The continual trend of the declining number of prospective student teachers in technology education necessitated a revisit and investigation of the entrance requirement (for technology teacher education) of having studied technology as a school subject. Subsequently a small scale, longitudinal, quasi-experimental research project was adopted with the aim to increase the number of prospective student teachers in technology education. As part of the project technology student teachers had to take the school subject in parallel together with the development of discipline knowledge within the broader development of their PCK. However, the viability of such a parallel approach of taking the school subject and developing discipline knowledge simultaneously was unknown. The purpose of the study was to determine the viability of technology student teachers taking the school subject technology and developing discipline knowledge simultaneously within the broader development of their PCK. The main research question was: What is the viability of technology student teachers taking the school subject technology and developing discipline knowledge simultaneously within the broader development of their PCK? The population consisted of the technology student teachers who enrolled for the 4-year pre-service teacher education qualification for the first time in 2016 and 2017, and a mixed-method research approach was followed. The qualitative findings did not indicate important differences in student experience between students with or without Engineering Graphics and Design (EGD) in year 12 for both cohorts. The quantitative findings indicated that although the students from both Cohort 1 and Cohort 2 who had studied EGD in year 12 achieved statistically significantly higher marks at the end of their first year than those who did not have EGD in year 12, students without EGD in year 12 from both cohorts also completed their second year successfully. It was found that the parallel approach to PCK development in technology teacher education seems to be viable to increase the number of prospective technology student teachers, with the requirement that it happens within a social constructivist, co-operative learning environment with ample opportunities for cognitive and practical apprenticeship in a community of practice.

在技​​术教育中，预期的学生教师人数不断减少的趋势，使得有必要重新审查和研究将技术作为学校课程学习的入学要求（技术教师教育）。随后，通过了一个小型的，纵向的，半实验性的研究项目，目的是增加技术教育中的准学生教师人数。作为项目技术的一部分，学生教师必须在其PCK的更广泛发展中将学校课程与学科知识的发展同时进行。但是，这种同时采取学校科目和发展学科知识的并行方法的可行性尚不明确。这项研究的目的是确定在PCK的更广泛发展中同时采用学校学科技术和发展学科知识的技术学生教师的生存能力。主要研究问题是：在PCK的更广泛发展中，技术学生教师同时采用学校学科技术和发展学科知识的生存能力是什么？人口包括2016年和2017年首次入学的四年制职前教师教育资格的技术学生教师，并采用了混合方法研究方法。定性研究结果并未显示两个队列中有或没有工程图形与设计（EGD）的学生在学生经历方面的重要差异。定量结果表明，尽管在第12年学习过EGD的第1组和第2组的学生在第一年末的统计得分均显着高于第12年没有EGD的学生，两个队列中的12个也成功完成了第二年的学习。研究发现，在技术师范教育中并行开发PCK的方法似乎是可行的，它可以增加潜在的技术生教师的数量，并要求它发生在社会建构主义，合作学习环境中，并且有足够的认知和学习机会。在实践社区中实习。