Comparing Pre-Service Teachers' PCK through 9E Instructional Practice: A Case of Mathematics and Technology Pre-Service Teachers

Autor/inn/en	Ramaligela, Sylvia M.; Ogbonnaya, Ugorji I.; Mji, Andile
Titel	Comparing Pre-Service Teachers' PCK through 9E Instructional Practice: A Case of Mathematics and Technology Pre-Service Teachers
Quelle	In: Africa Education Review, 16 (2019) 3, S.101-116 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1241668
Schlagwörter	Foreign Countries; Preservice Teachers; Mathematics Teachers; Technology Education; Pedagogical Content Knowledge; Teaching Models; Teaching Methods; High School Teachers; Student Evaluation; South Africa + Suchen Sie Ihr Suchwort? Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Technisch-naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Lehrmodell; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Oberschule; Schulnote; Studentische Bewertung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01