Analytical Framework: Mavhunga's Model Of Teaching Knowledge

A variety of representations were used to represent subject matter. Words such as “words”, “pictures” and “artefacts” within the concept map suggests that both textual and visual representations would be used during instruction to promote conceptual understanding of the topic. The inclusion of apparatus such as magnets, coils and galvanometers in the concept maps suggests that scientific tools would be used as forms of representations to transform subject matter knowledge into knowledge suitable for conceptual understanding.

The equations listed in the concept map represent ways of representing subject matter. Equations are symbolic representations of subject matter which when interpreted correctly can result in conceptual understanding. For example, the equation φ = BA can be used to define magnetic flux as: product of magnetic field strength and the area enclosed by a conductor.

This equation can also be used to identify the
The four domains include:
i. Knowledge of context ii. Knowledge of students iii. Subject matter knowledge iv. Pedagogical knowledge,

When combined, these domains produce PCK.

The transformations refer to any visible aspects of teacher knowledge which can be observed during classroom practice. These transformations or also classified as manifestations are:
i. Student’s prior knowledge (including misconceptions) ii. Curricular Saliency iii. What is difficult to teach iv. The use of representations (including analogies)
v. Conceptual teaching strategies.

The understanding that the domains produces PCK and that the manifestations are the products of the domains would therefore imply that the domains can also be regarded as the inputs of PCK and that the manifestations/transformations can be regarded as the outputs or the product(s) of PCK. (Fig.4 – as represented by the orange