Student teachers’ knowledge during teaching practice becomes the contested phenomenon in the era of the fourth industrial revolution (4IR). Inadequate knowledge negatively impacts the existing South African curriculum and assessment policy statement (CAPS) subjects, despite the attempt at introducing the new 4IR curriculum into schools. Consequently, this qualitative interpretive case study explored student teachers’ knowledge in the teaching of CAPS subjects. The study purposively selected thirty-one student teachers from a South African university who were conducting teaching practice; they were also conveniently co-opted because they were fourth years, conducting teaching practice in three different schools. A technological, pedagogical and content knowledge (TPACK) framework was used to frame the study. File observation, reflective activity, and a one-on-one semi-structured method were utilised to generate data, which was analysed using both deductive and inductive process. Credibility and dependability were used to ensure trustworthiness, while the anonymity and confidentiality of this study were maintained to ensure ethics. This paper revealed that student teachers are good at standard content, pedagogical, and technological knowledge, while having no notion of advanced knowledge that caters for 4IR. Hence, inadequate training received from the university contributes to their failings. Thus, Advanced Signal (AS)-TPACK emerged from the findings as the most useful framework for knowledge growth in education to prepare student teachers in the 4IR era.

在第四次工业革命（4IR）时代，在教学实践中学生教师的知识成为有争议的现象。尽管尝试将新的4IR课程引入学校，但知识不足会对现有的南非课程和评估政策声明（CAPS）学科产生负面影响。因此，该定性解释案例研究探索了学生教师在CAPS学科教学中的知识。该研究的目的是从一所南非大学选出31名进行教学实践的学生教师。由于他们是四年级学生，所以在三所不同的学校进行教学实践也很方便地被选为他们。技术，教学和内容知识（TPACK）框架用于框架研究。档案观察，反思活动，并采用一对一的半结构化方法生成数据，并通过演绎和归纳过程对其进行分析。可信度和可靠性被用来确保可信度，而本研究的匿名性和保密性被保持以确保道德。本文表明，学生教师擅长标准内容，教学和技术知识，却没有满足4IR的高级知识的概念。因此，大学提供的培训不足会导致他们的失败。因此，高级信号（AS）-TPACK从研究结果中脱颖而出，成为4IR时代培养学生知识的最有用的教育知识框架。可信度和可靠性被用来确保可信度，而本研究的匿名性和保密性被保持以确保道德。本文表明，学生教师擅长标准内容，教学和技术知识，却没有满足4IR的高级知识的概念。因此，大学提供的培训不足会导致他们的失败。因此，高级信号（AS）-TPACK从研究结果中脱颖而出，成为4IR时代培养学生知识的最有用的教育知识框架。可信度和可靠性被用来确保可信度，而本研究的匿名性和保密性被保持以确保道德。本文表明，学生教师擅长标准内容，教学和技术知识，却没有满足4IR的高级知识的概念。因此，大学提供的培训不足会导致他们的失败。因此，高级信号（AS）-TPACK从研究结果中脱颖而出，成为4IR时代培养学生知识的最有用的教育知识框架。而没有满足4IR的高级知识的概念。因此，大学提供的培训不足会导致他们的失败。因此，高级信号（AS）-TPACK从研究结果中脱颖而出，成为4IR时代培养学生知识的最有用的教育知识框架。而没有满足4IR的高级知识的概念。因此，大学提供的培训不足会导致他们的失败。因此，高级信号（AS）-TPACK从研究结果中脱颖而出，成为4IR时代培养学生知识的最有用的教育知识框架。