A framework for project-based learning in consumer studies teacher preparation

Abstract

Consumer Studies is a South African high school subject selected by a growing number of learners, requiring that more teachers need to be trained to facilitate the subject in schools. Teacher preparation is based on a Consumer Sciences degree, followed by a one-year Post-Graduate Certificate of Education (PGCE). Student-teachers have to be prepared with the pedagogical and subject knowledge required for teaching a complex subject, as well as the skills required of teachers for the challenges and needs of a changing society, within the limited time available. A suitable teaching/learning strategy that actively involves students in their learning needs to be utilised to achieve this extensive goal. As part of a qualitative case study, the Consumer Studies teacher preparation module at one South African university was therefore restructured to utilise project-based learning as primary teaching/learning strategy. The structuring and implementation of project-based learning in the module was refined over a four-year period. Subsequently, a framework for the planning and preferred structuring of project-based learning in the preparation of Consumer Studies student-teachers was developed. The framework provides uncomplicated, scaffolded guidance for planning and implementing project-based learning. It can be used in teacher preparation modules, as well as in Consumer Studies classrooms.