The role of Physical Science subject advisors in enhancing the quality of the teaching of Physical Science in the FET phase (grade 10-12)

Abstract

Poor Physical Science performance in South African schools is due to ineffective Physical Science teaching. Quality Physical Science teaching stems from quality Physical Science subject advisory services. Traditionally interventions to raise teaching standards were done by inspectors who established if schools functioned according to set rules rather that supporting teaching staff. School inspection was considered a fault finding mission with punitive objectives; hence principals and teachers were negatively disposed to it. The Department of Basic Education since has re-interpreted intervention from checking compliance to support and development of school personnel. This task is allocated to units in district offices in provincial Departments of Education and district staff members’ responsibilities are linked to responsibilities of principals and teachers. The subject advisory unit focuses on curriculum matters in each school subject; thus Physical Science subject advisors support Physical Science teachers with content, pedagogical content knowledge, assessment and Interventions for improved results. This study investigated the role of Physical Science subject advisors in enhancing the quality of Physical Science teaching. Requirements for employment of a subject advisor (qualifications, work experience, interest, attitude and competence), challenges and solutions were explored by a mixed method study. A Physical Science provincial DCES, Physical Science subject advisors, principals, Physical Science teachers in four districts and four PLC support groups were purposefully sampled to explore perceptions of the subject advisor’s role in improving Physical Science teaching. Quantitative data collected by document analysis and questionnaires and qualitative data collected by individual and focus group interviews were analysed. Findings showed that the Physical Science subject advisors possessed minimum qualifications and experience; however, the school subject (Physics and Chemistry combined) does not match the specialization in tertiary institutions (divided into Physics and Chemistry). Thus, some subject advisors may major in one of two parts. Further, certain school content is not included in the university syllabus. This may limit advisors’ content knowledge, the core of content support in Physical Science. This influences support offered to Physical Science teachers and requires advisors’ professional development which is not currently offered by the Department of Basic Education. Recommendations based on the findings include immediate and long term solutions to improve effective subject advisory.