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Doctoral Degrees (Social Science Education)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7161

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Browsing Doctoral Degrees (Social Science Education) by Subject "Communities of practice."

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    Teacher learning through teacher learning communities (TLCs): a case of consumer studies teachers in one district in KwaZulu-Natal.
    (2024) Shange, Lulama Nomfundo Londiwe.; Ngwenya, Jabulisile Cynthia.
    This study aimed to better understand how Consumer Studies teachers learned through Teacher Learning Communities (TLCs) in one district in KwaZulu-Natal. Recurring curriculum changes that have plagued the South African education system have been evident in Consumer Studies as a subject. As a result, to ensure that teachers understand the continuous changes and implementation in the subject, there is a need for Consumer Studies teachers to be developed professionally to ensure that the quality of their teaching is up to the required standard, and they are kept abreast with the latest developments. The study is grounded in the Community of Practice (CoP) theoretical framework. The study utilised a qualitative case study design supported by the interpretive paradigm. The ten Consumer Studies teachers teaching the subject were purposefully selected through purposive sampling. Data were generated through telephonic semi-structured interviews, WhatsApp-based Focus group interviews and reflective journals. The generated data were thematically analysed. The study's findings indicated that Consumer Studies teachers learned through various platforms and forms within their schools and outside the schools. The study revealed the benefits of engaging as a community in various programmes such as developmental workshops, subject committees, moderations and conferences. Although Consumer Studies teachers were engaging in TLCs through different forms, challenges encountered during learning limited the way learning occurred in these programmes. Given the constraints imposed by the circumstances in Consumer Studies on the effective face-to-face interactions among teachers in learning communities, the participants adopted a supportive culture and interdependent strategies that facilitated their learning community engagements. This created the availability of excess resources and expertise that the Consumer Studies teachers could tap into. They utilised social media platforms with which they were conversant to communicate and share teaching materials while fostering social interaction. Based on the findings, the study found the need to improve the implementation of TLCs for better learning. The study also made recommendations to effect the needed changes to enhance teachers’ engagement in Consumer Studies learning community programmes.