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

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Bibliographic Details
Title:	Identifying the gaps of fourth year degree pre-service teachers' pedagogical content knowledge in teaching engineering graphics and design.
Authors:	Khoza, Samuel¹ Samuel.khoza@wits.ac.za
Source:	International Journal of Technology & Design Education. Dec2017, Vol. 27 Issue 4, p537-548. 12p.
Subjects:	Engineering graphics education, Student teachers, Teaching, Pedagogical content knowledge, Design education, Higher education, Young adults
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. [ABSTRACT FROM AUTHOR]
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Database:	Engineering Source

Description
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. [ABSTRACT FROM AUTHOR]
ISSN:	09577572
DOI:	10.1007/s10798-016-9363-2