An important and under-researched area of
technology education is teachers’ pedagogical
content knowledge (PCK). This concept reflects
the notion that expert teachers’ knowledge is a
unique integration of their pedagogical
technique and their understanding of technology
content as applied in a particular instance.
The authors are interested in inquiring into
technology teachers’ PCK from a comparative
perspective between New Zealand and South
African teachers, who have implemented and
reviewed their technology education curriculum
according to a similar timeframe. This article
therefore reports on the first phase of this study
on lower secondary technology teachers’ PCK,
with the focus on New Zealand. The ultimate
aim is to compare the PCK of New Zealand
technology teachers and the PCK of South
African technology teachers via a case study
approach. The findings in this paper are reported
from the interviews, classroom observations,
and document reviews of four New Zealand
technology teachers.Science and Technology Educatio
