An evaluation of Technology teacher training in South Africa: shortcomings and recommendations.
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| Title: | An evaluation of Technology teacher training in South Africa: shortcomings and recommendations. |
|---|---|
| Authors: | Pool, Jessica1 Jessica.pool@nwu.ac.za, Reitsma, Gerda1, Mentz, Elsa1 |
| Source: | International Journal of Technology & Design Education. May2013, Vol. 23 Issue 2, p455-472. 18p. |
| Subject Terms: | *Technology education, *Technology teachers, *Training of student teachers, *Teacher development, *Program development (Education), *Effective teaching, *Education |
| Geographic Terms: | South Africa |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 87661667 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An evaluation of Technology teacher training in South Africa: shortcomings and recommendations. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pool%2C+Jessica%22">Pool, Jessica</searchLink><relatesTo>1</relatesTo><i> Jessica.pool@nwu.ac.za</i><br /><searchLink fieldCode="AR" term="%22Reitsma%2C+Gerda%22">Reitsma, Gerda</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Mentz%2C+Elsa%22">Mentz, Elsa</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Technology+%26+Design+Education%22">International Journal of Technology & Design Education</searchLink>. May2013, Vol. 23 Issue 2, p455-472. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Technology+education%22">Technology education</searchLink><br />*<searchLink fieldCode="DE" term="%22Technology+teachers%22">Technology teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Training+of+student+teachers%22">Training of student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Program+development+%28Education%29%22">Program development (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10798-011-9198-9 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 455 Subjects: – SubjectFull: Technology education Type: general – SubjectFull: Technology teachers Type: general – SubjectFull: Training of student teachers Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Program development (Education) Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Education Type: general – SubjectFull: South Africa Type: general Titles: – TitleFull: An evaluation of Technology teacher training in South Africa: shortcomings and recommendations. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pool, Jessica – PersonEntity: Name: NameFull: Reitsma, Gerda – PersonEntity: Name: NameFull: Mentz, Elsa IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2013 Type: published Y: 2013 Identifiers: – Type: issn-print Value: 09577572 Numbering: – Type: volume Value: 23 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Technology & Design Education Type: main |
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