Teachers’ understandings and uses of the case-based method to teach Tourism in Grades 10-12.
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Date
2021
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Abstract
The current national curriculum for secondary schools in South Africa envisages learners who
can think critically and will be able to solve problems in the real world of work. To achieve
this goal, the case-based methodology is often used as a teaching strategy because it provides
a fertile ground to apply theoretical concepts to real-world situations while enhancing learner
participation and developing critical skills. Given the practical nature of Tourism as a subject
in the Further Education and Training (FET) phase in schooling in South Africa, the study
examined teachers’ understandings and use of the case-based method in teaching Tourism in
Grades 10-12. A qualitative case study methodology and interpretive paradigm were used.
Three teachers from one school participated in this study and were purposely selected. Data
were generated using semi-structured face-to-face interviews, lesson observations, and
teachers’ reflective writings. The findings indicated a paradox in teachers’ understandings of
the case-based method of teaching Tourism. On the one hand, they understood the case-based
method as a valuable teaching strategy while, on the other hand, they perceived this method as
complex and difficult to apply. It was evident from the data that the teachers predominantly
used the traditional way of classroom instruction (often referred to as the ‘chalk and talk’
method) as they did not engage in active learning strategies such as discussions of case studies,
which are required in the case-based method in teaching and learning. This suggests that the
teachers did not provide opportunities for the formation of a learning community in which the
learners could explore tourism concepts while also engaging in the collaborative construction
of knowledge using the case-based method. The implication is that teachers’ use of case-based
methodologies as a teaching and learning strategy in Tourism classrooms is dependent on their
understanding of the case-based methodology. Therefore, this study concludes that these
Tourism teachers did not possess adequate skills in transmitting the required knowledge of
Tourism as the case-based method was not appropriately applied.
Description
Masters Degree. University of KwaZulu-Natal, Durban.