Research Publications (Arts and Design)
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Item How civil technology teachers teach woodworking practical skills in schools : a case of Ekurhuleni East, South Africa(Noyam Publishers, 2024-08) Msimango, Simphiwe Magnificent; Mtshali, Thokozani IsaacIn this Fourth Industrial Revolution (4IR) date, Technology Education teachers are exposed to a of variety teaching methods to ensure that they practice teaching practical skills effectively. Thus, Civil Technology teachers may use different methods such as practical demonstration of skills, videos and photos for teaching woodworking practical skills in schools. The goal of this research was to enquire how Civil Technology Teachers teach woodworking practical skills in schools at Ekurhuleni East, South Africa. Purposive sampling was used to identify a total of Nine (9) Civil Technology teachers to participate in this study. Mixed method research was used where semi-structured interviews and explanatory survey research were combined and integrated as a complementary data collection tool. According to the findings of this study, most of the Civil Technology teachers use practical demonstration of skills as a method to teach woodworking skills in schools. This is because practising the skills in front of the students in the workshop will not only benefit the students but will also develop teachers’ effective teaching skills for woodworking practical skills. The study recommended that teaching and learning time allocation for Civil Technology must be increased so that teachers can be able to demonstrate woodworking practical skills and also monitor hands-on activities. This paper will aid Civil Technology teachers in exploring some ways of teaching that can benefit all students regardless of their class differences when teaching woodworking practical courses.Item Equipping civil technology teachers with hands-on skills and educational resources for effective teaching of practical lessons(OpenEd Network, 2024) Msimango, Simphiwe Magnificent; Mtshali, Thokozani Isaac; Khoza, Samuel DumaziContinuous professional development for teachers will always be prioritized, especially in cases where there are obvious and conspicuous gaps in their subject-matter expertise and when they handle practical skills exercises with inadequate planning and delivery. Hence, this study explores the effects of equipping Civil Technology teachers with hands-on skills and provision of educational resources for effective teaching of practical lessons. This study purposefully sampled nine (09) Civil Technology teachers from Ekurhuleni East, Gauteng province of South Africa. This study was hinged on Stronge’s qualities of effective teachers as its framework. This study adapted a mixed method design where closed-ended questionnaires and semi-structured interviews were considered relevant data collection instrument and sources. A sequential explanatory design was used to analyze the collected data. The findings reveal that even though teachers get continuous hands-on skills training from the Gauteng Department of Education (GDE) annually, the trainings are often too generic and do not adequately boost teachers with confidence to teach specific skills (i.e., construction and plumbing) to learners. As a result, Civil Technology teachers could not actualize their continuous professional development training as an element of learning to become innovative skills teachers. The survey found that while certain Ekurhuleni East schools have instructional tools, some of the teachers were not trained to use them, which made it difficult to effectively teach practical lessons in Civil Technology. Therefore, this study recommended that the Gauteng Department of Education should focus on discipline specific instructional strategies that will promote innovation in skills-based activities in Civil Technology.