Teachers' Perception and Practice of Constructivist Teaching Approach in Textile Technology and Design Classrooms: The Case of Secondary Schools in Umzingwane District, Cluster 11

Abstract

The major purpose of this study, therefore, was to investigate teachers' perceptions and current practices of the constructivist teaching approach as well as the major challenges that hinder its implementation in TTD classrooms in secondary schools in Umzingwane district, cluster 11. To attain this purpose, the case study research design was employed. The population of the study consisted of eight TTD teachers from four secondary in Umzingwane district, cluster 11 secondary schools. The sample was made up of four TTD teachers (one from each school) selected using the purposive sampling technique. Data was collected using semi-structured interviews and observations. Descriptive statistics and the thematic approach were used to analyze the collected data. The results of the study revealed that TTD teachers have positive perceptions of the constructivist teaching approach. In spite of their good perceptions, their practices of constructivist teaching approach were low. Among the major factors affecting the effective implementation of constructivist teaching approach were teachers’ lack of knowledge about constructivism, large class sizes, inadequate teaching and learning materials, inadequate infrastructure (TTD laboratory, furniture etc.), inadequate teaching equipment, long syllabus and lack of time. From the findings of this study, it is possible to conclude that teachers were positively perceived the constructivist teaching approach and it was inadequately practiced. The study recommends that TTD teachers should be provided with resources that would enable them teach using constructivist strategies as well as to forestall this, in-service and professional development programmes should continually be organized for teachers to keep them abreast of constructivist strategies