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Teachers Using Disruptive Methodologies in Teaching and Learning to Foster Learner Skills: Technological, Pedagogical, and Content Knowledge

Teachers Using Disruptive Methodologies in Teaching and Learning to Foster Learner Skills: Technological, Pedagogical, and Content Knowledge

Abueng R. Molotsi, Leila Goosen
Copyright: © 2022 |Pages: 24
ISBN13: 9781799886457|ISBN10: 179988645X|ISBN13 Softcover: 9781799886464|EISBN13: 9781799886471
DOI: 10.4018/978-1-7998-8645-7.ch001
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MLA

Molotsi, Abueng R., and Leila Goosen. "Teachers Using Disruptive Methodologies in Teaching and Learning to Foster Learner Skills: Technological, Pedagogical, and Content Knowledge." Handbook of Research on Using Disruptive Methodologies and Game-Based Learning to Foster Transversal Skills, edited by Irene Rivera-Trigueros, et al., IGI Global, 2022, pp. 1-24. https://doi.org/10.4018/978-1-7998-8645-7.ch001

APA

Molotsi, A. R. & Goosen, L. (2022). Teachers Using Disruptive Methodologies in Teaching and Learning to Foster Learner Skills: Technological, Pedagogical, and Content Knowledge. In I. Rivera-Trigueros, A. López-Alcarria, D. Ruiz-Padillo, M. Olvera-Lobo, & J. Gutiérrez-Pérez (Eds.), Handbook of Research on Using Disruptive Methodologies and Game-Based Learning to Foster Transversal Skills (pp. 1-24). IGI Global. https://doi.org/10.4018/978-1-7998-8645-7.ch001

Chicago

Molotsi, Abueng R., and Leila Goosen. "Teachers Using Disruptive Methodologies in Teaching and Learning to Foster Learner Skills: Technological, Pedagogical, and Content Knowledge." In Handbook of Research on Using Disruptive Methodologies and Game-Based Learning to Foster Transversal Skills, edited by Irene Rivera-Trigueros, et al., 1-24. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8645-7.ch001

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Abstract

The purpose of the project introduced in this chapter is stated as investigating in what ways teachers are using disruptive methodologies in teaching and learning to foster learners' transversal skills in the Dinaledi cluster of Bojanala District, North West Province, South Africa. To summarize, the content of this chapter will provide readers with an overview in terms of background built on technological, pedagogical, and content knowledge (TPACK) as a framework for teachers. Contemporary issues in terms of tracing the development of teacher knowledge with regard to integrating technology, pedagogy, and content are also discussed, as well as solutions and recommendations to be made in this regard. Future research directions within the domain of the topic will also be suggested. The final section of the chapter will provide a discussion of the overall coverage of the chapter and concluding remarks.

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