Pre-service teachers’ action research: technology education lesson planning in a South African University
Introduction:
Action research is a reflective and systematic process used by teachers to improve their teaching practices and student learning outcomes. In this study, we explore how pre-service teachers in a South African university implement technology education lesson planning through action research.
Background:
Technology education is an important subject in the South African curriculum, as it helps students develop critical thinking, problem-solving skills, and digital literacy. Pre-service teachers are expected to incorporate technology into their lesson planning to enhance student engagement and learning.
Methodology:
In this study, pre-service teachers engaged in action research to evaluate their technology education lesson plans. They identified a teaching problem, designed a research plan, implemented interventions, collected and analyzed data, and reflected on their practice.
Results:
Pre-service teachers found that action research helped them identify their strengths and areas for improvement in technology education lesson planning. They were able to implement new teaching strategies, enhance student engagement, and assess student learning outcomes more effectively.
Conclusion:
Pre-service teachers play a crucial role in promoting technology education in South African schools. By engaging in action research, they can improve their teaching practices and contribute to student learning outcomes. Further research is needed to explore the long-term impact of action research on pre-service teachers' professional development and student achievement in technology education.