A Reconnaissance Study as a "Sine Qua Non Factor" for Status Quo Change among Senior Phase Technology Teachers

Autor/in	Mapotse, Tomé Awshar
Titel	A Reconnaissance Study as a "Sine Qua Non Factor" for Status Quo Change among Senior Phase Technology Teachers
Quelle	In: Africa Education Review, 12 (2015) 4, S.582-598 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2015.1112144
Schlagwörter	Grade 8; Grade 9; Technology Education; Questionnaires; Observation; Teacher Competencies; Technological Literacy; Pedagogical Content Knowledge; Barriers; Action Research; Experienced Teachers; Qualitative Research; Structured Interviews; Educational Policy; Educational Resources; School Support; Student Evaluation; Foreign Countries; Likert Scales; South Africa + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Technisch-naturwissenschaftlicher Unterricht; Fragebogen; Beobachtung; Lehrkunst; Technisches Wissen; Pädagogische Kompetenz; Projektforschung; Qualitative Forschung; Politics of education; Bildungspolitik; Bildungsmittel; Schulförderverein; Schulnote; Studentische Bewertung; Ausland; Likert-Skala; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article is based on a preliminary action research (AR) study conducted with selected schools in Limpopo. It intends to report on the progress made and research problem identified during the reconnaissance/preliminary study. The aim of this preliminary research is to ascertain whether the findings conform to the main research question of the overall research. The study focused on senior phase Technology teachers at four identified schools, who are teaching grades 8 and 9 in Limpopo. This investigation entailed the administering of a questionnaire, conducting interviews and engaging in an observation activity. This was a small-scale study, for fact-finding purposes, before the main rollout of AR commences. It was evident from the study that teachers lacked capacity to teach Technology as a subject. The teachers lacked Technology pedagogical content knowledge (TPCK) and were not confident in engaging with practical activities, in their assessment of the learners and with compiling Technology learning programmes. These identified challenges serve as the main drive of the study. It is imperative to engage in an emancipatory paradigm or critical theory as a way to intervene in the challenges faced by Technology teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01