• Login
    View Item 
    •   NWU-IR Home
    • Research Output
    • Faculty of Education
    • View Item
    •   NWU-IR Home
    • Research Output
    • Faculty of Education
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    An evaluation of technology teacher in training in South Africa: shortcomings and recommendations

    Thumbnail
    Date
    2011
    Author
    Pool, Jessica
    Reitsma, Gerda
    Mentz, Elsa
    Metadata
    Show full item record
    Abstract
    Compared to other subjects Technology Education (TE) is regarded as a new subject both nationally and internationally. In the absence of an established subject philosophy Technology educators had little alternative than to base their professional teaching and learning practices on approaches from other fields of knowledge and to adapt these. TE is one of the compulsory subjects for learners in South Africa from grade 4–9 since 1998. One of the challenges was the fact that no previous teacher training programmes existed for Technology thus new ones had to be developed. This research described what the necessary knowledge, skills and values are that a qualified Technology teacher should possess and determined if teacher training institutions in South Africa provide opportunities to develop this qualities. Qualitative research was used to provide insight into the nature of pre-service Technology training programmes in South Africa, in order to identify shortcomings in the pre-service training of Technology teachers. The population consisted of senior faculty who have experience in the developing of pre-service training programmes and the training of Technology teachers. Findings of the study suggest a greater focus on the training of Technology teachers as subject specialists by establishing standards that is appropriate for tertiary training in order to enhance the development of subject knowledge; subject specific pedagogical content knowledge by implementing micro lessons; revision of time, planning and facilities for the practising of subject skills; and sufficient opportunities to practise, analyse and reflect on teaching processes to develop appropriate teaching strategies.
    URI
    http://hdl.handle.net/10394/7548
    https://doi.org/10.1007/s10798-011-9198-9
    https://link.springer.com/article/10.1007%2Fs10798-011-9198-9
    Collections
    • Faculty of Education [759]

    Copyright © North-West University
    Contact Us | Send Feedback
    Theme by 
    Atmire NV
     

     

    Browse

    All of NWU-IR Communities & CollectionsBy Issue DateAuthorsTitlesSubjectsAdvisor/SupervisorThesis TypeThis CollectionBy Issue DateAuthorsTitlesSubjectsAdvisor/SupervisorThesis Type

    My Account

    LoginRegister

    Copyright © North-West University
    Contact Us | Send Feedback
    Theme by 
    Atmire NV