NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1107254
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1814-6627
A Reconnaissance Study as a "Sine Qua Non Factor" for Status Quo Change among Senior Phase Technology Teachers
Mapotse, Tomé Awshar
Africa Education Review, v12 n4 p582-598 2015
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A