Tomé Awshar Mapotse

Identifying Grade 8 and 9 Technology Teachers' Areas of Need for Intervention in Limpopo Province

Abstract The aim of this article is to report the findings on the gaps that were identified in the teaching of technology by Grade 8 and 9 teachers at Mankweng Circuit of Limpopo Province. This was done so that appropriate action research-based intervention strategies could be embarked upon to fill these gaps. A reconnaissance or preliminary study as the first cycle stage of action research was instrumental in identifying these gaps. Observation, interviews and a questionnaire were employed in gathering data from the teachers from five sampled secondary schools. The findings revealed issues that have to do with technology teachers’ ability and capacity (knowledge on lesson planning, assessment, interpretation of curriculum policy and its implementation, resources) and those beyond teacher’ control (teaching experience, level of internal and external support, resources, tea cher-learner ratio). Identifying these gaps will help inform technology teacher practice about aspects of incapac ity and intervention to be considered.

Technology Education Teachers’ Professional Development Through Action Research

This chapter’s purpose is to share the findings after engaging Technology Education (TE) teachers through an action research (AR) study. The chapter examines the claim that AR could be used as a vehicle for professional development of underqualified and unqualified TE teachers. The findings of this study indicate that AR impacted on TE teachers’ classroom practice.

A reconnaissance study as a sine qua non factor for status quo change among senior phase technology teachers

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.