Juxtaposition between actual curriculum and practice. Case of Mathematics and Technology Education pre-service teachers in a University of Technology in South Africa

      Аннотация: Effective teacher training programs that are designed to develop and prepare pre-service teachers for “fit for purpose”. This book explore the extent to which a University of Technology prepares pre-service teachers to teach the school curriculum in South Africa. The investigation sheds light on students’ aptitude to teach a school curriculum that reflects the potential of the university in preparing pre-service teachers. The study focused on university Technology and Mathematics courses versus Technology and Mathematics school subjects. The study was guided by two (2) conceptual frameworks i.e. Knowledge Based for Teaching (KBT) from Shulman (1987) and 7E instructional model from Eisenkraft (2003). The study focused on nineteen (19) 4th year Technology and Mathematics pre-service teachers who were purposefully sampled. Data collection and analysis were done through an exploratory approach of document analyses, interviews, and classroom observations. The study was led by three (3) research questions. This study found that Technology and Mathematics teacher training programme were not comprehensive enough to prepare pre-service teachers to teach South African school curriculum.

Ключевые слова: content knowledge, mathematics education, Pedagogical Content Knowledge, technology education, 7E instructional model, Contextual Learning, Learners' prior knowledge, teachers error and misconception, connected lesson