The Pedagogical Content Knowledge of Physical Science Subject Advisors: A Case Study in a Region of South Africa

This study involved a reflection by subject advisors, principals, and teachers on the content and pedagogical content knowledge of Physical Science subject advisors in assisting Physical Science teachers from previously disadvantaged communities to improve the quality of their teaching practice. The...

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Bibliographic Details
Published inThe international journal of pedagogy and curriculum Vol. 27; no. 2; pp. 1 - 15
Main Authors Stephen, Mmapaseka, Motlhabane, Abraham Tlhalefang
Format Journal Article
LanguageEnglish
Published Champaign Common Ground Research Networks 2020
Subjects
Advisors
Advisory Committees
Beginning Teachers
Bookstores
Case studies
College Science
Copyrights
Curricula
Desktop Publishing
Educational Practices
Educational Technology
Ethics
Knowledge
Learning
Learning Processes
Legal Responsibility
Networks
Pedagogical Content Knowledge
Pedagogy
Peer review
Periodicals
Physical sciences
Research parks
Science teachers
Specialization
Supervision
Teacher Characteristics
Teaching
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Summary:This study involved a reflection by subject advisors, principals, and teachers on the content and pedagogical content knowledge of Physical Science subject advisors in assisting Physical Science teachers from previously disadvantaged communities to improve the quality of their teaching practice. The explanatory sequential design (quan→QUAL) mixed method was used to collect qualitative and quantitative data. Questionnaires, interviews, as well as documents were used. Although the study revealed that subject advisors have the necessary content and pedagogical content knowledge, a number of shortcomings in their specialization were identified.
Bibliography:ObjectType-Case Study-2
SourceType-Scholarly Journals-1
content type line 14
ObjectType-Report-1
ISSN:2327-7963
2327-9133
DOI:10.18848/2327-7963/CGP/v27i02/1-15