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

• Published in: The international journal of pedagogy and curriculum Vol. 27; no. 2; pp. 1 - 15
• Main Authors: Stephen, Mmapaseka, Motlhabane, Abraham Tlhalefang
• Format: Journal Article
• Language: English
• 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
• ISSN: 2327-7963; 2327-9133
• DOI: 10.18848/2327-7963/CGP/v27i02/1-15

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.