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Electrical technology teachers’ technological pedagogical content knowledge for teaching programmable logic controllers (PLCs) in selected technical schools in the Gauteng Province.
Dayi, Nzaliseko
Dayi, Nzaliseko
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Abstract
Electrical Technology teachers’ Technological Pedagogical Content Knowledge (TPACK) for teaching Programmable Logic Controllers (PLCs) in selected technical schools in the Gauteng Province was the main focus of this study. The purpose of this study was to explore Electrical Technology teachers’ Technological Pedagogical Content Knowledge for teaching PLCs in selected technical schools in Gauteng Province. To achieve the goals of the study, the TPACK model was used as the theoretical framework which framed the entire study. A qualitative research approach and a qualitative case study design were used. The population was a mixed case of twenty (20) technical schools across four Gauteng Districts: Gauteng North, Ekurhuleni North, Tshwane South and Tshwane West. The study also used a purposive sampling to select ten (10) technical schools. One teacher per school was chosen, giving a total number of 10 participants. The data was collected through non-participant observations, document analysis and semi-structured interviews and this data was analysed thematically. Findings showed that while teachers possess strong content and pedagogical knowledge, their overall TPACK is limited, as technology integration into PLC lessons is uneven. Lessons remain largely teacher-centred, with restricted access to PLC resources, limited use of simulations and insufficient training to fully support learner engagement and practical application. Yet teachers expressed positive attitudes and a willingness to learn. Therefore, the study recommends sustained focused PLC professional development, improved access to PLC kits and simulation tools, collaborative lesson planning that blends theory and practice.
Description
Submitted in fulfilment for the Degree Master of Education in the Department of Technology and Vocational Education Faculty of Humanities.
Date
2026-01-01
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Tshwane University of Technology
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Keywords
Vocational Education, Electrical Technology teachers, Programmable Logic Controllers, Teacher perceptions, Technological Pedagogical Content Knowledge
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CC0 1.0 Universal