Teachers’ experiences of teaching grade 8 technology in overcrowded classes.

Abstract

Teaching of Technology covers both theory and practical aspects of learning. Due to overcrowded classes in some contexts like South Africa, the classes lack space, which impacts the teaching and learning process. Teachers are often limited in their capacity to facilitate learning and their mobility within the classroom. The purpose of the study was to explore teachers’ experiences in teaching Technology in overcrowded classes. The focus of the study was on grade 8 Technology teachers from public secondary schools in the Gauteng North District. The study adopted a qualitative research approach in which a case study design was employed. The data was generated using semi-structured interviews with participating teachers and classroom observations. Findings of the study revealed that teachers had both positive and negative experiences to share. As part of the positive experiences, participating teachers maintained enthusiasm using strategies such as rotational learning, making enough space and time for learning. They also engaged learners with practical work, and created songs that explained the Technology practical terms, so that learning can be fun. This enthusiasm fuelled their motivation to keep their lessons interesting and enjoyable for learners. Alluding to the negative experiences, participants shared that there was some ill-discipline behaviour in their overcrowded classes, low academic performances, and managing assessments was also problematic. However, they received support from the school and their subject departments to address these challenges. The study recommends that teachers who manage overcrowded classes and struggle with maintaining order and discipline may consider dividing the class into two groups and teaching them rotationally, as this strategy proved effective for participants in the study. Additionally, assigning duties and tasks to disruptive learners can help keep them engaged and focused on the instruction.