The education of pre-service teachers in technology education

• Published: 2012
• Subjects: Teachers - Training of - South Africa; Technology teachers - Training of - Evaluation; Technology - Study and teaching (Higher)
• Online Access: http://hdl.handle.net/10210/5481

D.Ed. === As a curriculum initiative Technology Education is in its infancy in South Africa. It has only recently, in 1996, been introduced as a compulsory area of learning in the school curriculum. Technology Education with its particular elements of knowledge, skills, attitudes and values is conceptually different from anything previously taught in the school curriculum. The appropriateness of methodology is of fundamental importance to the success of the subject/learning area and probably represents the most significant factor in the effectiveness of its delivery. It is clear that current approaches to learning and instruction are not geared towards the attainment of the desired outcomes in Technology Education. For example, the opportunities for knowledge construction through engagement in the cognitive processes of critical and creative thinking, decision-making problem solving and designing are overshadowed by traditional approaches to curriculum delivery. This is compounded by the fact that no instructional models, which exemplify appropriate instructional practice in Technology Education exist currently in South Africa. The aim of this study was to design and implement an instructional programme in the learning area Technology at a College of Education, and based on the findings, generate a prospective instructional model which would exemplify appropriate instructional practice and at the same time contribute towards the attainment of the desired outcomes in Technology Education. The qualitative research paradigm, using the contextual case study design was considered the most acceptable research strategy for a project of this nature. A group of 20 second year learners was observed around specific tasks comprising the programme. Data was gathered using a variety of methods, viz. direct observation, questionnaires and interviews to gauge firstly, how the learners had experienced the programme, and secondly, how the teacher educator experienced the programme. From the study it appeared that exposure to the instructional programme proved to be an empowering educational experience for both learners and teacher educator alike. In addition to widening the scope and providing opportunities both inside and outside the classroom, the programme appeared to have provided entrepreneurial opportunities for the participants of the programme. Although the instructional programme catered for knowledge construction using a variety of approaches (both behaviourist and constructivist) the most significant gain for learners seemed to have emanated from both group discussion and group work. Although it cannot be stated conclusively that cognitive development had taken place, positive interdependence, shared responsibility, social skills and enhanced learning were evident. The findings of the research provided the foundation for the design and development of an instructional model in Technology Education.