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The teaching practice of senior phase technology education teachers in selected schools of Limpopo Province : an action research study

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dc.contributor.advisor Gumbo, Mishack Thiza
dc.contributor.author Mapotse, Tomé Awshar
dc.date.accessioned 2012-11-08T13:08:49Z
dc.date.available 2012-11-08T13:08:49Z
dc.date.issued 2012-08
dc.identifier.citation Mapotse, Tomé Awshar (2012) The teaching practice of senior phase technology education teachers in selected schools of Limpopo Province : an action research study, University of South Africa, Pretoria, <http://hdl.handle.net/10500/7717> en
dc.identifier.uri http://hdl.handle.net/10500/7717
dc.description.abstract This is an Action Research (AR) study with the senior phase Technology teachers at selected schools of Limpopo Province. The study was motivated by the fact that Technology Education is a foreign concept to many teachers and a new learning area in school curriculum both nationally and internationally. This was exacerbated by the many educational changes that took place in South Africa in the last 18 years. These changes include the overhauling of curriculum, which was the strategic and symbolic change since the first democratic election of 1994, but followed by its review. Thus, a new curriculum known as Curriculum 2005 (reviewed twice already) was developed in which Technology was introduced as a new subject. These changes drastically affected Technology Education and teachers’ coping demands on both the subject content and pedagogy escalated. In this study, AR, a strategy for a systematic, objective investigation with Technology teachers’ who are un- and under- qualified to teach Technology was considered. The study aimed at establishing intervention strategies to empower and emancipate senior phase Technology teachers in Mankweng Circuit from the said challenges above. Thus, the study sought to address the question: How could action research intervention be used to improve the teaching of senior phase Technology teachers who are un- and/or under-qualified? The intervention strategies were implemented through the AR cycles in spiral activities of planning, implementation and observation, action and reflection, whose principles were operationalized to develop participants from the situations that they face in their Technology teaching contexts. The study was designed from both critical theory perspective and participatory paradigm. The following instruments were used as a means to gather data: observations, interviews, questionnaires, field notes, video recording of lesson plans and logs of meetings. The study managed to come up with guidelines to develop and kick start AR with teachers. From the ii findings an AR model was developed to emancipate the un- and under-qualified Technology teachers. Themes from the challenges and AR were used to draft a six weeks plan to empower incapacitated Technology teachers. This investigation was shaped by the initial reflection or preliminary study conducted with the participants called reconnaissance study which revealed specific challenges that Technology teachers encountered daily in their classes. These challenges were turned into the themes, which together with the findings from the preliminary study and interview reflection per cycle were used to design the intervention strategies for the next main cycle. The findings of the study from both the preliminary investigation (presented in Chapter Two) and main AR (presented in Chapter Five) reveal an improvement in the teachers’ understanding and implementation of Technology – they were emancipated to a greater extent from the challenges prior to the AR intervention and post the AR intervention. It is true that coming together as AR co-researchers was the beginning of Technology teaching practice problem identification; keeping together was progressive in Technology teaching; but working together remains our success in Technology teaching then, now and in the future – post doctoral studies. en
dc.format.extent 1 online resource (xxiii, 261 leaves) : ill. (chiefly col.), col. port.
dc.language.iso en en
dc.subject Technology (learning area/subject) en
dc.subject Technology education en
dc.subject Emancipation en
dc.subject Empowerment en
dc.subject National Curriculum Statement en
dc.subject Curriculum and Assessment Policy Statement en
dc.subject Action research en
dc.subject Action research cycle en
dc.subject Critical theory en
dc.subject Emancipatory paradigms en
dc.subject Ethical protocol en
dc.subject Interim analysis en
dc.subject Data set en
dc.subject Limpopo Province en
dc.subject.ddc 607.126825
dc.subject.lcsh Technology -- Study and teaching (Secondary) -- South Africa -- Limpopo -- Case studies
dc.subject.lcsh Action research in education -- South Africa -- Limpopo -- Case studies
dc.title The teaching practice of senior phase technology education teachers in selected schools of Limpopo Province : an action research study en
dc.type Thesis en
dc.description.department Curriculum and Instructional Studies en
dc.description.degree D. Ed. (Curriculum Studies)


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