Study of technology education instructional practices in grade nine classrooms a case study of three senior secondary schools in the King Williams Town district

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dc.contributor.advisorMtose, Xoliswaen
dc.contributor.authorNtshaba, Lulama Princessen
dc.date.accessioned2026-08-14T01:44:39Z
dc.date.available2026-08-14T01:44:39Z
dc.date.issued2012en
dc.description.abstractThe purpose of this study is to investigate teaching and learning practices in Grade nine Technology Education classrooms. However, this is to ensure the relationship between the existing Technology Education teaching and learning practices and the Revised National Curriculum Statement (RNCS) requirements. The study was conducted in three King William’s Town Senior Secondary schools. The research took the form of a qualitative interpretive case study focusing on a study sample of three Technology Education teacher participants. The qualitative methods used allowed the researcher to gather the data in order to describe and interpret teachers’ Technology Education instructional practices in Grade nine classrooms. The data was gathered by the observation of Technology Education lessons in the classrooms, through the interviews, as well as the examination of the learning area policy documents (mainly the lesson plans and the activities in the classrooms). In contrast to the past traditional curriculum, the outcomes-based RNCS proposes that teachers teach for understanding and concept development with emphasis on active learning, problem solving, reasoning and communicating technologically. To achieve the outcomes of the RNCS, teachers who are regarded as the “key contributors to the transformation of education in South Africa” need to be “qualified, competent, dedicated, caring and be able to fulfill the various roles outlined in the Norms and Standards for educators” (Department of Education, 2002a, p.9). vi It has been evident by the researcher that instructional practices are not aligned with curriculum expectations. The findings revealed two fundamental reasons for this, namely the teachers’ understanding of the RNCS is limited and teachers’ lack of confidence with regard to content knowledge for Technology Education teaching. Teacher competence relates to teachers having the content knowledge and the ability to use this knowledge pedagogically to ensure that the curriculum is thoroughly covered at all levels. It has been recommended in this study that teacher development needs to become a priority. It is vital, that programmes are developed to retrain Grade nine Technology Education teachers in-service.en
dc.formatxiii,169 leaves; 32 cmen
dc.formatpdfen
dc.identifier.citationNtshaba, Lulama Princess. 2012en
dc.identifier.othervital:16177en
dc.identifier.otherhttp://hdl.handle.net/10353/486en
dc.identifier.otherEducation, Secondary -- South Africa -- Eastern Cape -- Case studiesen
dc.identifier.otherTechnology -- Study and teaching -- South Africa -- Eastern Capeen
dc.identifier.urihttp://hdl.handle.net/20.500.11837/4710
dc.language.isoEnglishen
dc.publisherUniversity of Fort Hareen
dc.publisherFaculty of Educationen
dc.rightsUniversity of Fort Hareen
dc.subjectEducation, Secondary -- South Africa -- Eastern Cape -- Case studiesen
dc.subjectTechnology -- Study and teaching -- South Africa -- Eastern Capeen
dc.titleStudy of technology education instructional practices in grade nine classrooms a case study of three senior secondary schools in the King Williams Town districten
dc.title.alternativeStudy of technology education instructional practices in grade nine classrooms a case study of three senior secondary schools in the King Williams Town districten
dc.typeThesisen
dc.typeMastersen
dc.typeM Eden

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