The term technology indicates the process where knowledge, skills and
resources are applied to identify human problems and needs and to solve it
through analysis, planning, manufacturing, implementation and evaluation.
Technology education of the learner is important because it becomes necessary
for all people to become technological literate to be able to solve problems, to
understand and use technology responsibly and to show appreciation for the
interaction between man, technology and the environment.
Technology is a relative new learning area that was implemented in the
curriculum of the Intermediate and Senior phase. The problem is that educators,
who received training before the implementation of this learning area, are not
specifically trained for this learning area. These educators are specialized in
other subject disciplines than the one needed for the teaching of technology. It is
important for educators to have adequate subject knowledge and skills, as well
as subject specific pedagogical knowledge and skills to teach the subject
effectively. Qualified educators can be retrained in a new subject field by
attending in-service training courses.
In-service training in the South-African school system is currently uncoordinated.
is done in an ad-hoc way and is not regarded as part of the professional
development of educators. It is especially short courses that show shortcomings
with regard to the needs of the educators, time available and form of training.
Educators who do attend in-service courses experienced problems to implement
the new knowledge and skills in the school situation, due to a lack of support.
The need for a comprehensive short course model based on the specific needs
of learning area technology teachers was identified. A situation analyses where
learning area technology subject advisors as well as the learning area technology
teachers were involved, were done, after which a model was presented. The
model is based on four variables, namely context, process, strategy and
structure, and content. These four variables determine the further development
of the model and influence the outcomes, design, implementation, evaluation and
closing. Central to the model is the reflection that is integrated with each phase
of the model. Through critical reflection problems in each phase can be identified
in time after which the necessary adaptations could be made. This will contribute
in making sure that training is still done according to the specific participants
needs and that it is done as effectively as possible. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/1200 |
| Date | January 2006 |
| Creators | Reitsma, Gerda Marié |
| Publisher | North-West University |
| Source Sets | North-West University |
| Language | Afrikaans |
| Detected Language | English |
| Type | Thesis |
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