Identifying the gaps of fourth year degree pre-service teachers’ pedagogical content knowledge in teaching engineering graphics and design

Article

Abstract

Engineering Graphics and Design is a technological subject which is offered in the Bachelor of Education degree from third to fourth year of the degree course. Fourth year pre-service teachers find EGD difficult to teach because of various reasons. Therefore the aim of the paper was to investigate fourth year pre-service teachers’ pedagogical content knowledge gaps in teaching EGD during their teaching practice. The study was conducted using a qualitative approach and eight pre-service teachers were purposefully selected to take part in the study. Findings of the paper found that pre-service teachers found teaching practice very short to do all the teaching tasks that is required of them. Some pre-service teachers did not have drawing models to make learning concrete to their learners. Assessment was done partially just to impress the university tutors and to conform to the schools’ rule and not to evaluate the learners’ understandings and their teaching.

Keywords

Engineering graphics and design Pedagogical content knowledge Subject matter knowledge Teaching practice 

Notes

Acknowledgments

The author thanks the fourth year students doing bachelor of education in a Johannesburg university for taking part in this research.

Compliance with ethical standards

Conflicts of interest

The author declares that he has no conflict of interest.

Compliance with ethical standards

This is to confirm and declare the manuscript entitled ‘Identifying the Gaps of Fourth Year Degree Student Teachers’ Pedagogical Content Knowledge in Teaching and Learning Engineering Graphics and Design’ has not been submitted elsewhere; has not been published elsewhere; and also the manuscript has not been included as a fully reviewed paper in any conference proceedings. The revised manuscript as requested is attached.

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Copyright information

© Springer Science+Business Media Dordrecht 2016

Authors and Affiliations

  1. 1.University of the WitwatersrandJohannesburgSouth Africa

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