Developing a curriculum mapping framework to enhance discipline-specific academic professional development in South Africa


  • Ashwini Jadhav
  • Sipho Hlabane



Curriculum mapping is a concept that is reasonably well documented in mapping literature. However, many existing curriculum mapping processes do not address discipline-specific curriculum mapping that assists academics to develop their Pedagogical Content Knowledge (PCK) through the use of content representations (CoRe). This article, therefore, intends to address this gap and develop a mapping template that embeds PCK, through the use of a systematic review of the literature method to identify common curriculum mapping features. It is envisaged that the curriculum-mapping framework thus derived will enable academics to understand that there is a close relationship between what is taught and the choice of pedagogy in teaching a specific topic in a discipline.