Incorporating a Cooperative Teaching and Learning Approach in Life Orientation Lesson Planning

Autor/inn/en	Seherrie, Aloysius Claudian; Mawela, Ailwei Solomon
Titel	Incorporating a Cooperative Teaching and Learning Approach in Life Orientation Lesson Planning
Quelle	In: International Journal of Educational Methodology, 7 (2021) 2, S.373-386 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Seherrie, Aloysius Claudian) ORCID (Mawela, Ailwei Solomon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9632
Schlagwörter	Teacher Collaboration; Lesson Plans; Secondary School Teachers; Daily Living Skills; Cooperative Learning; Teaching Methods; Phenomenology; Grade 10; Teacher Attitudes; Pedagogical Content Knowledge; Instructional Materials; Educational Resources; Faculty Development; Student Centered Learning; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Lehrerkooperation; Lesson planning; Unterrichtsplanung; Alltagsfertigkeit; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Pädagogische Kompetenz; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsmittel; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the field of education, globally, teachers are recognised as important contributors in shaping learners' interaction in a cooperative learning environment through effective lesson planning. There is a plethora of research conducted internally on lesson planning, as a critical instructional competency for good teaching and as a purposeful activity that precedes the delivery of instruction. This study aimed to explore Life Orientation teachers' lesson planning incorporating a cooperative teaching and learning approach in secondary schools in De Aar, South Africa. The researchers adopted a mixed-methods phenomenological research design. Seven Grade 10 Life Orientation teachers were purposely selected to collect semi-structured interviews data, nonparticipatory observation, and document analysis. Data were analysed using inductive thematic analysis and supported with the literature review and the theory underpinning this study. This paper suggests an enactment between teachers' subject and pedagogical content knowledge and instructional material. Lastly, it is also evident that many teachers lack knowledge, insufficient instructional resources, and an understanding of effective lesson planning to implement a cooperative teaching approach. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01