Exploring Grade 4 Mathematics Teachers’ Experiences in Pedagogical Competence Development: A Phenomenological Study
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Resumo
This study explored the development of pedagogical competence among Grade 4 mathematics teachers in South Africa, addressing the critical gap between content knowledge and effective teaching strategies. Employing a qualitative phenomenological approach, data was collected through systematic observations of 65 teachers and semi-structured interviews with 8 participants from the Chris Hani East Education District. The analysis identified four key themes: the necessity of contextually relevant professional development, pedagogical transformation, implementation and adaptation and barriers, and the importance of ongoing support mechanisms. The findings reveal that targeted professional development programs incorporating these pedagogical strategies significantly enhance teachers’ confidence and effectiveness. This supports existing literature emphasising the need to bridge the gap between content knowledge and pedagogical skills, particularly in mathematics education, which is foundational for STEM disciplines. The study contributes valuable insights into effective professional development practices that can improve teaching outcomes and student engagement in mathematics. By addressing systemic challenges such as resource scarcity and inadequate training, this study aims to inform educational stakeholders and policymakers about the importance of tailored professional development initiatives, ultimately benefiting student learning and fostering a deeper appreciation for mathematics in South Africa.
Dados da obra
- Tipo
- Artigo
- Periódico
- E-Journal of Humanities, Arts and Social Sciences, v. 6, n. 14, p. 4300-4311
- Editora
- Noyam Journals
- Ano
- 2025 (2025-12)
- Idioma
- en
- Palavras-chave
- mathematics education; pedagogical competence; pedagogical content knowledge; phenomenological study; professional development.
- Temas
- Formação de Professores de Matemática
- DOI
- 10.38159/ehass.20256156
- ISSN
- 2720-7722
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
MASHOLOGU, Wendy et al.. Exploring Grade 4 Mathematics Teachers’ Experiences in Pedagogical Competence Development: A Phenomenological Study. E-Journal of Humanities, Arts and Social Sciences, v. 6, n. 14, p. 4300-4311, 2025. DOI: https://doi.org/10.38159/ehass.20256156.
APA
Mashologu, W., Baidoo, J., Kumanda, N., Makena, B., Kasumba, H., Mutesasira, G., & Masha, A. K. (2025). Exploring Grade 4 Mathematics Teachers’ Experiences in Pedagogical Competence Development: A Phenomenological Study. E-Journal of Humanities, Arts and Social Sciences, 6(14), 4300-4311. https://doi.org/10.38159/ehass.20256156
BibTeX
@article{mashologu2025,
author = {Mashologu, Wendy and Baidoo, Joseph and Kumanda, Nomaroma and Makena, Bulelwa and Kasumba, Harry and Mutesasira, Godfrey and Masha, Anthony Kambi},
title = {Exploring Grade 4 Mathematics Teachers’ Experiences in Pedagogical Competence Development: A Phenomenological Study},
year = {2025},
journal = {E-Journal of Humanities, Arts and Social Sciences},
volume = {6},
number = {14},
pages = {4300-4311},
publisher = {Noyam Journals},
doi = {10.38159/ehass.20256156},
language = {en}
}RIS
TY - JOUR AU - Mashologu, Wendy AU - Baidoo, Joseph AU - Kumanda, Nomaroma AU - Makena, Bulelwa AU - Kasumba, Harry AU - Mutesasira, Godfrey AU - Masha, Anthony Kambi TI - Exploring Grade 4 Mathematics Teachers’ Experiences in Pedagogical Competence Development: A Phenomenological Study PY - 2025 JO - E-Journal of Humanities, Arts and Social Sciences VL - 6 IS - 14 SP - 4300 EP - 4311 DO - 10.38159/ehass.20256156 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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