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Master's Thesis from the year 2014 in the subject Pedagogy - General, , language: English, abstract: This study therefore explores grade 9 technology teachers' views of the design process and how these views influence their teaching of the design process. Shulman's Pedagogical Content Knowledge (PCK) model (1986), the Argyris and Schön (1974) notion of "espoused theory" and "theory in use", and Singh-Pillay's (2010) notion of interface have been used to frame the research. A qualitative case study approach was used. Purposive and convenience sampling were used to obtain the respondents for this study. An open ended questionnaire, semi-structured interviews, observation of lessons and post-observation interviews were used to collect data. The study occurs in the Chatsworth West ward in Durban, KwaZulu Natal. The findings indicate that grade 9 technology teachers hold two core views of the design process, namely: design process as problem-solving and design process as a step-by-step process that provides "comfort" to learners during problem-solving. The findings indicate that teachers' views of the design process are an amalgam of their diverse qualification in technology education, their pedagogical content knowledge, their previous teaching experience, their training and (re)training and existing support in the school ecosystem. Thus, it is concluded that the PCK of the technology teacher influences how they teach the design process...

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