n South African Journal of Higher Education - Exploring the conceptual relationship between teachers' procedural functional knowledge and pedagogical content knowledge




This article reports on a study that was designed to formally explore the relationship between procedural functional knowledge (PrFK) and pedagogical content knowledge (PCK) of business studies teachers in the use of information communications technology (ICT) infrastructure as pedagogical tools. The authors were specifically interested in the effective delivery of office data processing (ODP) teaching in the digital classroom environment at Further Education and Training (FET) colleges in Gauteng province, South Africa. The demand for a highly skilled workforce to use ICT for innovation, creativity, improved performance and societal transformation is enormous and has led to it becoming known as e-skills. Based on the extended models of Mishra and Koheler's (2007) PrFPACK, a 65-item questionnaire using a 5-point scale was developed and used in this study, along with interviews and classroom observation. The study population was made up of 36 male and 41 female ODP teachers from eight FET colleges. The findings revealed that PrFK has the highest direct impact on PCK. The findings also revealed that teacher experience is an important construct that moderates the dynamic relationship between e-skills, PrFK and PCK.


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