Deconstructing teacher content and pedagogical knowledge in mathematics and science curricula in teacher education in South Africa

Abstract

Teacher education at university is an initial, professional preparation of a teacher where the programmes offered should prepare student teachers to be professionally ready and able to cope with the daily demands of working in schools. This means that after qualifying at university, teachers should possess knowledge that will enable them to teach the subjects in which they major during their studies. Universities therefore, have the role of providing student teachers with the types of ‘knowledges’ required to teach these subjects. Mathematics and science teachers can be trained at universities of technology or traditional/conventional universities.

The purpose of this study is to examine current teacher knowledge of mathematics and science, with reference to how theoretical and propositional knowledge in these subjects is navigated to practice by teachers in South African education. Instruments such as interviews, document analysis, and a review of the literature were used to collect data.

The study yielded the following in relation to the research questions: It was found that teachers generally lack an adequate understanding of the different types of teacher knowledges, which are critical to producing teachers who can teach mathematics and science. Furthermore, curriculum reform and transformation have impacted negatively on both lecturers and teachers of mathematics and science. It was also found that the theoretical knowledge in the curriculum of BEd (FET) provided in schools of teacher education does not adequately prepare students to teach mathematics and science effectively. In addition, it was found that there was no difference in the way mathematics and science teachers are trained in traditional universities and universities of technology. This study will hopefully contribute to knowledge relating to knowledge bases for mathematics and science education.