Developing a Theoretical Model for Investigating the Mathematics and Science Teachers’ PCK in South Africa and Zimbabwe

Abstract

This paper presents a theoretical framework comprising components of teacher knowledge that can render effective learner understanding of mathematical and science concepts. Twelve mathematics teachers at the secondary school level were selected from both countries on the basis of their school consistent good performance for at least three years. The study adopted a qualitative research method. The data on the teachers’ PCK were collected through lesson observations, questionnaires, interviews, video recordings, teachers’ written reports, and document analyses. An iterative coding and categorisation were used to identify the emerging theme of the study. The result of the study shows that the emerging theme that form the framework can inform mathematics and science instruction to balance the ternary relationship between curriculum content, learners and teacher quality in terms of pedagogical practice. The framework was found promising in either study but a more conclusive evidence will be given after a planned longitudinal study.

DOI: 10.5901/mjss.2013.v4n14p473