Teachers’ experiences of teaching agricultural science to grades 10 to 12 learners in the Umlazi District.

Abstract

The purpose of this study was to explore the teachers’ experiences of teaching Agricultural science to Grades 10 to 12 learners in the Umlazi District, KwaZulu-Natal. The study intended to answer the following question: ‘What are teachers’ experiences of teaching grades 10 to 12 learners agricultural science?’, ‘What informs teachers experiences in teaching agricultural science?’ In answering these questions, a qualitative case study research style was utilised in the study. Shulman’s Pedagogical Content Knowledge (PCK) theory of learning (1986) was used to guide the exploration of teacher’ experiences in the teaching agricultural science to grades 10 to 12 learners. Four grades 10 to 12 agricultural sciences teachers were purposively selected as participants, using convenience sampling to select those who were most accessible. To understand teachers’ experiences of teaching grades 10 to 12 learners agricultural science, the data collected from both semi-structured interviews and a questionnaire were analysed and discussed. Findings show that some of the teachers found teaching grades 10 to 12 learners agricultural science challenging due to lack of relevant teaching and learning resources. The findings also revealed that lack of resources influences the teaching and learning in both positive and negative ways. Recommendations for Department of Education to provide resources for teaching agricultural science in schools were made. Furthermore, this study recommends that further research be conducted regarding teachers’ experiences of teaching agricultural science outside KwaZulu-Natal to provinces like Gauteng, Limpopo.