Teachers Pedagogical Content Knowledge in Graphical Communication Concept: A Case of Four Selected Township Schools

Abstract

This study investigated Grade 8 teachers’ challenges in Graphical Communication. The study made use of a qualitative research approach to conduct. A total of 10 Grade 8 teachers were planned to be purposively sampled for the study. However, due to COVID 19 restrictions, we ended up having eight Grade 8 teachers offering Technology subject. The Pedagogical Content Knowledge notion that was coined by Shulman was used to underpin the study as a framework. Data was collected through face to face interviews with the teachers as well as classroom observation during Graphical Communication concept teaching. Interview data was analysed using verbatim quotes whereas classroom observation was analysed descriptively. Findings of the study revealed that teachers are not adequately trained to teach Technology subject. Issues of classroom overcrowding and poor infrastructure also was a challenge. Teachers’ instructional strategies were also a concern and the use of traditional method is still widely employed in the teaching of the said concept. The study recommends that models be sought for abstract concepts to be learnt with ease. Schools need to secure qualified teachers for the subject in order for teaching and learning to be effective. Technology integration is also advised as a resource that would stimulate learning.