Exercising pedagogical capital in a skills-based subject like Civil Technology requires sufficient knowledge and skills about the built environment and its functions. The purpose of this study was to explore reasons behind the enactment of pedagogical capital among Civil Technology teachers, when engaged in Practical Assessment Tasks (PATs), with reference to the growing demands placed upon them to plan, execute, and assess local and context-driven skills-based activities. This study purposefully sampled seven Civil Technology teachers, offering Civil services, Construction and Woodwork disciplines in Limpopo province. The two data-collection methods used were semi-structured interviews and observations, where thematic analysis was employed. In addition, this study was guided by a pedagogical capital framework. The findings of this study revealed that teachers used their pedagogical capital because they were interested in learning how to execute planned or self-designed skills-based activities, in order to overcome skill shortages and that they needed to respond to the collective needs of their community amongst other things. This study further discovered that Civil Technology teachers were continuously working towards achieving their pedagogical capital expertise. However, they were met with challenges of connecting with industries and procuring sufficient training tools, among other things. Hence, this study recommended that the department of education should assist teachers in connecting with industries, learn new and innovative PAT design projects and support teachers with tools and equipment to maximise their pedagogical capital. This was a serious challenge for teachers to successfully invoke their pedagogical capital. © Authors This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).
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