An emancipation paradigm through critical theory in technology education: An action learning paradigm

Abstract

This action learning study was conducted with senior phase technology education (TE) teachers in M5kg Circuit of Limpopo Province. In most cases action learning follows after participants have been through action research study even though some other scholars use this term interchangeably. The aim of this article is to report the progressive action undertaken by participants after they identified teachers' challenges in their classroom teaching practice. This was done so that appropriate action learning (AL) intervention strategies could be embarked upon to emancipate other technology education teachers who were not participating on action research study. A reconnaissance study as the first cycle stage of AL was instrumental in identifying the teachers' challenges and that was followed by the main action research (AR) study. Focus group, workshop/seminars and audio-visual photos were employed in gathering data from the teachers of twelve (12) schools in M5kg Circuit secondary schools. The findings revealed teachers' incapacity in terms of their knowledge and teaching of technology in the areas of technology-specific teaching experience, technology lesson planning, technology assessment, level of internal and external support for technology teaching, resources for technology teaching and learning, technology curriculum policy interpretation and implementation, and teacher-learner ratio in a technology class. In responding to the findings, the results prompt the development of the guidance to emancipate un- and under qualified technology teachers to confidently teach technology. Critical theory was used to underpin the study while AL was instrumental as the methodology to empower and equip teachers to teach without any formal training of technology education as these was evident from their interview responses.