Abstract:

Technology teaching and learning issues have been identified in the introduction of the subject in South Africa, and other countries as well. The study is informed by Shulman’s Pedagogical Content Knowledge model, which believes that what separates a teacher from other professionals is that a teacher possesses specialised knowledge. The purpose of the study is to find the efficiency of pedagogical content knowledge of grade 7 technology teachers in the learning and teaching of the subject. The interpretive research paradigm and qualitative research approach were preferred for the study. Purposeful Sampling of ten Grade 7 teachers, five from rural and five from urban schools, was chosen for this study. The collection of data included semi-structured interviews and was analysed using the thematic data analysis. The findings were that there are still challenges in the teaching of Technology in South Africa. Teachers did not have pre-service training in preparation for teaching the subject, except for in-service training they get when they are already teaching the subject. Even trained teachers feel that trainings are not enough, however, the positive take from teachers is that some of them are beginning to gain confidence, and to like the subject, giving credit to the workshops of the subject. These challenges are affecting effective teaching of the subject, and of course, the learning of the learners. It is recommended that more in-service workshops be conducted, and teachers register with relevant institutions to upgrade their pedagogical content knowledge of the subject.

Keywords:

Content Knowledge, Education, Pedagogical Content Knowledge, Teaching and Learning, Technology.