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 by using a qualitative research approach. We planned to sample eight grade 8 teachers for the study. However, due to the Covid-19 restrictions, we had eight grade teachers offering Technology subjects. The pedagogical content knowledge notion coined by Shulman was used to underpin the study as a framework. Data were collected through face-to-face interviews with the teachers and classroom observation during graphical communication concept teaching. We analysed interview data using verbatim quotes and used classroom observations descriptively. The study’s findings revealed that teachers are not adequately trained to teach Technology subjects. Issues such as overcrowded classrooms and poor infrastructure were also challenging. Teachers’ instructional strategies were an additional concern as the traditional method is still widely employed in teaching the mentioned concept. Our study recommends that models be sought for abstract concepts to be readily learned. Schools must secure qualified teachers for the subject for teaching and learning to be effective. Technology integration is also advised as a resource that would stimulate learning.