Abstract
The expectations, experiences and performances of the first cohort of technology students enrolled for the programme with a parallel approach to the development of PCK at a university were researched for four years since 2016. The findings of previous stages of this longitudinal study were reported at the PATT36 and 38 conferences. This paper focuses on students who did not do Engineering Graphics and Design (EGD) at school in year 12 (age 18). During the first three years of their BEd the programme diverted from a linear to a parallel approach to the development of PCK whereby they did Engineering Graphics and Technology Education (EGTE) to third-year level combined with Physical Sciences or Geography or Mathematics to second-year level. During their fourth and final year they did their work-integrated learning period (WIL or school practical). However, it was unknown whether diverting from a linear to a parallel approach to the development of PCK was a viable option for students without EGD at school. The purpose of this research was to establish whether students without EGD in year 12 can cope with the parallel approach by successfully completing their initial professional development. A mixed-method methodology was utilised including the recording of students' academic performance at the end of each year. To determine their experiences various open and semi-structured questionnaires were completed and, a focus group interview was done after the completion of their seven-week WIL. The research questions were: How did the students without EGD in year 12 experience the innovative changes to the lecturer's pedagogy while progressing from EGTE 1 to EGTE 3? What were the students' experiences of WIL? The findings revealed that these students had positive experiences throughout their four years of study and that they valued the creative pedagogical practices by lecturers. With the required support they received from their mentor teachers during WIL they were able by successfully completing their BEd degree. The most important lesson learned is that diverting from a linear to a parallel approach to the development of PCK is viable.