Identifying the Gaps of Fourth Year Degree Pre-Service Teachers' Pedagogical Content Knowledge in Teaching Engineering Graphics and Design

Autor/in	Khoza, Samuel Dumazi
Titel	Identifying the Gaps of Fourth Year Degree Pre-Service Teachers' Pedagogical Content Knowledge in Teaching Engineering Graphics and Design
Quelle	In: International Journal of Technology and Design Education, 27 (2017) 4, S.537-548 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-016-9363-2
Schlagwörter	Preservice Teachers; Pedagogical Content Knowledge; Teaching Methods; Tutors; College Students; Engineering; Graphic Arts; Design; Teacher Education; Models; Student Evaluation; Student Attitudes; Bachelors Degrees; Qualitative Research + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Förderlehrer; Lehrender; Tutor; Collegestudent; Maschinenbau; Grafik; Grafisches Gestaltung; Lehrerausbildung; Lehrerbildung; Analogiemodell; Schulnote; Studentische Bewertung; Schülerverhalten; 'Bachelor''s degrees'; Bachelor-Studiengang; Qualitative Forschung
Abstract	Engineering Graphics and Design is a technological subject which is offered in the Bachelor of Education degree from third to fourth year of the degree course. Fourth year pre-service teachers find EGD difficult to teach because of various reasons. Therefore the aim of the paper was to investigate fourth year pre-service teachers' pedagogical content knowledge gaps in teaching EGD during their teaching practice. The study was conducted using a qualitative approach and eight pre-service teachers were purposefully selected to take part in the study. Findings of the paper found that pre-service teachers found teaching practice very short to do all the teaching tasks that is required of them. Some pre-service teachers did not have drawing models to make learning concrete to their learners. Assessment was done partially just to impress the university tutors and to conform to the schools' rule and not to evaluate the learners' understandings and their teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01