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

dc.contributor.authorRamaligela, Sylvia M.
dc.contributor.authorOgbonnaya, Ugorji Iheanachor
dc.contributor.authorMji, Andile
dc.contributor.emailogbonnaya@up.ac.zaen_ZA
dc.date.accessioned2019-01-30T04:54:36Z
dc.date.issued2019
dc.description.abstractInstructional 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.departmentScience, Mathematics and Technology Educationen_ZA
dc.description.embargo2020-06-14
dc.description.librarianhj2019en_ZA
dc.description.urihttp://www.tandfonline.com/loi/raer20en_ZA
dc.identifier.citationSylvia 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.issn1814-6627 (print)
dc.identifier.issn1753-5921 (online)
dc.identifier.other10.1080/18146627.2016.1241668
dc.identifier.urihttp://hdl.handle.net/2263/68296
dc.language.isoenen_ZA
dc.publisherRoutledgeen_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.subjectField-specific PCKen_ZA
dc.subjectKnowledge of assessmenten_ZA
dc.subjectKnowledge of studentsen_ZA
dc.subjectKnowledge of subject matteren_ZA
dc.subjectPedagogical content knowledge (PCK)en_ZA
dc.titleComparing pre-service teachers’ PCK through 9E instructional practice : a case of mathematics and technology pre-service teachersen_ZA
dc.typePostprint Articleen_ZA

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