Teachers’ experiences of teaching agricultural economics to grade 12 learners: a case study of two high schools in Ugu District, KwaZulu-Natal.
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Date
2021
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Abstract
The purpose of the study was to explore the experiences of grade 12 teachers’ teaching of agricultural economics, an aspect of the agricultural sciences curriculum within selected schools in Ugu District, KwaZulu-Natal. The study intended to answer the following question: ‘What are teachers' experiences of teaching agricultural economics to grade 12 learners in Ugu District, KwaZulu-Natal?’ In answering this question, a qualitative case study research style was utilised in the study. Shulmans’ Pedagogical Content knowledge (PCK) theory of learning (1986) was used to guide the exploration of teachers’ experiences in the teaching agricultural economics to grade 12 learners. Four grade 12 agricultural sciences teachers were purposively selected as participants, using convenience sampling to select those who were most accessible. Data were generated through semi-structured interviews and focus group discussion. To understand teachers’ experiences of teaching grade 12 agricultural economics, the data collected from both semi-structured interviews and the focus group discussion were analysed and discussed in the following themes: teaching of agricultural economics, unpreparedness to teach some aspects, challenges of teaching agricultural economics, coping strategies, teaching strategies of agricultural economics, lack of training on new content, and teaching resources. The findings of the study revealed that teachers were not adequately trained on new content,
thus, agricultural economics aspects were never a part of the syllabus when most of these teachers were trained in Teacher Colleges of Education. Furthermore, the study also revealed that one of the teachers’ coping strategies was to network with other teachers who teach business commerce and management subjects. Recommendations for Department of Education to provide all essential pieces of equipment required for teaching and learning of agricultural economics in secondary schools were made. In addition, the study recommends that further research is required regarding teachers’ experiences of teaching agricultural
economics outside KwaZulu-Natal to provinces like Mpumalanga, Eastern Cape, and North West.
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Masters Degree. University of KwaZulu-Natal, Durban.