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The effect of a professional development program on subject advisors' PCK on the energy concept
Dissertation (MEd)--University of Pretoria, 2018.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2018
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| _version_ | 1867613610373545984 |
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| access_status_str | Open Access |
| author2 | Coetzee, Corene |
| author_browse | Coetzee, Corene |
| author_facet | Coetzee, Corene |
| collection | Thesis |
| dc_rights_str_mv | © 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2018. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/67830 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:53.005Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/67830 The effect of a professional development program on subject advisors' PCK on the energy concept Coetzee, Corene westonmunyurwa@ymail.com Gaigher, Estelle Munyurwa, Weston Unrestricted UCTD Content knowledge Professional teacher development Subject advisor Energy concept Content representations (CoRes) Pedagogical knowledge Education theses SDG-04 Dissertation (MEd)--University of Pretoria, 2018. Teacher effectiveness is argued to depend on sound pedagogical content knowledge (PCK) at topic level referred to as topic specific (PCK). The development of sound content knowledge for in-service science teachers through professional development (PTD) workshops has been a focus for the South African department of education over the years. The aim of the study was to explore the effect of a PTD programme on the development of subject advisors’ PCK of the energy concept. The rationale for the selection of the energy concept was based on the central role played by the energy concept as a cross-cutting concept in science. The study sought to provide answers to the following main research question: How does a PTD workshop develop the quality of physical science subject advisors’ TSPCK of the energy concept? The study followed a qualitative research approach, based on the post-positivist paradigm and a case study design. A conceptual framework adapted from Mavhunga (2014) and Gess-Newsome (2015) was used which links PCK to five components through which transformation emerges. A sample of fifteen physical science subject advisors from a province in South Africa was conveniently sampled and they completed the pre- and post-assessment CoRes. The participants’ written CoRes were then scored using an expert CoRe and rubric that were designed by the researcher. The validity of the expert CoRe and the rubric were aided by the use of the Rasch model. The model indicated reversed thresholds for some prompts and the researcher had to adjust the rubric until all the prompts indicated ordered thresholds before the final scoring process. To aid to the trustworthiness of the data collected, the researcher employed triangulation, data collection involved a semi-structured interview, document analysis of the workshop study manual and data from the CoRes. Data was interpreted and analysed using content analysis and the results suggested that the subject advisors’ PCK of the energy concept improved after the PTD workshop. The improvement was more noticeable in the TSPCK components that were addressed during the workshop. It is however apparent from the analysis and interpretation that teachers’ TSPCK of the energy concept may be improved through PTD workshops. bs2026 Science, Mathematics and Technology Education MEd Unrestricted SDG-04: Quality education 2018-12-05T08:05:07Z 2018-12-05T08:05:07Z 2009/07/18 2018 Dissertation Munyurwa, W 2018, The effect of a professional development program on subject advisors' PCK on the energy concept, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/67830> S2018 http://hdl.handle.net/2263/67830 en © 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Unrestricted UCTD Content knowledge Professional teacher development Subject advisor Energy concept Content representations (CoRes) Pedagogical knowledge Education theses SDG-04 The effect of a professional development program on subject advisors' PCK on the energy concept |
| title | The effect of a professional development program on subject advisors' PCK on the energy concept |
| title_full | The effect of a professional development program on subject advisors' PCK on the energy concept |
| title_fullStr | The effect of a professional development program on subject advisors' PCK on the energy concept |
| title_full_unstemmed | The effect of a professional development program on subject advisors' PCK on the energy concept |
| title_short | The effect of a professional development program on subject advisors' PCK on the energy concept |
| title_sort | effect of a professional development program on subject advisors pck on the energy concept |
| topic | Unrestricted UCTD Content knowledge Professional teacher development Subject advisor Energy concept Content representations (CoRes) Pedagogical knowledge Education theses SDG-04 |
| url | http://hdl.handle.net/2263/67830 |