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ERIC Number: EJ1124323
Record Type: Journal
Publication Date: 2017-May
Pages: 16
Abstractor: As Provided
ISSN: EISSN-1305-8223
Engineering Graphics and Design Teachers' Understanding and Teaching of Assembly Drawing
Singh-Pillay, Asheena; Sotsaka, Douglas Sibusiso
EURASIA Journal of Mathematics, Science & Technology Education, v13 n5 p1213-1228 May 2017
This study explored the relationship between teachers' content knowledge and their pedagogical skills, and reports on that relationship in the teaching of Assembly Drawing (AD) in a South African context. Given that Engineering Graphics Design (EGD) learners perform poorly in the AD section of the matriculation examination, we need to understand the extent to which this results from the quality of teaching. A case study approach was used to collect qualitative data from 25 purposively selected EGD teachers in the UThukela district of KwaZulu-Natal (KZN). Data was collected via an open-ended questionnaire, focus group interviews, lesson plans, observations, and post observation interviews. Our findings elucidate the relational interplay between teachers' understanding of AD and their teaching of AD. The majority of teachers failed to develop visual, spatial skills in learners. Our findings have implications for continuous teacher professional development.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; Secondary Education; High Schools; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A