Continuing professional teacher development : a mathematics teacher's development of pedagogical content knowledge through content representative matrix

Abstract

Continuing professional teacher development is vital for novice teachers as it enhances their PCK. Since student teachers receive training limited to a certain phase, they must take it upon themselves to develop their PCK to accommodate their work environment and their learners. Hence, this study aimed to develop my PCK as an intermediate-phase mathematics teacher who received training for teaching the Senior and FET phases. The study was guided by the following research question: How does using the CoRe matrix develop a grade six mathematics teacher’s PCK? I identified the CoRe matrix as a tool that would help me to develop my PCK. By so doing, I could monitor my understanding of learners, curriculum, and instructional strategies suitable for grade six learners. An autoethnographic approach was employed, combining reflective journaling and classroom video recordings, grounded in Grossman’s framework of PCK. I documented my interactions with 40 grade six learners from Botlokwa Higher Primary School situated in the north of Limpopo under the Capricorn district. As a novice teacher, my conception of teaching purpose was based on the training I received. I viewed my learners as people with advanced cognitive skills because the senior phase and FET curriculum are more advanced. As I continued my interactions, I realised I needed to guide my intermediatephase learners through developing their cognitive skills rather than assuming they were already advanced. Through this study, my conception of teaching purpose shifted. Recognising this shift has led to the following key aspects that have emerged as imperative for my development: understanding my learners’ thinking abilities and gaining a deeper understanding of the intermediate curriculum, which has led me to employ relevant instructional strategies. Understanding my learners’ thinking has allowed me to come to a level of intermediate phase learners when I teach. I was able to devise strategies that accommodate grade six learners. Over and above that, I understood the concepts of the intermediate phase as the CoRe matrix questions guided me to read more on the curriculum development in the phase from one grade to another. Using the CoRe matrix was transformative, enabling me to anticipate learners’ misconceptions, adapt instruction to cognitive levels, and integrate prior and new knowledge effectively. The study highlights the value of structured reflective tools for continuous professional teacher development and offers insights for novice mathematics teachers navigating new phases.