摘要：AbstractConstructivism theory which underpin variety of teaching methods such as problem-based learning, inquiry–based learning, project-based learning, case-based teaching, and discovery based learning promote active participation in the classroom. These constructivist methods of teaching and learning were used in this study to identify the attributes of constructivist practices in the teaching and learning of technology in classroom or laboratory. The study incorporated the aspects of PCK theoretical framework which also includes the principles of constructivist theory, particularly on the use of relevant methods (PK) in teaching and learning. This paper report on the difficulties experienced by teachers of grade 9 classroom in applying the appropriate methods of constructivist theory and attributes of PCK in teaching and learning of technology at some schools in Kwa-Zulu Natal, South Africa. Data was collected from eight (8) teachers spread across urban, semi-urban and rural or farm schools. The results showed that teachers don’t know how to use the appropriate constructivist methods and principles in the teaching and learning of technology. It was also found that teachers lack the proper aspects of PCK in the teaching and learning of technology. Preservice teacher education and continuous professional development programmes for teachers should include the use of constructivist theory methods and principles in the teaching and learning of practical subject such as technology.
