Identifying Grade 8 and 9 Technology Teachers’ Areas of Need for Intervention in Limpopo Province
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Authors
Mapotse, Tomé Awshar
Gumbo, Mishack Thiza
Issue Date
2013
Type
Article
Language
en
Keywords
Technology Education , Action research , Reconnaissance Study , Critical Theory , Challenges
Alternative Title
Abstract
The aim of this article is to report the findings on the gaps that were identified in the teaching of
technology by Grade 8 and 9 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 reconnaissance or
preliminary study as the first cycle stage of action research was instrumental in identifying these gaps. Observation,
interviews and a questionnaire were employed in gathering data from the teachers from five sampled secondary
schools. The findings revealed issues that have to do with technology teachers’ ability and capacity (knowledge on
lesson planning, assessment, interpretation of curriculum policy and its implementation, resources) and those
beyond teacher’ control (teaching experience, level of internal and external support, resources, tea cher-learner
ratio). Identifying these gaps will help inform technology teacher practice about aspects of incapacity and
intervention to be considered.
Description
Citation
T.A. Mapotse and M.T. Gumbo (2013) Identifying Grade 8 and 9 Technology Teachers’ Areas of Need for Intervention in Limpopo Province. Journal of Social Sciences 36(1): 19-28
Publisher
Kamla
License
Journal
Volume
Issue
PubMed ID
DOI
ISSN
09718923