject Knowledge of subject matter en_ZA
dc.subject Pedagogical content knowledge (PCK) en_ZA
dc.title Comparing pre-service teachers’ PCK through 9E instructional practice : a case of mathematics and technology pre-service teachers en_ZA
dc.type Postprint Article en_ZA

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