Transforming content knowledge: a case study of an experienced science teacher teaching in a typical South African secondary school$$h[electronic resource]

The unique knowledge that teachers possess Shulman called pedagogical content knowledge or PCK. In the following 25 years many scholars have conceptualised PCK, and only recently, with an international PCK Summit, have attempts been made to consolidate this field. South Africa’s primary and secondary public education system is continuously under scrutiny, as it continues to perform poorly in international benchmarking assessments. The need to understand what is happening in our classrooms, especially in science and mathematics, is now more important than ever. In response to this need, this study investigated the classroom practice of a dedicated and experienced science teacher over a period of three years, as she taught the organic chemistry section of the Grade 12 Physical Sciences syllabus. PCK was used as a lens to focus on how teacher knowledge manifests in practice.

Grantor dc:publisher.institution

Continuous Professional Development Unit

Year dc:date.issued

2013

Author dc:creator

• Toerien, René

Advisors dc:contributor.advisor

• Case, Jenni
• Clark, Jonathan

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/5609

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/5609