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Lecturers’ reflections on the teaching of electrical systems and construction NQF L4 NCV curriculum at TVET college campuses in KwaZulu-Natal.

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The purpose of this study was to explore reflections of seven lecturers, all teaching Electrical Infrastructure Construction NQF L4 NCV subjects. Moreover, three are teaching Electrical Systems and Constructions (ES&C) NQF L4 NCV curriculum elective subject and four teaching core subjects at two TVET College campuses in Kwa-Zulu Natal. The research was also meant to answer the following research questions: What are the lectures’ reflections of the teaching of ES&C NQF L4 NCV curriculum at TVET College campuses? What informs lecturers’ reflections of the teaching of ES&C NQF L4 curriculum at the TVET College campuses? (Why these reflections?) Mention study educational gains from the lecturers’ reflections as they teach ES&C NQF4 NCV curriculum at the TVET College campuses. This study presents qualitative method and framed in an interpretative paradigm. Purposive and convenience sampling were utilised to select the most accessible participants. Furthermore, this study was framed by the concepts of curricula spider-web concepts/learning signals to explore lecturers’ reflection on their teaching practice. Data was generated through reflective activity, one-on-one semi-structured interviews and focus group discussion to explore the lecturers’ reflections. Data was analysed using guided analysis. Moreover, lecturers’ reflections levels were categorised into professional, societal and personal rationale. However, the study findings indicated that lecturers were mostly influenced by personal and societal rationale in teaching of ES&C NQF L4 NCV curriculum. The findings of this study also revealed that lecturers are not aware of all the factors that underpin their teaching practices. Furthermore, the lack of the knowledge of the curricular spider-web concepts/ learning signals may result in disparities between intended, implemented and attained curriculum. The findings from the literature review identified three levels of reflections that are important for lecturers to understand the curriculum. These levels are technical, practical and critical reflection, and they were used to frame the responses of the teachers. In addition, this study finding revealed that training resources were a major challenge that created disjuncture between the intended, the implemented and the attained curriculum. Recommendations were made suggesting that lecturers be empowered with critical reflections knowledge, to be able to master curriculum implementation challenges. Moreover, the management must attend to the resources challenges. Key words: Electrical System & Construction NQF L4 NCV curriculum, dual-content, curricular spider-web concepts, learning resources, Lecturers’ reflections.


Masters Degree. University of KwaZulu-Natal, Durban.