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Investigating the quality of TSPCK in enactment for fourth (4th) year pre-

service teachers (PSTs) using digital teaching videos in the topic of 

Chemical Equilibrium. 

 

A research project submitted to the Faculty of Humanities, University of the Witwatersrand 

in partial fulfilment of the requirement for the degree in Master of Education. 

By  

Siphelele Gcwensa  

Student no.:1384516 

Protocol number: 2021ECE110M 

Supervisors: Dr Stephen Malcolm and Prof Elizabeth Mavhunga 

Johannesburg, South Africa 

 July 2022 

 

 

 



   

 

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COPYRIGHT NOTICE 

 

  



   

 

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ABSTRACT 

The purpose of this study was mainly to examine the nature and quality of Topic Specific 

Pedagogical Content Knowledge (TSPCK), how it behaves or changes when it is observed 

from self-recorded teaching videos specifically on the topic of Chemical Equilibrium. This 

study was performed on a group of preservice teachers (PSTs) at Wits school of Education. 

The collected data involved lesson plans, reflections, and self-recorded teaching videos. This 

data was subjected to extensive in-depth qualitative analysis, where TSPCK episodes were 

identified. The Cohens Kappa coefficient was calculated for the validity of the identified 

TSPCK episodes. This study found that the nature of TSPCK in teacher lesson plans for self-

recorded video lessons appears to remain constraint and limited in visibility. This is because 

teacher tasks seem to offer very few, specifically only single, opportunities for portraying the 

teachers’ TSPCK even when the planning is for digital recording. Furthermore, it was found 

that the quality of planned TSPCK (plTSPCK) reflected in the planning of teacher self-video 

recorded lessons appears to directly influence the quality of enacted TSPCK (eTSPCK) 

manifesting in the enactment teaching of the planning. Furthermore, higher quality plTSPCK 

seem to facilitate the visible manifestation of the complex structural change in the 

interactions of the knowledge components of TSPCK. Implications of this study are that there 

is a need for reconsideration of new theoretical framework within a digital space which were 

discussed in this study. 

Key words: Preservice teachers (PSTs), TSPCK, eTSPCK, plTSPCK, TSPCK episodes 

Chemical Equilibrium, self-recorded teaching videos 

 

 

 

 



   

 

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DECLARATION 

I Siphelele Gcwensa (1384516) declare that this research study is my own work. It has not 

been submitted before for any other degree or examination in any other university. All the 

work taken directly from other works has been cited accordingly and the full list of references 

has been provided. I fully understand that the University of the Witwatersrand will take 

disciplinary action against me if evidence suggests that this is not my own unaided work or 

that I failed to acknowledge the sources of the ideas or words in my writing. 

 

University of the Witwatersrand, July 2022 

Protocol number: 2021ECE110M 

 

 

 

 

 

 

 

 



   

 

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The journey of research is painfully beautiful, but fulfilling, I thank the Lord almighty for the 

experience and the privilege. 

 

To: Mr and Mrs Gcwensa. 

Thank you for your support. Your son is doing well. 

 

 

 

 

 

 

 

 

 

 



   

 

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ACKNOWLEDGEMENTS 

I would like to begin by expressing my thanks and the honour of working under the supervision 

of Professor Elizabeth Mavhunga, from whom I have learned a great deal through her 

professional direction and assistance with this study. I would not have been able to perform 

this work without her substantial commitment to its accomplishment. I would also like to 

express my appreciation to Dr. Stephen Malcolm, who served as my primary supervisor and 

guided me throughout this study. I remain humble and appreciative of the assistance I received 

from the TSPCK team, particularly Denise van der Merwe, Dr. Olutosin Akinyemi, Mpumelelo 

Zondi, and Sinegugu Khulu, I thank you all. I would also want to thank Angeline Duma for her 

persistent support throughout this study's journey. A special thank you to friends and family 

who contributed significantly to this research. 

This study would not have been possible without the financial support of the National Research 

Foundation (NRF). In addition, this research would not have been possible without the 

participation of pre-service teachers from the Wits school of education, who willingly 

participated in this study. 

 

 

 

 

 

 

 

 

 



   

 

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ABBREVIATIONS AND ACRONYMS 

 

CM  Consensus Model  

cPCK Collective Pedagogical Content knowledge 

CS Curricular saliency 

CTS Conceptual Teaching Strategies  

d-TSPCK Digital Topic Specific Pedagogical Content knowledge 

ePCK Enacted Pedagogical Content knowledge 

eTSPCK Enacted Topic Specific Pedagogical Content knowledge 

LP  Learner Prior Knowledge  

PCK Pedagogical Content knowledge 

plTSPCK Planned Topic Specific Pedagogical Content knowledge 

pPCK Personal Pedagogical Content knowledge 

PSTs Preservice teachers 

RCM  Refined Consensus Model 

RP  Representations 

TSPCK  Topic Specific Pedagogical Content knowledge  

WD What is difficult to teach 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



   

 

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Table of Contents 

 

ABSTRACT ........................................................................................................................ iii 

DECLARATION ................................................................................................................. iv 

ACKNOWLEDGEMENTS ............................................................................................... vi 

ABBREVIATIONS AND ACRONYMS .......................................................................... vii 

LIST OF FIGURES ............................................................................................................ xi 

LIST OF TABLES ........................................................................................................... xiii 

CHAPTER 1: INTRODUCTION OF THE STUDY ........................................................ 1 

1.1 Introduction: Understanding PCK history, developments, and teaching videos ............. 1 

1.2 The background of the study ............................................................................................ 2 

1.3 Rationale of the study ...................................................................................................... 3 

1.3.1 Why videos? ........................................................................................................ 3 

1.3.1. Why the topic of Chemical Equilibrium? ........................................................ 4 

1.4 Problem statement ............................................................................................................ 5 

1.5 Aims and Objectives ........................................................................................................ 5 

1.6 Research main question ................................................................................................... 6 

1.6.1 Research sub-questions........................................................................................... 6 

1.7 The significance of the study ........................................................................................... 6 

1.8 Potential new knowledge from this study ........................................................................ 7 

1.9 Outline of chapters ........................................................................................................... 7 

CHAPTER 2: LITERATURE REVIEW........................................................................... 8 

2 Recent Literature Review ................................................................................................... 8 

2.1 A move from PCK to TSPCK .......................................................................................... 8 

2.2 How is TSPCK distinguished from PCK? ....................................................................... 8 

2.3 TSPCK practical implications .......................................................................................... 9 

2.4 Capturing and measuring the quality of TSPCK ............................................................. 9 

2.5 The measuring of TSPCK .............................................................................................. 10 

2.6 Significance of equipping pre-service teachers with PCK/TSPCK ............................... 11 

2.7 Significance of equipping pre-service teachers with PCK/TSPCK. .............................. 12 

2.8 Moving TSPCK into a digital realm .............................................................................. 13 

2.9 The use of teaching videos as a digital platform to create TSPCK guided digital lessons

 14 

2.10 Content knowledge taught through digital videos vs. in physical classroom .............. 15 

2.11 Limitations of digital teaching videos .......................................................................... 16 

2.12 Exploring Chemical Equilibrium topic ........................................................................ 17 

2.13 Theoretical framework ................................................................................................. 18 



   

 

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2.13.1 The first PCK consensus model ......................................................................... 18 

2.13.2 The Refined Consensus PCK Model (RCM) .................................................... 19 

2.13.3 Topic Specific Pedagogical Knowledge (TSPCK) ............................................ 21 

CHAPTER 3: RESEARCH METHODOLOGY ............................................................ 24 

3.1 Restating the main aim of the study ............................................................................... 24 

3.2 Research paradigm ......................................................................................................... 24 

3.3 Research design ............................................................................................................. 25 

3.4 Research approach ......................................................................................................... 26 

3.5 Research sampling ......................................................................................................... 26 

3.6 TSPCK intervention program ........................................................................................ 28 

3.6.1 Intervention Program Process ............................................................................. 28 

3.6.2 TSPCK Post-intervention ..................................................................................... 30 

3.7 Collection of data ........................................................................................................... 30 

3.8 Research instrument ....................................................................................................... 32 

3.8.1 TSPCK in planning instrument ...................................................................... 32 

3.8.2 TSPCK in enactment instrument ................................................................... 34 

3.9 Pre-recorded video observation ..................................................................................... 34 

3.10 Data analysis ................................................................................................................ 35 

3.10.1 TSPCK in planning analysis ........................................................................... 35 

3.10.2 Enacted TSPCK analysis ................................................................................. 36 

3.11. Validity and Reliability ............................................................................................... 37 

3.12 Ethical consideration .................................................................................................... 38 

CHAPTER 4: DATA PRESENTATION AND ANALYSIS .......................................... 39 

4.1 Background Summary ................................................................................................... 39 

4.2. Preparation of the data for analysis. .............................................................................. 40 

4.3. The rubrics used for analysis of TSPCK episodes ........................................................ 44 

4.3.1 Rubric for the quality of TSPCK in planning ............................................................. 44 

4.3.2 Rubric for the quality of TSPCK in enactment ........................................................... 45 

4.4. Description of data analysis sequence........................................................................... 47 

4.4.1 Analysis of Leon’s Pre-intervention ........................................................................... 47 

i) Lesson plan .................................................................................................................. 47 

ii) Identified episode of TSPCK in planning ............................................................... 49 

iii) Pre-intervention TSPCK in enactment Leon’s video lesson. ............................... 51 

4.4.2 Leon’s post-intervention data analysis ........................................................................ 55 

(i) Lesson plan analysis. ................................................................................................. 55 

ii) Identified episode of TSPCK in planning ............................................................... 56 

iii) Leon’s post intervention eTSPCK .......................................................................... 58 



   

 

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4.5 TABLE SUMMARY OF FINDINGS (LEON) ............................................................. 64 

4.6 Lebo’s TSPCK (pre-intervention) .................................................................................. 65 

4.7 Mandy’s TSPCK (pre-intervention) .............................................................................. 66 

4.6.1 Lebo’s TSPCK (post-intervention) ............................................................................. 66 

4.7.1 Mandy’s TSPCK (post-intervention) .......................................................................... 67 

4.8 TABLE SUMMARY OF FINDINGS (LEBO) ............................................................. 68 

4.9 TABLE SUMMARY OF FINDINGS (MANDY) ........................................................ 69 

4.10 Reflections of teaching in a pre-recorded video .......................................................... 70 

CHAPTER 5: DISCUSSIONS OF THE FINDINGS ..................................................... 72 

5.1 Background Summary ................................................................................................... 72 

5.2 The responses to research questions .............................................................................. 73 

5.2.1 The response to sub-research question 1 ............................................................ 73 

5.2.2 The response to sub-research question 2 ............................................................ 75 

5.2.3 The response to sub-research question 3 ............................................................ 78 

5.3 Features of importance extracted from the PSTs’ reflections ............................. 79 

5.4 The summative discussion ............................................................................................. 79 

5.5 The Reflections on the theoretical framework used in this study .................................. 81 

5.6 The Reflections on the limitations of the study ............................................................. 81 

5.7 Recommendations and conclusions of the study ........................................................... 82 

References ........................................................................................................................... 83 

 

 

 

 
  

 

 

 

 

 

 

 

 

 

 

 

 

 

  



   

 

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LIST OF FIGURES 

 

Figure 1: South African annual diagnostic report in Chemistry topic…………………….. 17 

Figure 2: The Refined Consensus Model (RCM) of PCK ………………………………….19 

Figure 2.1: Simplified positioning of TSPCK in the new Refined Consensus Model of PCK 

………………………………………………………………………………………………..21 

Figure 2.2: TSPCK model by Mavhunga and Rollnick (2013) …………………………….22 

Figure 3: Example of plTSPCK episode ……………………………………………………35 

Figure 3.1: Example of eTSPCK … ………………………………………………………..40 

Figure 4: Leon’s lesson plan extract (Pre-intervention) ………………………………….....48 

Figure 4.1: Leon’s CS and RP components (plTSPCK pre-intervention)…………………..49 

Figure 4.2: Leon’s lesson plan extract (plTSPCK pre-intervention)………………………..49 

Figure 4.2.1: Leon’s plTSPCK episode (Pre-intervention)………………………………….50 

Figure 4.2.2: Leon’s eTSPCK episode (pre-intervention) ……………………………….....52 

Figure 4.3: Leon's visible video slide………………………………………………….…….53 

Figure 4.3.1 Leon’s eTSPCK episode (pre-intervention)………………………….…….......53 

Figure 4.4: Summary of Leon's eTSPCK episode (Pre-intervention) …………………........54 

Figure 4.5: Leon's plTSPCK episode (post-intervention)……………………………….…...56 

Figure 4.5.1: Leon's plTSPCK episode (post-intervention) …………………………….…...57 

Figure 4.6: Leon’s slide on the video lesson (post-intervention)……………………….........58 

Figure 4.6.1: Leon's eTSPCK episode (post-intervention)……………………………….….58 

Figure 4.7: Leon’s slide on the video lesson (post-intervention) ……………………….........59 

Figure 4.7.1:  Leon’s eTSPCK episode (post-intervention) …………………………….…...60 

Figure 4.8: Leon’s slide on the video lesson (post-intervention) ………………………….....60 

Figure 4.8.1: Leon’s eTSPCK episode post-intervention …………………………………....61 

Figure 4.9: Leon’s slide in the lesson video …………………………………………….........61 



   

 

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Figure 4.9.1: Leon's eTSPCK episode (post-intervention)………………………………....62 

Figure 5: Summary Leon’s eTSPCK episode (post-intervention) …………………………62 

Figure 6: Lebo’s plTSPCK episode (pre-intervention) …………………………………….65 

Figure 6.1: Lebo's eTSPCK (pre-intervention) …………………………………………….65 

Figure 7: Mandy's plTSPCK episode (pre-intervention)……………………………………66 

Figure 7.1: Mandy's eTSPCK episode (pre-intervention) ………………………………….66 

Figure 8: Lebo's plTSPCK episode (post-intervention) …………………………………....66 

Figure 8.1: Lebo's eTSPCK episode (post-intervention ……………………………………67 

Figure 9: Mandy's plTSPCK episode (post-intervention) ………………………………….67 

Figure 9.1: Mandy's eTSPCK episode (post-intervention) …………………………….......67 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



   

 

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LIST OF TABLES  

 

Table 1: Summary of the TSPCK intervention program………………………………….. 29 

Table 2: Interpretation of the Kappa statistics ……………………………………………...31 

Table 3: Rubric for TSPCK in planning (Mavhunga & Rollnick, 2013) …………………..33 

Table 3.1: TSPCK in enactment (Mavhunga & Miheso, 2021)…………………………….34 

Table 4: Inter-rater calculations for Leon’s TSPCK pre-intervention lesson…………….....41 

Table 4.1: inter-rater calculations for Leon’s TSPCK post-intervention lesson …………...43 

Table 4.2: TSPCK components key indicators ……………………………………………..46 

Table 4.4: Leon’s lesson analysis overview………………………………………………...64 

Table 4.5: Lebo’s lesson analysis overview …………………………………………….….68 

Table 4.6: Mandy’s lesson analysis overview……………………………………………....69 

Table 5: Summary of all plTSPCK episodes as identified in Tables 4.4 – 4.6………….......73 

Table 5.1: Summary of all eTSPCK episodes as identified in Chapter 4…………………...76 

 

 

 

 

 

 

 

 

 

 

 



   

 

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CHAPTER 1: INTRODUCTION OF THE STUDY 

Abstract 

This chapter seeks to outline a brief overview, the background of this study, the rationale, 

problem statement and purpose of the study. In doing so, this chapter seeks to set the context 

of this study within the theoretical framework of Pedagogical Content Knowledge (PCK) 

Framework visualized in a digital realm. 

1.1 Introduction: Understanding PCK history, developments, and teaching videos 

Teaching is more than the process of disseminating knowledge, competence, and experience 

to learners beyond their prior knowledge and general conceptions of the world. Instead teaching 

provides learners with the cognitive and social skills required to succeed, survive, and 

contribute to society at large (Powell & Kalina, 2009). However, to equip learners with further 

knowledge, skills, and experience, teaching has to be facilitated in effective specialized 

methods and strategies that allow for the transformation of content knowledge. It is for this 

reason that Shulman (1987) argued that, in order to effectively teach, teachers require more 

than merely knowing and comprehending content knowledge for themselves. They need to 

teach content knowledge in meaningful ways that will enhance learner understanding. To 

achieve this, teachers must go beyond knowing content knowledge for themselves and enter 

the realm of how to transform knowledge for the benefit of their learners.  

As a result, Shulman (1986) introduced an effective teaching construct describing tacit teacher 

professional knowledge for teaching and learning, which he called Pedagogical Content 

Knowledge (PCK). According to de Sá Ibraim and Justi (2021), PCK describes a teacher’s 

specific knowledge that guides the teaching and learning profession in terms of how to 

transform content knowledge in ways that will make it easily accessible to the learners. 

Building from the existing PCK constructs, Mavhunga and Rollnick (2013) introduced the 

concept of Topic Specific Pedagogical Content Knowledge (TSPCK), which looks at the 

transformation of content knowledge at a topic specific level. According to de Sá Ibraim and 

Justi (2021), the TSPCK concept introduced the practicality of PCK within a classroom setting 

because the emphasis is on transforming specific topics, as a teacher does in a classroom per 

lesson. As a result, this study focuses on exploring TSPCK on the topic of Chemical 



   

 

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Equilibrium within the realm of enactment but in the form of a recorded teaching video that 

could be digitally accessed by learners as a lesson. 

1.2 The background of the study 

This study takes its prominence from years of successful research in TSPCK construct and the 

new need to move from traditional teaching settings into digital teaching settings as demanded 

by changing global trends, e.g., COVID -19 (Mavhunga et al., 2022). de Sá Ibraim and Justi 

(2021) described TSPCK as an effective and successful construct for both pre-service and 

experienced teachers in different countries. Nonetheless, it is important to note that throughout 

these studies, TSPCK is observed from planning and enacted perspectives in a traditional 

classroom environment. This means the notion of enacting planned TSPCK (plTSPCK) in a 

digital teaching dimension is yet to be explored. Hence, little is known about the enactment of 

TSPCK in the digital realm. As a result, this study begins the exploration of PCK in a transition 

mode from a traditional classroom into a digital classroom realm.   

At this beginning stage, this specific study simply explores the changes, if any, of TSPCK when 

a self-video recorded lesson is designed and recorded digitally. It is important to note that this 

study continues to employ the TSPCK construct as it is traditionally defined in previous studies 

(Malcolm & Ndlovu, 2022; Mavhunga & Rollnick, 2013). It is believed that the findings from 

this study, will inform the next set of research studies exploring TSPCK in a digital realm in 

order to develop a full picture as it has been done with the traditional TSPCK construct. 

Furthermore, this study will contribute towards closing the paucity of studies exploring TSPCK 

in a digital realm given that the digital realm has not been defined even in the current PCK new 

Refined Consensus Model (RCM) (Carlson & Daehler, 2019).  

Harrison (2020) articulated that educational videos created by teachers to meet learners’ 

learning specific needs are an emerging revolution that is slowly being introduced to the 

education field. Henceforth, Bozkurt and Sharma (2020) state that when COVID-19 began in 

2019, it resulted in several countries across the globe applying national shutdowns such as 

lockdowns of basic and higher institutions of learning. According to numerous studies, the 

global pandemic posed a challenge to the global education system, forcing the development of 

innovative ways to conduct learning in an online digital learning environment(Al Lily et al., 

2020; Bozkurt & Sharma, 2020).  



   

 

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Consequently, digital videos were one of the digital medium that were employed widely as a 

solution for online, remote learning as necessitated by the COVID-19 pandemic (Peimani & 

Kamalipour, 2021). This is due to the fact that videos offer a more affordable technology as 

compared to other advanced technologies such as live online classes (Onyema et al., 2020). In 

the quest for accessible and affordable methods to digitalisation of TSPCK, this study explores 

the visible TSPCK in self-recorded teaching videos on Chemical Equilibrium in the context of 

initial teacher development in South Africa.  

 1.3 Rationale of the study  

Science, Technology, Engineering and Mathematics (STEM) subjects are significant subjects 

in developing countries like South Africa as they help to equip the country with necessary skills 

of advancing its developments (Onyema et al., 2020; Young & Muller, 2013). As a result, 

maintaining effective teaching and learning that promotes access to content understanding of 

these disciplines is critical for the country’s’ youth to pursue STEM career fields and contribute 

to the country’s successful globalization. Hence, this study looked at ways for developing 

science learning in a digital realm for the promise it offers for portability and multiple 

accessibility. In doing so this study looked at how TSPCK can be visualised on preservice 

teachers (PSTs) self-recorded teaching videos in the topic of Chemical Equilibrium.   

1.3.1 Why videos?  

South Africa is one of the developing countries that have been left behind in the digital 

transition state in line with global changes. There are significant differences between rural and 

urban areas in terms of technological development (Olaniran & Maphalala, 2020). This 

signifies a need to implement affordable and user-friendly technologies like videos to be taken 

advantage of in preparing South African teachers to be able to teach within digital spaces. 

Onyema et al. (2020) noted teachers’ incompetence in engaging with technologically platforms 

during online learning conscripted by COVID-19 indicating a need for teacher professional 

development in this field.  

This requires teacher technological pedagogical transformation to export what they know from 

a traditional space into a digital space. However, as much as technological skills are a 

challenge, there is also a lack of theoretical frameworks to transform content knowledge within 

a digital realm. Likewise, TSPCK/PCK frameworks have been serving teacher science 



   

 

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education in traditional classroom space (de Sá Ibraim & Justi, 2021). However, they are 

beginning to show visible weaknesses in manifesting in the digital realm, necessitating the 

understanding of how TSPCK can be visualized within the digital realm, which this study 

aimed to achieve. Thus, this study in addition to informing the next generation of research 

studies, it aims at contributing towards the potential development of new conceptual 

frameworks for TSPCK in the digital realm.   

While teaching videos offer accessible and cost effective technology, researchers warn about 

their proliferation and simple copy and paste use (Bozkurt & Sharma, 2020; Onyema et al., 

2020).  The authors state that the advancement of technology has caused educational videos to 

be readily available on the internet. This raises concern about the accuracy of content 

knowledge found in random educational teaching videos on the internet since the content and 

analogies or simulations used can be misleading (Rajadell & Garriga-Garzón, 2017). In view 

of this observation, Harrison (2020) states that there is a need for research in the pedagogy of 

educational videos focusing both on the perception of students who watch them as well as the 

teachers who create the videos. Bozkurt and Sharma (2020) add that teaching, even in a digital 

format, is a complex process that has to be carefully planned, designed, and have clear aims to 

be achieved for effective learning. Hence, it important that science educators begin to 

understand how the TSPCK construct manifest in teaching videos. 

1.3.1. Why the topic of Chemical Equilibrium? 

The topic of Chemical Equilibrium has been studied using TSPCK construct in several studies 

in a traditional classroom setting and they have had success in developing TSPCK of PSTs in 

this topic (Makhechane & Mavhunga, 2021; Rollnick & Mavhunga, 2014). Furthermore, 

Mavhunga and Rollnick (2011) established a validated tool for measuring TSPCK in the topic 

of Chemical Equilibrium. On another perspective, Mensah and Morabe (2018) articulated that 

previous studies have shown that students find the learning of the topic of Chemical 

Equilibrium to be one of the challenging topics. Hence, South African learners develop 

numerous misconceptions and struggle to conceptually reason in this topic especially learners 

from lower performing schools (Mensah & Morabe, 2018). Thus, Chemical Equilibrium is one 

of the difficult and abstract topics that learners find challenging to understand (Jusniar et al., 

2020). Therefore, a need emerges to develop PSTs’ TSPCK in the topic of Chemical 

Equilibrium in order to teach it in a digital realm. 



   

 

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1.4 Problem statement 

There is a shift caused by current demands to have alternative ways of how effective teaching 

can be conducted within a digital space, resulting from the COVID-19 push and the 

globalization of the world associated with technological advancement and adaptability in 

educational spaces (Bozkurt & Sharma, 2020; Chen et al., 2022). In line with global changes 

like the pandemic, there is also a need for educators to improve digital skills and for learners 

to be adaptive to technological advancement (Onyema et al., 2020). As part of the Fourth 

Industrial Revolution (4th IR), which is a convergence of technologies that blurs the physical, 

digital, and biological realms in teaching and learning approaches, technological skills are of 

paramount importance (Ocholla & Ocholla, 2020). This calls for teachers to adapt to 

educational changes as there is a need for teachers to be able to teach at a distance and be 

competent in the 4th IR, especially the PSTs. This is because we need to ensure that they are 

fully equipped to deal with technology before they begin teaching. 

Rajadell and Garriga-Garzón (2017) indicated concern about educational videos being readily 

available online and the ability for them to be created by anyone, even people who are not 

educators or educational practitioners. This results in possible misinformation and inaccurate 

knowledge representation that can lead to students’ misconceptions. Thus, this study focused 

on TSPCK as one of the matured research theoretical frameworks to improve how educational 

videos can be constructed in ways that speak to accurate teaching practices. 

 1.5 Aims and Objectives 

Teaching in educational videos involves two main aspects, the teacher and the learner aspect 

(Harrison, 2020). The teacher aspect focuses on how the teacher plans and designs a lesson 

suitable for the diversity and context of the targeted learners. The learner aspect is on the 

receiving end, in terms of how the learner receives and interacts with the given digital lesson 

(Harrison, 2020). In this study, the focus was on the teacher aspect, particularly teacher 

education within the School of Education at the University of the Witwatersrand. The main 

purpose and aim of the study were therefore to examine the nature and quality of TSPCK, how 

it behaves or changes when it is observed from self-recorded teaching videos specifically on 

the topic of Chemical Equilibrium. Following below are the research main and sub-questions 

emerging from the purpose of this study. 



   

 

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1.6 Research main question 

 

What is the nature and quality of PSTs’ TSPCK displayed in teacher, self-recorded teaching 

videos on the topic of Chemical Equilibrium? 

1.6.1 Research sub-questions 

1. What is the nature and quality of PSTs’ TSPCK in the planning for teaching Chemical 

Equilibrium through a teacher self-recorded teaching video? 

2. What is the nature and quality of PSTs’ enacted TSPCK (eTSPCK) in self-recorded 

teaching videos on Chemical Equilibrium? 

3. What is the relationship between the nature and quality of planned TSPCK (plTSPCK) 

and enacted TSPCK (eTSPCK) in teacher self-recorded teaching videos on Chemical 

Equilibrium? 

1.7 The significance of the study 

The potential impact of this research study is for science teachers to embrace the introduction 

of technological advancements such as the 4th IR. Furthermore, this study employs enactment 

of traditional TSPCK in a video format as a way of improving the quality of presented 

knowledge in teaching videos. This study potentially prepares PSTs for future uncertainties 

and equips them with necessary pedagogical and digital skills that will not only be required 

during times of pandemics like COVID-19, but that will also be effective even in the post 

COVID-19 era.  

The significance of this study in the field of science education lies in expectations that its 

findings would inform teacher education programs aimed at fostering the development of PSTs' 

TSPCK in the digital realm. In addition, this study envisage contribution to PCK literature 

regarding the nature and manifestations of eTSPCK in the digital realm, as it demonstrates 

awareness of how teacher digital competence facilitates or impedes the realisation of eTSPCK 

within digital space. This could potentially prepare PSTs training programs to welcome 

technological advancements by providing accurate lessons within a video digital platform 

guided by TSPCK construct. 



   

 

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1.8 Potential new knowledge from this study  

The first piece of potential new knowledge that can emerge from this study is the digital version 

of eTSPCK. This covers potential constraints and barriers to the implementation of TSPCK in 

the digital realm that should be considered when creating teaching videos. This study may pave 

the way for new prospective frameworks regarding TSPCK in the digital realm which can guide 

effective manifestation of TSPCK in a digital space. Furthermore, this study provides a 

prospective overview of PSTs' ability to create self-recorded digital videos in a South African 

setting, in response to global change demands. 

 1.9 Outline of chapters  

This research study is divided into five chapters: Chapter 1 introduces the study and outlines 

its purpose, Chapter 2 contains the literature review and theoretical framework of the study, 

Chapter 3 describes the methodology, Chapter 4 provides the data, subsequent analyses, and 

findings.  The last Chapter 5 concludes with the findings of the study. 

 



   

 

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CHAPTER 2: LITERATURE REVIEW 

Abstract  

This chapter briefly unpacked the gains in the success of traditional PCK by firstly highlighting 

the move of PCK to TSPCK. This chapter further described current developments in the 

community of TSPCK/PCK and explored the movement to digital education with the use of 

teaching videos. In addition, this chapter justified why this study believes that videos can be an 

advantageous mode of teaching during and post COVID-19 era. Hence, the need of research 

in digital pedagogies for creation of videos conducive for teaching and learning.  

2 Recent Literature Review 

 

2.1 A move from PCK to TSPCK 

The PCK construct was first introduced by Shulman (1986) which he defined as, “the most 

powerful analogies, illustrations, examples, explanations, and demonstrations-in a word, the 

ways of representing and formulating the subject that makes it comprehensible for others” 

(Shulman, 1986, p. 9). Hence, PCK is commonly viewed as specialized knowledge that a 

teacher develops with time and through experience, which allows the teacher to transform a 

particular content knowledge and make it easily accessible to others (de Sá Ibraim & Justi, 

2021). Furthermore, PCK is broad and normally positioned at discipline level, and consists of 

multiple taxonomies that will later be discussed in this chapter when unpacking the new 

Refined Consensus Model (RCM) of PCK (Carlson & Daehler, 2019). 

2.2 How is TSPCK distinguished from PCK? 

 

TSPCK is different from PCK in a sense that it focuses on strategies to transform a specific 

topic within science curriculum (de Sá Ibraim & Justi, 2021). In contrast, PCK is similar to 

TSPCK in a manner that these two teaching constructs are both tacit teacher’s professional 

knowledge for transforming subject matter knowledge (de Sá Ibraim & Justi, 2021). Hence, 

PCK as a construct is an umbrella of different realms or taxonomies that work together towards 

the achievement of successful learning and teaching of a certain subject matter as defined in 

the new RCM of PCK (Carlson & Daehler, 2019).  

The construct of TSPCK by Mavhunga and Rollnick (2013) is described as one of grain size 

PCK in the new RCM as it is acknowledged and valued in the PCK community (Carlson & 



   

 

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Daehler, 2019). The contribution of TSPCK has been acknowledged and recognized by the 

PCK community as one of effective models for transforming content knowledge in a specific 

topic to make it easily accessible for the learners (de Sá Ibraim & Justi, 2021). 

2.3 TSPCK practical implications 

 

Furthermore, Mavhunga and Rollnick (2013) proposed practical ways in which TSPCK can be 

taught to PSTs and in-service teachers using intervention programs. Hence, there have been 

several intervention studies of pre-service and in-service teachers that have been conducted in 

different countries to improve or develop TSPCK of both pre-service and in-service teachers 

(Makhechane & Mavhunga; Shinana et al., 2021; Vollebregt, 2020). Moreover, TSPCK has 

been studied in terms of its nature, ranging from the nature of plTSPCK to the nature of 

eTSPCK in physical contact classrooms (Carlson & Daehler, 2019). In understanding the 

nature of TSPCK recent studies such Mavhunga and van der Merwe (2020) discovered that 

TSPCK undergo structural change from plTSPCK to eTSPCK while the intentions of the 

lessons remain unchanged. Such findings were explored in this study whether they are 

exclusive to TSPCK enactment in a traditional classroom or whether they could be observed 

similarly in a digital realm.  

On another hand, there have been scholars studying methods or strategies of measuring the 

construct of TSPCK, which also developed tools for measuring TSPCK in different topics 

(Malcolm et al., 2019). The construct has also been investigated or studied in terms of TSPCK 

and learner achievement, which discovered that learners improved their performance when the 

teachers were engaged with TSPCK intervention programs (Akinyemi & Mavhunga, 2021). 

The success of these studies indicates a need to move into researching these working 

pedagogies within a digital realm. Hence, this study focused on examining the nature and 

quality of TSPCK, how it behaves or changes when it is observed from self-recorded teaching 

videos specifically on the topic of Chemical Equilibrium. 

2.4 Capturing and measuring the quality of TSPCK  

 

For one to be in possession of excellent or quality TSPCK it is significant to comprehend all 

five (5) TSPCK components namely, Learner Prior knowledge (LP), Curricular saliency (CS), 

Representations (RP), what’s difficult to teach (WD), and Conceptual Teaching Strategies 

(CTS). Furthermore, not only understand the TSPCK components, but also be able to 

demonstrate the understanding of the components in practice. Henceforth, TSPCK quality is 



   

 

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measured based on how teacher's show understanding of TSPCK components in practice 

through continuous use of the components in a complementary interactive manner throughout 

the lesson (Mavhunga, 2016). As a result, TSPCK is best visible in episodes which are 

segments or moments in the lesson when there is two or more TSPCK components interacting 

together in a complimentary manner.  

These episodes in which the teacher uses the most of TSPCK components in a complementary 

manner to transform complex scientific knowledge result in that scientific knowledge being 

easily understandable to the targeted learners (Akinyemi & Mavhunga, 2021). This is so 

because, Akinyemi and Mavhunga (2021) linked the quality of eTSPCK in terms of 

components interaction with the learner outcome. Their findings proved that transforming a 

specific topic using high quality TSPCK evidenced through TSPCK components interaction, 

allows learners’ to significantly gain epistemological access in that specific topic (Akinyemi 

& Mavhunga, 2021). The evidence of this was through improved learner topic outcome or 

performance post the intervention program that improved the quality of PSTs quality of 

eTSPCK (Akinyemi & Mavhunga, 2021). Likewise, complimentary TSPCK component 

interaction is the major unit of analysis in the measure of the quality of plTSPCK and eTSPCK. 

2.5 The measuring of TSPCK 

 

The complimentary interaction of TSPCK components is one of the validated methods to 

measure TSPCK quality. Park and Chen (2012) were the first to introduce the method of PCK 

component interactions called PCK maps. According to Park and Chen (2012), PCK maps 

represents integrated TSPCK/PCK components interactions using circles representing the 

components. The linear kinds of TSPCK components interaction are represented with circles 

set in a linear series with an arrow in between pointing to the following component, while other 

forms of interaction are shown with the circles with PCK/TSPCK components interacting 

together in a clustering manner (Mavhunga & van der Merwe, 2020). Different studies have 

adopted this TSPCK/PCK maps method in analysing the quality of plTSPCK and eTSPCK in 

different episodes (Akinyemi & Mavhunga, 2021; Mavhunga & van der Merwe, 2020). 

The TSPCK maps have been used simultaneously with TSPCK rubrics. For example, 

Mavhunga and Rollnick (2013) developed a rubric used to measure the quality of plTSPCK. 

The developed rubric has five TSPCK components, each TSPCK component has a four-point 

scale rating from (1) one as limited up to four (4) as exemplary. The major significance in the 



   

 

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rubric is the interaction of TSPCK components in a complimentary manner. Thus, this study 

used TSPCK maps and rubrics to measure the quality of plTSPCK and eTSPCK of PSTs in 

lesson plans and self-recorded teaching videos. A detailed description of TSPCK maps and the 

rubrics will be discussed in greater details on the methodology chapter of this study.  

2.6 Significance of equipping pre-service teachers with PCK/TSPCK 

 

The importance of equipping PSTs with TSPCK/PCK rests in the fact that when most PSTs 

begin their education courses, they are unaware of teacher cognitive demands that affect the 

teaching profession (Nilsson & Loughran, 2012). PSTs enrol in education undergraduate 

degrees without deep conceptual reasoning and expert knowledge required to teach different 

topics. Due to insufficient teaching expertise and topic exposure, enrolled PSTs lack conceptual 

reasoning and knowledge in various topics (Coetzee, 2018). Hence, PSTs have knowledge 

gaps, scientific inconsistencies, and a lack of logical coherence, resulting in educator errors in 

their teacher instructional practices. 

PSTs' knowledge gaps and misconceptions hinder their ability to construct complex, 

challenging, and demanding learning environments for PCK development. Tondeur et al. 

(2020) articulated that to be effective in establishing classrooms where subject matter and 

pedagogy are mixed to enhance learning, PSTs must first be exposed to such environments 

(Loughran, 2012). As global trends demand technology fluency, PSTs must be exposed to 

learning environments that integrate subject matter and pedagogy in a digital realm to prepare 

them for future occupations and global shifts of technological advancement. 

TSPCK/PCK is a useful construct for understanding educators' knowledge, making it useful in 

teacher education programs (de Sá Ibraim & Justi, 2021). According to Mavhunga and Rollnick 

(2013) the implications for teacher preparation programs include PSTs learning not only how 

to teach but also how to teach specific topics. Albareda-Tiana et al. (2018) articulated that 

teacher education programs could be considered as a primary target for educational 

improvement within a country as they are the producers of future teachers. Consequently, it is 

crucial for these institutions to be competent in developing teacher knowledge that will produce 

effective teachers capable of adequately transmitting content knowledge to their students, 

regardless of the medium used to mediate content knowledge. 

Novice teachers have a limited understanding of the subject they teach. Consequently, their 

teaching is generally focused on the teacher imparting information or knowledge to learners, 



   

 

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which is ineffective in helping the learners to better understand content knowledge. Thus, PSTs 

struggle to help learners understand science in a classroom context (Coetzee, 2018). This PST 

challenge mainly emerge from the result of the divide between theory and practices gap. This 

stems from understanding teaching theories like PCK taught in teacher preparation programs 

in relation to practicing them in an actual teaching classroom which requires further practice 

and experience. However, digital videos provide a potential way to further bridge this theory-

practice gap, which will be unpacked in the following topic in this chapter. 

2.7 Significance of equipping pre-service teachers with PCK/TSPCK. 

 
In further elaboration, Hume and Berry (2011) articulated that when PSTs enrol for teaching 

programs they are equipped with different theories, principles and values that guide the 

practices of their teaching. However, the practical applications of how learnt knowledge links 

with actual classroom context is left for PSTs to figure out how to apply it, when they complete 

their studies. Hence, Mavhunga and van der Merwe (2020) indicated that the enduring 

disconnection gap between theory and practice is because of teachers’ knowledge in knowing 

what to do from the planning stage and enacting what you know in the classroom. Hence, PSTs 

are left to try to implement the theory in practice, which results in gaps in terms of effectiveness 

of applying theory into practice, due to factors such as lack of classroom practice experience.  

However, PCK is one framework that has been active in bridging the gap between theory and 

practice. Several studies have indicated videos as good tools for reflection and developing 

teaching practice (Bruce & Chiu, 2015; Suh et al., 2021; Zhang et al., 2017). Mavhunga and 

van der Merwe (2020) stated that reflection for action is significant in translating plTSPCK 

into eTSPCK, while indicating the need and the importance of teacher reflection in action and 

teacher reflection on action. Where reflection in action is when the teacher is reflecting on the 

incident while it can still benefit the current situation (Nilsson & Karlsson, 2019). On the other 

hand, reflection for action is the teachers’ reflection before engaging in the event of teaching 

and learning. Lastly, reflection on action is when a teacher reflect after the event has occurred 

for the purpose of improving in the future (Nilsson & Karlsson, 2019). 

Suh et al. (2021) state that “Video is a powerful tool for inquiry-based professional learning in 

practice-based settings (Masimbe, 2019) because it gives teachers the unique opportunity to 

view their own classroom practice, reflect on what they see, and engage in evidence-based 

discussions that can lead to changes and improvements in their practice” (p. 153). Thus, 



   

 

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teachers can, effectively plan digital teaching videos. Subsequently, transforming content 

knowledge through TSPCK in the video gives the teacher flexibility to reflecting on action and 

be able to adapt the teaching to demonstrate a desired level of TSPCK. This is so because pre-

recorded digital videos in the preparation stage can be manipulated according to the teacher’s 

desired outcomes using video editing software.  

This means the teachers will have the advantage to improve their lesson before it even gets to 

the learners and the ability to correct any potential mistakes made during the recording of the 

lesson, can easily be amended with video editing software such as openshot. This gives teachers 

the freedom to adapt lessons in a way that they will want them to manifest to their learners. 

Furthermore, it gives teachers an opportunity to revise theories guiding their actual practices 

in videos and possible recognition of content inaccuracy when reflecting on the video that they 

have designed for their learners. Hence, videos have a great potential of improving teaching 

quality and offer excellent learning opportunities for the teacher themselves to improve their 

teaching and learn from themselves on the spot as articulated by Suh et al. (2021). Thus, content 

knowledge transformation through TSPCK in digital video can increase the bridging of theory-

practice gap.  

2.8 Moving TSPCK into a digital realm 

 

The idea of moving TSPCK into a digital realm is not a concept wholly originating from this 

study, it is however still an emerging new theoretical framework that is not yet fully developed. 

Hence, this research study aimed at potentially contributing to the emerging theoretical 

framework of d-TSPCK concerning the visualisation of TSPCK in a digital realm of a video 

format. This is due to a pressing need to move TSPCK into a digital realm. Hence, Mavhunga, 

Rollnick and Van der Merwe (in press) introduced a new conceptual framework termed digital-

TSPCK (d-TSPCK).  

D-TSPCK is an emerging conceptual framework for exploring the transportation of TSPCK 

into a digital space. It is defined as teacher professional knowledge for digitally transforming 

science topics, through digital means (Mavhunga et al., in press). Hence, it is termed d-TSPCK, 

because it is TSPCK reasoned and planned for the purpose of being enacted in a digital 

platform. The major focus of this conceptual framework still lies in the transformation of 

content knowledge, however with a new digital outlook. On the other hand, the construct of d-

TSPCK is still a newly proposed conceptual framework that draws closely from the traditional 



   

 

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TSPCK, teacher digital competences (UNESCO, 2011) theoretical frameworks and cognitive 

load theory (DBE, 2022).  

It is, however, crucial to note that while I am exploring TSPCK in pre-recorded digital videos, 

this study is not necessarily a d-TSPCK study. This is so because consensus meaning, practical 

implications and measuring tools of d-TSPCK are still being developed (DBE, 2022). Hence, 

the major focus of this study was on the transitioning mode of TSPCK and looking at how 

traditional TSPCK manifests in practice when the act of teaching practice is captured as a self-

recorded lesson. Understanding the way, the TSPCK constructs manifest in traditional 

classrooms as well as in the intermediate digital form, where the lesson that would have been 

delivered in a traditional classroom is digitally self-recorded, is important in establishing 

whether there are fundamental changes in the structure of the construct.  

This understanding would be very useful to compare and determine how the structure of digital 

TSPCK as the construct under construction is similar or different when the lesson if fully 

immersed in digital teaching platforms as a default means of teaching. Thus, this study is an 

exploratory study in applying traditional TSPCK into a video format for the purpose of 

evaluating the affordance of contributing to the current developments of transitioning TSPCK 

into d-TSPCK.  

2.9 The use of teaching videos as a digital platform to create TSPCK guided digital 

lessons 

The pandemic changed traditional teaching and learning methods in many countries across the 

world (Jones & Sharma, 2020; Masimbe, 2019). This unprecedented shift affected basic and 

higher institutions of education where teachers were forced to embark on experimental online 

teaching and learning (Jones & Sharma, 2020). The experimental online learning exposed 

teacher’s, technological incompetence’s for teaching in an online environment (Jones & 

Sharma, 2020; Onyema et al., 2020). This is because the pandemic did not give teachers and 

learners time to prepare for virtual learning. Power outages, access to technology, internet data, 

poor network connections, teacher technological incompetence, and home disruption made 

online learning to be a difficult learning experience especially to people residing within rural 

areas of developing countries like South Africa (Onyema et al., 2020). This required exploring 

technologies that can limit these challenges associated with online learning. 

 



   

 

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Thus, pre-recorded teaching digital videos seem to offer a way out of these challenges. This is 

so because firstly pre-recorded teaching videos have no live time constraints, which means 

learners can watch them at any convenient time, hence avoiding issues such as loadshedding. 

Poor network coverage in South Africa's rural and township areas is a major challenge that 

hindered online learning during COVID-19 as it demands a stable internet connection 

(Masimbe, 2019). With pre-recorded digital videos, learners can find a place with better 

network coverage to download the video and later watch it in a comfortable learning space. 

Most South African households cannot afford internet data bundles, due to their high cost 

(Masimbe, 2019).  

 

This high cost of South African data internet bundles creates social segregation and unequal 

internet access, where learners from upper-class can afford unlimited internet access and 

learners from, impoverished communities have limited internet access (Dube, 2020). Hence, 

not every learner is able to afford synchronous online learning. Hence, videos are more 

affordable and can reduce the problems caused by expensive data bundles. Masiu and 

Chukwuere (2018) found that South African learners use smartphones for educational 

purposes.  Hence, digital pre-recorded videos can be compatible with any smart phone provided 

they are of reasonable size. This means videos can increase educational access, as most people 

own a smartphone rather than a computer device which is a more expensive option and a 

demand for online learning (Dube, 2020).  

 

Thus, it is important to explore pedagogies that can transform content knowledge into 

technologies like videos, which offer easy access and affordability (Lowenthal et al., 2020). 

Creating videos (video editing) is a skill that is easy to learn, as several studies have shown 

success in training teachers to design digital teaching videos (Almutairi et al., 2020; Cai, 2022; 

Zhang et al., 2017). However, this study was different from the above-mentioned studies, in a 

sense that it focused on visualizing PSTs eTSPCK in self-recorded teaching videos in the topic 

of Chemical Equilibrium.  

 

2.10 Content knowledge taught through digital videos vs. in physical classroom 

 

Cognitive skills, numeracy skills, and academic knowledge are not the only educational 

benefits gained in physical schools (Garibaldi & Josias, 2015). Schools also teach social skills, 



   

 

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communication, leadership, teamwork, culture, values, norms, morals, and emotional 

intelligence through human physical interactions (Du Preez & Roux, 2010; Garibaldi & Josias, 

2015). These are skills served by a schooling environment, which are required for competency 

and living a life of contribution within broader structures of the society (Jones & Sharma, 

2020). 

 

To elaborate further, different schools teach their learners different values and cultures. For 

example, schools teach their learners to respect their teachers in several ways. This is done 

from simple acts such as standing up and greeting the teacher when they walk into the 

classroom, depending on a specific school context. Following that, the learners will be expected 

to be quiet and wait on the teacher's instruction before sitting down or engaging in any other 

activity. Such cultures assist in the preparation of learners to be functional in hierarchical 

organisation structures in their future work environments (Du Preez & Roux, 2010). This 

includes knowing how to respect their employers and fellow colleagues in the workspace. Thus, 

learning through recorded digital educational videos watched at the learner’s convenience in a 

private space, robs learners of such significant learning opportunities that can only be 

experienced through human physical interactions. 

 

2.11 Limitations of digital teaching videos 

 

The use of videos for teaching and learning has challenges, such as the lack of visible social 

clues, when compared to a physical teaching environment. This is so because a teacher can be 

aware of possible confusion on a learner’s face as they are speaking of a certain concept in an 

actual classroom and address that confusion at the instant, they suspect it. Furthermore, learners 

can simply ignore the video and not watch it, which can deprive them of the learning 

opportunity. Hence, the importance of video design that considers important digital media 

theories like cognitive load theory, which increase learner engagement and promotes active 

learning within digital platforms (Brame, 2015). 

 

Moreover, there is often a misconception that a digital video on a particular concept can be 

one-size fits all, meaning one video can be used by different groups of learners from different 

contexts. According to Zhang et al. (2017) good digital videos are created to suit a specific 

context of specific learners. Likewise, a teacher with strong PCK knowledge does not use the 



   

 

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same methods and strategies to teach learners from different contexts but instead adapts 

pedagogical strategies and skills appropriate for specific groups of learners. Similarly, videos 

need to be created in a way that suits the needs and context of learners of specific context, in 

order for the practice of digital videos to be effective (Zhang et al., 2017). 

 

2.12 Exploring Chemical Equilibrium topic  

 

The topic of Chemical Equilibrium is one of the fundamental topics that acts as building blocks 

for most Chemistry topics (Jusniar et al., 2020). Chemical equilibrium is applicable to most 

industrial places, which makes it one of fundamentally significant topics for most Chemistry 

related careers. However, the topic of Chemical Equilibrium is considered as one of the abstract 

that learners find difficult to understand (Makhechane & Mavhunga, 2021). In support of this, 

according to South Africa Chemistry diagnostic report chemical equilibrium is amongst one of 

the topics that learners poorly perform in their annual exams.  

As shown in the below Figure 1 from DBE (2021).  

 

 

 

 

 

 

 

 

With reference to above Figure 1 the average performance of learners in Chemical Equilibrium 

assessments is 40% which is a poor performance percentage. This indicates that more research 

has to be conducted in the topic of Chemical Equilibrium to find ways of increasing South 

African learner performance in this topic. One of the factors that contribute towards poor 

Figure  SEQ Figure \* ARABIC 2.1 Annual diagnostic report in chemistry topic 
(DBE, 2019, pg. 214) 
Figure 1: South African annual diagnostic report in Chemistry topic (DBE, 2021, p. 223) 



   

 

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performance in the topic of Chemical Equilibrium is various misconceptions that the learners 

have in this topic (Jusniar et al., 2020; Makhechane & Mavhunga, 2021). Thus, this raises 

concern towards effective teaching pedagogies in this topic. Hence, in response to this 

concerning challenges in Chemical Equilibrium, TSPCK studies have been conducted in an 

attempt to improve learning and teaching of this topic, using intervention programs in PSTs 

and in-service teachers. These studies have indicated the improvement of the topic within the 

teaching and learning of Chemical Equilibrium in a traditional classroom environment 

(Makhechane & Mavhunga, 2021).  

In contrast, this topic has not been investigated when taught from a digital point of view. Thus, 

there is a need for this topic to be investigated in terms of it, manifesting according to TSPCK 

in a digital realm. This is because Chorianopoulos (2018) indicated that what works in a 

physical classroom space does not automatically imply it will produce the same results within 

a video digital platform. Hence, this research was interested in investigating the topic of 

Chemical Equilibrium within a digital realm as one of the most significant Chemistry topics.  

2.13 Theoretical framework 

 

This study is situated in the traditional PCK theoretical framework. The emphasis, however, is 

on the TSPCK construct, which is identified as one of the grain sizes PCK in the new RCM. 

As a result, the current PCK model will be unpacked in this section.  

2.13.1 The first PCK consensus model 

  

PCK began as a vague and unclear construct, hence different scholars described PCK in 

different ways. This led to a summit in Colorado Springs on October 12, 2012, by a group of 

international researchers to come to a consensus understanding and definition of PCK (Gess-

Newsome, 2015). This group of researchers worked towards developing the attributes of PCK, 

the tools for measuring and analysing PCK (Gess-Newsome, 2015). Furthermore, a model of 

PCK was developed and a shared understanding for viewing the complex nature of PCK was 

concluded. The developed model was called the first Consensus Model (CM) of PCK (Gess-

Newsome, 2015). 

However, by 2016 some of the same researchers who attended the first PCK summit and other 

researchers began to have distinct interpretations and operationalization of PCK. This was due 

to the affordance and limitations that were later identified in the first PCK consensus model as 

research and discussions in PCK proceeded (Carlson & Daehler, 2019). Thus, it was noted that 



   

 

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the first PCK model was not detailed enough to properly unpack PCK complexities and layers 

(Carlson & Daehler, 2019). Therefore, the first PCK consensus model was not able to speak to 

the multidimensional nature and taxonomies of PCK. Subsequently, as different scholars 

evaluated the first PCK consensus model, they began to understand what worked and what did 

not work, which resulted in the revision of PCK research and the first CM of PCK.  

2.13.2 The Refined Consensus PCK Model (RCM)  

 

Subsequently, there was a need for a second summit to address the differences in implicit 

interpretations, and operationalization of PCK. Hence, a second (2nd) PCK summit was held 

which shifted the focus of the summit from focusing on consensus definitions of PCK, to 

focusing on analysing research data, approaches, and techniques for capturing and portraying 

PCK (Carlson & Daehler, 2019). Thus, a new Refined Consensus Model (RCM) of PCK was 

reborn which clearly articulated different types of PCK’s, and how they interact together both 

in practice and research. This assisted towards a common understanding and a bigger picture 

for common purpose and focus in PCK (Carlson & Daehler, 2019). 

Consequently, the newly introduced RCM of PCK is characterized by three different realms, 

which are collective PCK (cPCK), personal PCK (pPCK), and enacted PCK (ePCK) (Carlson 

& Daehler, 2019). These realms of complex knowledge develop with individual experience. 

Furthermore, they shape and inform teacher’s classroom practices (Carlson & Daehler, 2019).  

The following Figure 2 shows the current new RCM of PCK together with the realms of PCK 

as one of the identifying features of this model. 

     

 

 

 

  

 

                     

 
Figure 2: The Refined Consensus Model (RCM) of PCK (Carlson et al., 2019, p. 83) 

 



   

 

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Collective PCK (cPCK)  

 

This is the first realm of PCK, which is collective professional knowledge formed by the 

community of PCK practitioners. It is knowledge formally obtained from formal teacher 

training programs, formally documented publications regarding the debates, discussions, and 

comprehension of PCK (Makhechane & Mavhunga, 2021). Furthermore, cPCK is the 

knowledge held collectively by the community of practice believed to be effective knowledge 

for transforming content knowledge in ways that the learners will understand. The example of 

collective PCK is the TSPCK maps (Park & Chen, 2012) and rubrics (Miheso & Mavhunga, 

2020) for capturing the quality of eTSPCK. The cPCK realm knowledge ranges in grain size 

PCK from Discipline-Specific PCK to Topic Specific-PCK and Concept Specific-PCK 

(Carlson et al., 2019). 

 Discipline specific PCK is concerned with scientific methods and arguments of a specific 

subject matter discipline (Carlson et al., 2019). TSPCK considers the understanding of effective 

ways to teach a specific topic in a subject matter. This can range from knowing students' prior 

conceptions, effective representation, and instructional methods for teaching that topic 

(Makhechane & Mavhunga, 2021). The last grain size PCK is concept specific, which 

considers specific methods and strategies for transforming specific concepts in ways that 

learners will understand (Carlson et al., 2019). The focus of the theoretical framework implied 

by this study is the grain size cPCK that is Topic Specific PCK. 

Personal PCK (pPCK) 

 

This is a second realm of PCK, it draws from a set of skills that an individual teacher has 

acquired from their own classroom practices and learning experiences like the formal studying 

of cPCK from a university module or course and in published journals. Personal PCK (pPCK) 

is influenced by teachers' individual beliefs and attitude in the teaching of science, values, and 

the extent of cPCK internalized comprehension (Carlson et al., 2019). In short, pPCK is 

teacher’s individual pedagogical knowledge guided by previous personal experiences obtained 

from different sources and contexts (Carlson et al., 2019). Thus, pPCK is observable in 

individual’s teachers planning to teach which is considered as planned PCK (plPCK). On the 

other hand, pPCK that a teacher demonstrates in an actual classroom teaching setting is enacted 

PCK (ePCK). This realm of PCK can also be demonstrated in grain sized PCK, like plTSPCK 

and eTSPCK.  



   

 

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Enacted PCK (ePCK)  

 

This realm of PCK focuses on the actual practice of science teaching in terms of instruction, 

implementing the teaching plan, reflecting on particular teaching instructions and the outcomes 

of the learners (Akinyemi & Mavhunga, 2021; Carlson et al., 2019). The ePCK is concerned 

with knowledge and skills that different teachers use to assist students in a certain context to 

acquire knowledge of a specific discipline, topic, or concept (Carlson et al., 2019). The ePCK 

realm focuses on the practices of PCK in action, observed when a teacher engages in direct 

teaching with the learners to achieve a specific learning goal or outcome from a group of 

learners situated in a specific learning context. In other words, it is what the teachers do or 

practice in an actual classroom-teaching context.   

2.13.3 Topic Specific Pedagogical Knowledge (TSPCK)  

 

As stated earlier in this study, the focus was PCK that is topic specific. Mavhunga (2019) 

introduced a simplified RCM of PCK that clearly shows the positioning of TSPCK within the 

new RCM of PCK. The following Figure 2.1 shows the simplified diagram for the new PCK 

RCM and the position of TSPCK as one of grain size PCK in the simplified model. 

 

 

Figure 2.1: Simplified positioning of TSPCK in the new Refined Consensus Model of PCK 

(Mavhunga & van der Merewe, 2020, p. 67) 

 

TSPCK began when Shulman (1986) articulated that the strategies used to implement 

pedagogical knowledge are content specific. Geddis (1993) later elaborated the knowledge that 

the teacher must have to be able to teach content knowledge in their subject of specialisations. 



   

 

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Thus, Geddis and Wood (1997) introduced a transformative PCK model, which presented five 

different components namely, learner prior knowledge, subject matter related representations, 

instructional strategies, curriculum materials and curriculum saliency. Mavhunga (2012) 

articulated that this proposed PCK model was of TSPCK nature. Thus, Mavhunga and Rollnick 

(2013) developed a model of TSPCK, which has been widely used and considered as a valid 

PCK even in the new RCM (de Sá Ibraim & Justi, 2021).  

The following Figure 2.2 shows the TSPCK model in more detail according to Mavhunga and 

Rollnick (2013). 

 

The TSPCK model shows five (5) components that a teacher needs to consider in reasoning to 

teach a specific content knowledge in ways that will transform it for the learners. The above 

Figure 2.2 model of TSPCK shows these components and portrays the link between TSPCK 

acquired in planning and TSPCK demonstrated through enactment in the classroom 

(Mavhunga & Rollnick, 2013). The first major component of TSPCK is Learner Prior 

Knowledge (LP). This component of TSPCK considers the knowledge that the learners already 

know before they are taught a specific topic.  

Henceforth, Jones and Brader-Araje (2002) argued that learners do not come to school as empty 

vessels. Thus, learners come with experiences and knowledge that includes either formal 

school knowledge acquired through previous formal lessons or knowledge acquired from their 

Figure 2.2: TSPCK model by Mavhunga and Rollnick (2013, p. 115) 



   

 

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everyday life experiences depending on the context they come from. This can be either accurate 

knowledge about a scientific topic or inaccurate knowledge with misconceptions held by the 

learners for a specific scientific topic (Akinyemi & Mavhunga, 2021). The second major 

component is Curricular Saliency (CS), which is concerned with learning of numerous topics 

in relation to the whole curriculum. Curricular saliency considers the specific intentions of what 

the teacher intends for the learners to know. This includes knowing the most important concepts 

in a topic and knowing prior knowledge, needed to learn those concepts and the sequencing of 

how they can be best taught for effective learning (Akinyemi & Mavhunga, 2021).  

The third component is what makes a topic difficult to teach (WD). This refers to the awareness 

of complex or difficult concepts in a topic in order for the teacher to come up with creative 

ways of breaking difficult concepts or ideas into easily accessible knowledge (Akinyemi & 

Mavhunga, 2021). The fourth component is learner Representations (RP), this includes 

analogies, visual illustrations, models, simulations which are used to assist the learners in 

attaining conceptual understanding in a specific topic (Akinyemi & Mavhunga, 2021). This 

component can be visualized at three (3) different levels, namely, microscopic, macroscopic, 

and symbolic (Talanquer, 2011).  

The last component is Conceptual Teaching Strategies (CTS), which refers to instructional 

strategies that the teacher uses to help learners understand specific concepts within a topic. This 

includes unpacking important concepts, addressing misconceptions, using representation to 

help learners visualize certain knowledge and emphasizing specific concepts or ideas in a topic. 

This component also involves strategies that a teacher uses to address specific difficulties in a 

topic (Akinyemi & Mavhunga, 2021). Thus, the use of five (5) TSPCK components 

interactively in a complimentary manner leads to the transformation of content knowledge 

within a specific topic (Mavhunga, 2020). 



   

 

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CHAPTER 3: RESEARCH METHODOLOGY 
 

Abstract  

In the previous Chapter, I reviewed the literature and theoretical framework in relation to this 

study. In this Chapter, the focus is on discussing the research design employed in this study to 

investigate the quality of TSPCK visible in enactment of PST’s self-recorded digital videos. In 

doing so this Chapter will discuss the research paradigm, approach, design, data collection 

methods, data analysis method, sampling, context, participants, trustworthiness, and ethics of 

this study.  

3.1 Restating the main aim of the study  

 

The primary objective and purpose of this study were to examine the nature of TSPCK 

displayed in the Chemistry Methodology class for PST’s self-developed teaching videos on the 

topic of Chemical Equilibrium. Hence, the construct of traditional TSPCK was a guiding 

framework of this study. In doing so, this study asks the main question of, what is the nature 

and quality of PSTs’ TSPCK displayed in teacher, self-recorded teaching videos on the topic 

of Chemical Equilibrium? 

3.2. Research paradigm  

 

According to Hatch (2002), researchers are situated in a specific paradigm, which guides their 

lens of analysis. This is so because a paradigm is a body of knowledge made up of beliefs, 

values and theories concerned with "how the world is organized, what we really know about 

it, and how we could know it" (Hatch, 2002, p.11). A research paradigm induces the study's 

epistemological and ontological viewpoint. Consequently, it is vital to select a paradigm that 

reflects the researcher's philosophical and ontological standpoint on the topic being researched 

(Zulu, 2018). Likewise, I positioned this study in the paradigm of interpretivism, which holds 

the view that “human affairs simply cannot be studied with the scientific methods used to study 

the natural world” (Gage, 1989).  

As a result, the philosophical research methodology of interpretivists seek to gain insight from 

research participant’s point of view, rather than attempting to predict how human beings act, 

behave, think and perceive things for meaning making (Alharahsheh & Pius, 2020). Hence, 



   

 

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TSPCK is teacher professional knowledge that individual teachers hold for transforming a 

specific topic in ways that will make learners easily comprehend it. The nature of TSPCK is 

tacit and personal according to individual teachers, as different teachers’ reason in different 

ways and teach using different teaching strategies (Carlson & Daehler, 2019). The interpretivist 

paradigm is prone to qualitative studies, hence it is more suitable for investigating PSTs quality 

of TSPCK as it sought to gain insight into individual PSTs' personal TSPCK used to teach the 

topic of Chemical Equilibrium. Thus, PSTs quality of plTSPCK in their lesson plan and 

eTSPCK in their digital videos, were mined for TSPCK episodes. The PSTs also wrote 

reflections concerning teaching in the self-recorded digital video.  

3.3 Research design  

 

Research design is a methodology for identifying a precise process and methods that the 

research will follow to ensure validity and accuracy that will meet the study’s objectives 

(Creswell, 2014). This study utilised a qualitative case study, which is a type of research design 

that is used in studies that seek to evaluate an event, activity, process, or individuals. A case 

study research design focuses on acquiring insight and in-depth understanding in the analysis 

of a specific case of a certain context (Creswell, 2014). Gerring (2004) argued that case study 

research design "is best defined as an intense study of a single unit with the goal of generalizing 

across larger sets of units." (Gerring, 2004, p. 341). 

On the other hand, Rule and Vaughn characterize case study as "empirical investigation into a 

contemporary phenomenon inside a real-life environment, especially when the boundaries 

between phenomenon and context are not readily visible" (Rule & John, 2011, p. 4). Thus, 

Gerring (2004); Rule and John (2011) have a common understanding or view in the definition 

of a case study that compliments each other, as they are both describing case study as context-

based study that attempts to gain deep insight on a researched phenomenon or participants.  

As a result, case study research design is a suitable research design for this study as it explained 

the quality of TSPCK imparted by an intervention in a specific context, the final year PSTs at 

the Wits School of Education. This was an exploratory study, to gain depth understanding on 

the quality of TSPCK enactment by PSTs in digital pre-recorded videos. In doing so, three (3) 

PSTs were selected as participants of this study. The quality of their TSPCK before and after 

intervention were analysed both planned TSPCK (plTSPCK) and enacted TSPCK (eTSPCK) 

in a digital platform of videos. These pre-service teachers underwent an intervention program 



   

 

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where the quality of their plTSPCK and eTSPCK on a digital platform was analysed and 

discussed. This provided a deeper understanding of the quality of plTSPCK and enacted in the 

video digital platform for this specific group of PSTs.    

3.4. Research approach  

 

According to Creswell “research approaches are plans and procedures for research that span 

the steps from broad assumptions to detailed methods of data collection, analysis, and 

interpretation” (Creswell, 2014, p. 3). Consequently, there are three major types of research 

approaches in educational research namely, quantitative, qualitative, and mixed methods 

approach. (Creswell, 2012; McMillan, 2012).  

Quantitative research approach deals with large samples and measuring of data using statistical 

techniques for analysis. In addition, the quantitative research approach seeks to make large, 

generalized claims in the large scale of people or researched phenomena (Drew et al., 2007). 

In contrast, qualitative research approach is concerned with detailed descriptions and 

explanations of a small number of participants that are rich in data. Hence, qualitative research 

investigates and interprets data in depth obtained from small number of people or data as to 

gain insight in a particular researched phenomenon of specific context (Drew et al., 2007). On 

the other hand, mixed methods involve the mixture of both quantitative and qualitative research 

approaches; it involves both detailed descriptions supported by statistical techniques and 

quantitative measurements (Drew et al., 2007). 

Consequently, the research method of this study was a qualitative study as this study sought to 

gain insight on reasoning that leads to the portrayed quality of TSPCK in lesson plans for digital 

lessons. Furthermore, the study sought to understand the quality of plTSPCK translating into 

eTSPCK in the digital video. Subsequently, this study used thoroughly detailed descriptions of 

interpretations to analyse the collected data using TSPCK maps and rubrics. To gain deep 

understanding of insight provided by pre-service teachers at the Wits School of Education, this 

study used a small number of participants rich in data to understand their quality of TSPCK in 

digital teaching videos. 

3.5 Research sampling  

 

Alvi (2016) describes two types of groups when conducting a research study, namely 

population and sample. The population of a study is the large group of people that meets criteria 



   

 

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or characteristics for being in that research study. On the other hand, sample is a smaller group 

extracted from the population that meets the purpose and assessment criteria of the researcher 

conducting the study (Alvi, 2016). The sampling is divided into two probability sampling and 

non-probability sampling. Probability sampling is used for a statistical study or quantitative 

study, while non-probability sampling is for qualitative study or non-statistical study (Ritchie 

et al., 2003). This study adopted a purposeful non-probability sampling where participants were 

selected based on deliberate subjective judgement of the researcher, such as PSTs in their 4th 

year of study who were able to produce functional self-recorded teaching videos. This was for 

the purpose of selecting participants allowing detailed exploration and understanding of that 

particular group of people (Alvi, 2016; Ritchie et al., 2003). 

As a result, the initial targeted sample of this study was the class of 27 PSTs enrolled in the 

Chemistry Methodology course at Wits School of Education (WSoE). This sample was targeted 

mainly because the Chemistry Methodology course focuses on developing PSTs TSPCK, 

hence all the PSTs in this class were by default an appropriate sample for this study.  However, 

in the PSTs who gave consent to participate in this study, further selections of the data to be 

analysed in this study were made. Thus, only three PSTs were selected for analysis of this 

study. This was because firstly, the submitted pre-recorded videos were first evaluated for 

video functionality to determine whether one can follow through the content presented in the 

video with no error that stops the video. This process eliminated several PSTs videos submitted 

for this study.  

A second, criteria that was considered was based on Shulman (1987) principle that teachers 

must have content knowledge before being able to transform it to their learners, which means 

a teacher cannot teach what they do not know. This further decreased the number of usable 

videos as many PSTs lacked baseline content knowledge in the topic of Chemical Equilibrium, 

resulting in no identifiable TSPCK episodes in their videos. Furthermore, some PSTs only 

submitted YouTube videos which were also further eliminated in this study. Thus, in the 

remaining videos only three PSTs videos were selected. 

These digital pre-recorded teaching videos that were chosen then matched with their respective 

lesson plans to understand the thoughts and intentions that guided their teaching practices in 

the digital recorded video lessons.  



   

 

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3.6 TSPCK intervention program 

 

3.6.1 Intervention Program Process  

 

The intervention took place in a Chemistry Methodology course for final year PSTs. The 

emphasis was on the Chemical Equilibrium topic because of its perceived difficulties in 

teaching and learning (Makhechane & Mavhunga, 2021). The intervention took place over the 

course of 8 weeks, with three (3) hour sessions per week. Each week's three (3) hour session 

was broken down into two separate school formal periods; 1 hour was a single period early in 

the week. The 2 hours was a double period later in the week.   

The 1-hour period, early in the week, was used to introduce the components of TSPCK e.g., 

Learner Prior knowledge component and unpacking the component to PSTs. The second 

period, which is the double period later in the week, was used for the development of 

competence in practical application of the learnt knowledge within the topic of Chemical 

Equilibrium. The nature of the class in the double period was teacher-learner interactional 

tutorial class approach. Furthermore, there were constant discussions in class groups about the 

application of the learnt component. For example, following the learning of representation as 

a TSPCK component, the tutorial class will focus on Chemical Equilibrium related 

representations.  

The PSTs were taught about all five (5) TSPCK components and how they are visible in lesson 

plans. Furthermore, PSTs were briefly taught about reflections-for-action and reflection-in-

action as one of constructive tools for teacher professional development that are mostly 

productive in platforms like videos (Suh et al., 2021). There were also tutorials of digital video 

editing using openshot software to help them create functional simple pre-recorded videos. The 

following Table 1 shows a summary of the conducted intervention program in this study. 

 

 

 

 

 

 



   

 

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Table 1: Summary of the TSPCK intervention program 

Week/period  TSPCK 

components 

TSPCK intervention activity  Content knowledge focus 

Week 1/ 

period 1 and 2 

Administering 

TSPCK pre-

intervention tasks  

Introducing the research study, ethics and 

beginning tasking participants in designing 

lesson plans and digital videos with 

reflections.  

Evaluating PST’s prior knowledge 

before the intervention.  

Week 2/ 

period 1 and 2 

Learner Prior 

knowledge 

Identifying common misconceptions in the 

topic of Chemical Equilibrium. 

Facilitating discussion for 

identifying misconceptions related 

to Chemical Equilibrium e.g., 

there is no reaction occurring at 

Equilibrium 

Week 3/ 

period 1 and 2 

Curricular saliency  Conducting discussions based on the 

significance of identifying big ideas and 

subordinate’s concepts in the topic of 

Chemical Equilibrium. 

Identifying big ideas in Chemical 

Equilibrium e.g., The dynamic 

nature of Chemical Equilibrium. 

Week 4/ 

period 1 and 2 

What is difficult to 

teach  

This session focused on identifying 

difficult concepts and comprehending what 

makes them difficult to comprehend or 

teach. There were extensive explanations 

and discussions with PSTs regarding the 

fact that this component is not to be 

confused with merely misunderstood 

concepts, but rather concepts that are 

difficult to explain to learners so that they 

can comprehend them.  

The discussion of what is difficult 

to teach were things like the idea 

of dynamic nature of Chemical 

Equilibrium. 

Week 5/ 

period 1 and 2 

Representations Different levels of representation were 

discussed namely, micro, sub-micro, 

macro, sub-macro, and symbolic level with 

emphasise on the use of this level of 

representation for effective teaching. 

Showing multiple levels of 

representation. E.g., symbolic, 

microscopic and macroscopic 

levels of representation. 

Week 6/ 

period 1 and 2 

Conceptual 

Teaching strategies 

This session unpacked different 

instructional methods, using interaction of 

other TSPCK components. 

Examples of conceptual 

instructional methods was 

conceptual explanations and 



   

 

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unpacking of Chemical 

Equilibrium concepts. 

Week 7/ 

period 1 and 2 

Basic video editing 

skills using 

openshot software.  

Tutorials of how to use openshot video 

editing software. 

Examples of simple videos 

designed with openshot. 

Week 8/ 

period 1 and 2 

Administering 

TSPCK post-

intervention tasks. 

Collecting TSPCK post-intervention pre-

recorded digital videos and lesson plans. 

 

 

In the above Table 1 of the TSPCK intervention program there was an emphasis on 

complementary TSPCK component interaction as a significant aspect influencing the quality 

of TSPCK displayed in plTSPCK or in eTSPCK.  

3.6.2 TSPCK Post-intervention 

 

After the above intervention, PSTs were asked to create new lesson plans and design new self-

recorded teaching videos with reflection reports that they had to submit after the school 

practicum that they always go through every year from their 1st of study. They were expected 

to implement the learnt skills and competencies towards the designing of their new lesson plans 

and self-recorded videos. They were also encouraged to use the videos in their teaching 

experience sessions, to help them with their reflection of how effective their videos are. This 

data was collected and analysed in terms of the quality of visible TSPCK episodes in their 

lesson plans and self-recorded videos.  

3.7 Collection of data  

 

A group of 27 PSTs, enrolled for a Chemistry Methodology course, participated in this study. 

These PSTs willingly gave consent to participate in this study and designed lesson plans to 

teach Chemical Equilibrium in self-recorded videos. Before the intervention they were told to 

design lesson plan using a provided TSPCK template, to help guide their reasoning and 

teaching practices in the self-recorded video. Following that, they were tasked to create self-

recorded teaching videos with any choice of a video editing software. However, openshot video 

editing software was recommended to the PSTs as it is a user-friendly software. This was before 

the PSTs were engaged with any formal contact session of TSPCK and video tutorials.  



   

 

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Consequently, they were given exactly seven (7) days including the weekends to plan a lesson 

that is a maximum of 15 minutes to teach the topic of Chemical Equilibrium. Thus, the collected 

data involved self-recorded videos that PSTs designed, and lesson plans that they also designed 

to guide their teaching in a video. The collected lesson plans were analysed using Mavhunga 

and Rollnick (2013) plTSPCK rubric to evaluate the quality of episodes identified in the lesson 

plans. Digital videos were analysed for the quality of eTSPCK, using Mavhunga and Miheso 

(2021) rubric. 

The collected data involved 27 PSTs lesson plans and self-recorded videos. This data was 

subjected to purposeful sampling process and further reduced to three PSTs using the 

purposeful sampling method described in this Chapter. To reach a conclusion about the quality 

of PSTs enacted TSPCK in digital teaching videos, the videos were watched several times and 

transcribed word for word. Furthermore, TSPCK maps original from Park and Chen (2012) 

that targeted identified episodes were drawn. These episodes were then subjected to Cohen’s 

Kappa inter-rater reliability evaluation according to Warren (2015). This is so because inter-

rater reliability is a tool used to assess the agreement of the data rated by different raters. Flight 

and Julious (2015) provided a table of ratings to understand a good agreement score in rated 

data. The following table was taken from Flight and Julious (2015).  

Table 2: Interpretation of the Kappa statistics (Flight & Julious, 2015, p. 2)  

 

 

 

 

 

Table 2 shows the level of agreement depending on the score that is calculated between the 

raters, ranging from ‘poor’ to ‘very good’. Thus, a rating of 0.2 or 20% is considered as poor, 

while the rating of 0.81 or 81% is a very good agreement score between the raters of specific 

data sets. Hence, in this study two TSPCK expert raters were appointed and I was the first rater 

as a researcher. The two appointed raters were referred to as experts because they have 2 – 3 

years’ experience of teaching and researching in the field of TSPCK and PhD holders of this 



   

 

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field. These two experts separately watched the videos and indicated their agreements and 

disagreements in the proposed episodes of TSPCK maps. Disagreements were resolved through 

discussion until a point of consensus agreement was reached. This allowed confirmation and 

validity of the proposed eTSPCK episodes and their quality in this study.  

After the intervention program the same three PSTs designed new lesson plans and self-

recorded videos. In addition to the post TSPCK intervention they were asked to draft less than 

one page reflection reports on their experience of teaching through self-recorded videos. This 

new data was collected and analysed in this study. The post intervention lesson plans and self-

recorded videos were also again transcribed, analysed, and subjected to inter-rater reliability 

for the validity of TSPCK episodes. In summary the collected data included two sets of lesson 

plans and self-recorded videos for pre and post TSPCK intervention. 

3.8 Research instrument 

 

3.8.1 TSPCK in planning instrument  

 

This study focused on the quality of TSPCK translating from plTSPCK to eTSPCK in a self-

recorded video. According to Carlson et al. (2019) there is a difference between PCK 

manifesting in planning and in enactment. Consequently, different rubrics were used to 

measure TSPCK in planning and TSPCK in enactment. Hence, the following rubric, labelled 

Table 3 was adapted from Mavhunga and Rollnick (2013).  

 

 

 

 

 

 

 

 

 



   

 

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Table 3: Rubric for TSPCK in planning (Mavhunga & Rollnick, 2013, p. 119) 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The above Table 3 was used as an assessment criterion for PSTs Chemical Equilibrium 

plTSPCK visible in their lesson plans. The rubric uses a four-point scale grading system, with 

one (1) being ‘limited’, two (2) representing ‘basic’, three (3) representing ‘developing’, and 

four (4) signifying ‘exemplary’ plTSPCK quality level. These four-point scale criteria are based 

on the stated description of TSPCK components per displayed grading of TSPCK as seen in 

the above table. The criteria for each TSPCK component were not altered because they are 

applicable to the topic of Chemical Equilibrium under investigation in this study. Table 3 

primary unit of analysis for the category of specific plTSPCK quality is the complementary 

interaction between TSPCK components per individual episode. 

 



   

 

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3.8.2 TSPCK in enactment instrument 

 

As indicated earlier, that the visibility of TSPCK in planning is different from TSPCK visible 

in enactment in accordance with Carlson et al. (2019). Consequently, the instrument used in 

this study to evaluate the quality of eTSPCK is a following rubric by Mavhunga and Miheso 

(2021). 

Table 3.1: TSPCK in enactment (Mavhunga & Miheso, 2021, p. 13) 

 

The above Table 3.1 is a simplified version of TSPCK in enactment as seen in Mavhunga and 

Miheso (2021). This eTSPCK rubric was used to identify TSPCK episodes, according to 

‘simple’, ‘proficient’, and ‘sophisticated’ quality of eTSPCK. The unit of analysis of this rubric 

is the number of present different TSPCK components, interacting together in a complimentary 

manner per identified episode. For example, if there are visible CS and RP components of 

TSPCK, the episode will be in 'simple' quality of eTSPCK. As a result, in further emphasis the 

core unit of analysis is the complementary interactions of various TSPCK components in that 

specific episode. 

3.9 Pre-recorded video observation  

 

Pre-recorded video observations are a type of research observation in which the researcher uses 

previously recorded recordings to gain a better understanding of an event that has already 

occurred. Observations allows the researcher to describe real situations using the five senses, 

resulting in a documented and clear depiction of the situation under investigation. Thus, this 

study used digital video lessons in the topic of Chemical Equilibrium designed by PSTs for 



   

 

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teaching grade 12 learners, to mine episodes that are rich in TSPCK as to understand the quality 

of TSPCK portrayed by PSTs in their Chemical Equilibrium self-recorded teaching videos. 

3.10 Data analysis 

 

3.10.1 TSPCK in planning analysis 

 

As highlighted above, the rubric used for analysing TSPCK in planning is Mavhunga and 

Rollnick (2013), which uses four-point scale for each plTSPCK. The four (4) point scale ranges 

from (1) limited, (2) basic, (3) developing and (4) exemplary which shows the quality of 

plTSPCK. The PSTs lesson plans were analysed according to this rubric. The TSPCK 

components were first identified in a specific segment then arranged in the sequence of 

emergence through TSPCK maps. Following that, the episode was rated in terms of the quality 

of portrayed eTSPCK. For example, in a situation where there is identification of TSPCK 

components that emerged in the sequence of Learner Prior Knowledge (LP), Curricular 

Saliency (CS) and Representations (RP) resulting in the drawing of the following TSPCK map 

as shown in Figure 3.  

 

 

 

 

 

Figure 3: Example of plTSPCK episode 

 

Consequently, the above Figure 3, shows an episode of plTSPCK with component interaction 

of Learner prior knowledge (LP), Curricular saliency (CS), and Representation (RP). In Figure 

3, these components of TSPCK are interacting in a complimentary manner. Consequently, 

based on the above Table 3.1 rubric of plTSPCK by Mavhunga and Rollnick (2013), this 

episode shows ‘developing’ quality level of plTSPCK. Hence, this is the manner in which the 

plTSPCK episodes were analysed in this research study.  

Furthermore, this was done for the data of both pre-intervention and post-intervention lesson 

plans. Also, the lesson plan assisted towards understanding the intended TSPCK in the self-



   

 

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recorded teaching videos. The reflections of the post intervention were analysed for PSTs 

experience in teaching the topic of Chemical Equilibrium on self-recorded videos.  

3.10.2 Enacted TSPCK analysis 

 

As highlighted in the above section of instruments used in this study, the rubric used to analyse 

eTSPCK by Mavhunga and Miheso (2021) as seen in Table 3.1. The procedure of analysis that 

was followed was first watching the video showing evidenced of eTSPCK. These videos were 

then screenshotted for visuals that corresponded to the transcribed explanation of PSTs, which 

were m