The conceptualization of teacher professional knowledge for enabling digital pedagogical transformation of content using animations for the topic of electromagnetism

dc.contributor.authorVan der Merwe, Denise
dc.contributor.supervisorMavhunga, Elizabeth
dc.date.accessioned2025-06-03T09:38:52Z
dc.date.issued2024
dc.descriptionA research report submitted in fulfillment of the requirements for the Doctor of Philosophy, In the Faculty of Humanities, Wits School of Education, University of the Witwatersrand, Johannesburg, 2024
dc.description.abstractElectromagnetism as a topic in the Grade 11 Physical Sciences syllabus in South Africa appears to be a difficult topic to teach and understand. The abstract nature of the concepts and the two dimensional representations in textbooks have contributed to the difficulty in teaching the topic. The COVID-19 pandemic brought home the need to adapt teaching and learning at a faster rate than before, demanding that teaching and learning move onto online platforms at an exponential rate. Traditional theoretical constructs for teacher knowledge like TSPCK have been useful in traditional classrooms settings, however, are becoming insufficient to support the teacher effectively in digital classroom settings. Thus, this study explored the conceptualization and implementation of a refined conceptual framework that acknowledges the development of teacher digital competences and the cognitive load demand on learners who learn through multimedia. Firstly, a new construct was argued for which had its foundation in TSPCK but harnessed the technological knowledge required to digitally transform content and learning principles of multimedia learning. An iterative literature meta-synthesis enabled the amalgamation of three complementary frameworks to promote content transformation on a digital platform. Secondly, the new construct informed an intervention with practising Physical Sciences teachers with knowledge of using technology in the classroom. Results indicated that the participating teachers only possessed TSPCK, a requirement for the development of digital-TSPCK, before the intervention. The analysis of their animation planning, creation and reflections of the process indicated emerging levels of digital-TSPCK in each of the participating teachers. The nature of the component interactions of the amalgamated frameworks indicated that, not only did the components within each framework act together in the planning and creation of the animations, but III also there was visible interaction between the components of the different frameworks, which held potential for further investigation across other science topics. In conclusion, this new construct could empower teachers to become the creators of their own pedagogically reasoned online content in the form of animations. Furthermore, this study opens the floor for future studies in other science topics, and with pre-service teachers to enable them to enter the teaching profession armed with the knowledge to teach as content creators in the 4th Industrial revolution.
dc.description.submitterMM2025
dc.facultyFaculty of Humanities
dc.identifier0000-0003-1484-475X
dc.identifier.citationVan der Merwe, Denise . (2024). The conceptualization of teacher professional knowledge for enabling digital pedagogical transformation of content using animations for the topic of electromagnetism [PhD thesis, University of the Witwatersrand, Johannesburg]. WIReDSpace. https://hdl.handle.net/10539/45052
dc.identifier.urihttps://hdl.handle.net/10539/45052
dc.language.isoen
dc.publisherUniversity of the Witwatersrand, Johannesburg
dc.rights© 2024 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg.
dc.rights.holderUniversity of the Witwatersrand, Johannesburg
dc.schoolWits School of Education
dc.subjectUCTD
dc.subjectTopic Specific Pedagogical Content Knowledge
dc.subjectDigital-Topic Specific Pedagogical Content Knowledge
dc.subjectElectromagnetism
dc.subjectDigital science content
dc.subject.primarysdgSDG-4: Quality education
dc.titleThe conceptualization of teacher professional knowledge for enabling digital pedagogical transformation of content using animations for the topic of electromagnetism
dc.typeThesis

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