P John Williams
University of Waikato, New Zealand
Mishack Gumbo
University of South Africa
Download article
Published in: PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012
Linköping Electronic Conference Proceedings 73:56, p. 478-487
Published: 2012-06-18
ISBN: 978-91-7519-849-1
ISSN: 1650-3686 (print), 1650-3740 (online)
An important and under-researched area of Technology Education is teachers’ pedagogical content knowledge (PCK). This concept reflects the notion that expert teachers’ knowledge is a unique integration of their pedagogical technique and their understanding of Technology content as applied in a particular instance.
This research enquires into Technology teachers’ PCK in New Zealand and South Africa; using a comparative perspective and a methodology derived from the philosophy of PCK. The rationale for the selection of these two countries is the similar timeframe of implementations and review of Technology Education curriculum which has occurred in each country.
This presentation will compare the PCK of New Zealand Technology teachers and the PCK of South African Technology teachers through a case study approach. The findings in this paper are reported from the interviews; classroom observations; and document reviews of teachers in each country.
