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Abstract
Background:
This study explored the relationship between teachers’ content knowledge and their pedagogical skills, and reports on that relationship in the teaching of Assembly Drawing (AD) in a South African context. Given that Engineering Graphics Design (EGD) learners perform poorly in the AD section of the matriculation examination, we need to understand the extent to which this results from the quality of teaching.
Material and methods:
A case study approach was used to collect qualitative data from 25 purposively selected EGD teachers in the UThukela district of KwaZulu-Natal (KZN). Data was collected via an open-ended questionnaire, focus group interviews, lesson plans, observations, and post observation interviews
Results:
Our findings elucidate the relational interplay between teachers’ understanding of AD and their teaching of AD. The majority of teachers failed to develop visual, spatial skills in learners
Conclusions:
Our findings have implications for continuous teacher professional development.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 13, Issue 5, May 2017, 1213-1228
https://doi.org/10.12973/eurasia.2017.00668a
Publication date: 20 Dec 2016
Article Views: 4798
Article Downloads: 7338
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