Transforming content knowledge: a case study of an experienced science teacher teaching in a typical South African secondary school$$h[electronic resource]

Simple item page
dc.contributor.advisorCase, Jennien_ZA
dc.contributor.advisorClark, Jonathanen_ZA
dc.contributor.authorToerien, Renéen_ZA
dc.date.accessioned2014-07-31T11:39:51Z
dc.date.available2014-07-31T11:39:51Z
dc.date.issued2013en_ZA
dc.descriptionIncludes abstract.
dc.descriptionIncludes bibliographical references.
dc.description.abstractThe unique knowledge that teachers possess Shulman called pedagogical content knowledge or PCK. In the following 25 years many scholars have conceptualised PCK, and only recently, with an international PCK Summit, have attempts been made to consolidate this field. South Africa’s primary and secondary public education system is continuously under scrutiny, as it continues to perform poorly in international benchmarking assessments. The need to understand what is happening in our classrooms, especially in science and mathematics, is now more important than ever. In response to this need, this study investigated the classroom practice of a dedicated and experienced science teacher over a period of three years, as she taught the organic chemistry section of the Grade 12 Physical Sciences syllabus. PCK was used as a lens to focus on how teacher knowledge manifests in practice.en_ZA
dc.identifier.apacitationToerien, R. (2013). <i>Transforming content knowledge: a case study of an experienced science teacher teaching in a typical South African secondary school$$h[electronic resource]</i>. (Thesis). University of Cape Town ,Faculty of Engineering & the Built Environment ,Continuous Professional Development Unit. Retrieved from http://hdl.handle.net/11427/5609en_ZA
dc.identifier.chicagocitationToerien, René. <i>"Transforming content knowledge: a case study of an experienced science teacher teaching in a typical South African secondary school$$h[electronic resource]."</i> Thesis., University of Cape Town ,Faculty of Engineering & the Built Environment ,Continuous Professional Development Unit, 2013. http://hdl.handle.net/11427/5609en_ZA
dc.identifier.citationToerien, R. 2013. Transforming content knowledge: a case study of an experienced science teacher teaching in a typical South African secondary school$$h[electronic resource]. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Toerien, René AB - The unique knowledge that teachers possess Shulman called pedagogical content knowledge or PCK. In the following 25 years many scholars have conceptualised PCK, and only recently, with an international PCK Summit, have attempts been made to consolidate this field. South Africa’s primary and secondary public education system is continuously under scrutiny, as it continues to perform poorly in international benchmarking assessments. The need to understand what is happening in our classrooms, especially in science and mathematics, is now more important than ever. In response to this need, this study investigated the classroom practice of a dedicated and experienced science teacher over a period of three years, as she taught the organic chemistry section of the Grade 12 Physical Sciences syllabus. PCK was used as a lens to focus on how teacher knowledge manifests in practice. DA - 2013 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 T1 - Transforming content knowledge: a case study of an experienced science teacher teaching in a typical South African secondary school$$h[electronic resource] TI - Transforming content knowledge: a case study of an experienced science teacher teaching in a typical South African secondary school$$h[electronic resource] UR - http://hdl.handle.net/11427/5609 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/5609
dc.identifier.vancouvercitationToerien R. Transforming content knowledge: a case study of an experienced science teacher teaching in a typical South African secondary school$$h[electronic resource]. [Thesis]. University of Cape Town ,Faculty of Engineering & the Built Environment ,Continuous Professional Development Unit, 2013 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/5609en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentContinuous Professional Development Uniten_ZA
dc.publisher.facultyFaculty of Engineering and the Built Environment
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEngineering and the Built Environmenten_ZA
dc.titleTransforming content knowledge: a case study of an experienced science teacher teaching in a typical South African secondary school$$h[electronic resource]en_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
thesis_ebe_2013_toerien_r (1).pdf
Size:
3.09 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Masters