Exploring the challenges of senior phase technology teachers in limpopo province

Abstract

The aim of this article is to report the gaps that were identified in the teaching of technology by senior phase teachers at Mankweng Circuit of Limpopo Province. This was done so that appropriate action research-based intervention strategies could be embarked upon to fill these gaps. A preliminary study as the first cycle stage of action research was instrumental in identifying these gaps. Observation, interview and questionnaire were employed in gathering data from the eighteen teachers of five sampled secondary schools. Data was analysed and the findings were coded into specific themes. The findings as themes revealed teachers’ incapacity in terms of their knowledge and teaching of technology in the areas of technology-specific teaching experience, technology lesson planning, technology assessment, level of internal and external support for technology teaching, resources for technology teaching and learning, technology curriculum policy interpretation and implementation, and teacher-learner ratio in a technology class. Some guidelines were developed as a means to help technology teachers in dealing with their teaching practice.