Exploring Pedagogical Content Knowledge Challenges in Teaching Business Studies: A Transformative Perspective
DOI:
https://doi.org/10.22555/joeed.v12i2.1332Keywords:
Critical emancipatory theory, Focus group, In-service training, Participatory action research, Resident teacher developmentAbstract
This empirical study examines the pedagogical content knowledge challenges that Gr 10 Business Studies teachers encounter in teaching the subject. The study is grounded in Critical Emancipatory Theory, which seeks to empower the people affected by the problem to take part in resolving the problem. In the process, it brings hope and social justice to the marginalised people. The study’s paradigm is transformative under qualitative research. Participatory Action Research was employed as the methodology to generate data, which was subsequently analysed using a thematic approach. A focus group discussion consisting of Business Studies teachers and the subject advisor was employed to answer the following research questions: What are the pedagogical content knowledge challenges facing Business Studies teachers, and how can teachers’ pedagogical content knowledge be enhanced? The findings revealed, amongst others, that teachers do not have sufficient knowledge in specific content topics and there is a lack of in-service training programs. In view of the findings, the study recommended that the Department of Education should resume resident teacher development workshops that centre to address the deficiencies hindering effective teaching. Schools and teachers' unions should also initiate developmental programs to enhance teachers' and members' PCK. The study forged social dialogue among participants along with power sharing and equality as components of CER through discussions and participation on equal footing.
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