Continuing Professional Development on Physical Sciences Educators’ Content Knowledge and Curriculum Decision-Making in Electrochemical Reactions
Keywords:
Educator content knowledge; pedagogical knowledge; pedagogical content knowledge; professional teacher development programme; electrochemical reactionsAbstract
Continuous professional teacher development (CPTD) programmes are widely recognised as essential for enhancing teachers’ subject knowledge and refining their pedagogical practices, ultimately contributing to improved learner outcomes. However, there is limited focus on how these programmes influence teachers’ content knowledge and pedagogical decisions when teaching electrochemical reactions in the South African education system. This study examined the influence of CPTD programmes on physical sciences educators' pedagogical content knowledge (PCK) and pedagogical decisions on electrochemical reactions. The study was framed within the PCK theoretical framework as a lens. This study used an interpretivist qualitative research approach, contextualised in one rural education district. Ten physical sciences educators were selected by employing a purposive sampling method. Data were gathered through semi-structured interviews and classroom observations. The data were analysed using thematic analysis. The findings show that educators' involvement in CPTD programmes significantly enhanced their pedagogical knowledge on electrochemical reactions, positively impacting their PCK in teaching these concepts. The study provides rtraining:tions for the Department of Education to intensify professional development programmes for physical science educators, ensuring minimal disruption to teaching while prioritising under-resourced schools and hands-on laboratory training; policymakers should enforce CPTD participation through the design of policy frameworks, and ensure continuous monitoring.
https://doi.org/10.26803/ijlter.24.12.21
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