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Title: Teaching strategies for students with learning challenges at a TVET college in the Western Cape
Authors: McPherson, Cavin Benedict 
Keywords: Effective teaching -- South Africa -- Western Cape;Motivation in education -- South Africa -- Western Cape;Learning disabilities -- South Africa -- Western Cape;Learning disabled children -- Study and teaching (Higher) -- South Africa -- Western Cape;Inclusive education -- South Africa -- Western Cape;College teaching -- South Africa -- Western Cape
Issue Date: 2021
Publisher: Cape Peninsula University of Technology
Abstract: This study explores both the challenges experienced and the teaching strategies of lecturers in a technical and vocational educational training college (TVET) in the Western Cape. In this regard, the teaching strategies used in teaching at a TVET college is an essential skill to assist students in their learning experience. Evidently, a lecturer who does not have good teaching strategies can lead to student’s underperforming in their academic quest. Viewed from this perspective, evidence-based practices are advantageous for teaching these students. However, effective teaching at a TVET College comes with a lot of challenges. Among the challenges identified in the literature review, lecturers’ academic qualifications, institutional management, lack of teaching skill are of the major challenges experienced by lecturers in their teachings. This study is located within the interpretive paradigm which explores the lecturers’ academic encounters and their views. The lecturers’ experiences and their qualifications were considered in the empirical study when the interviews and observations were performed. The study adopted a qualitative approach as it intended to find as much detail as possible using a case study design. The study is framed theoretically by the Bronfenbrenner’s bio ecological theory. The participants in the study were 4 lecturers who were purposively sampled as 2 inexperienced lecturers and 2 experienced senior lecturers at a TVET College in the Western Cape based on the duration of their services. A total of 5 students were also selected to triangulate the other instruments. The data was collected through classrooms observations, semi-structured interviews with lecturers and interviews with students. This study revealed that lecturers do not have basic teaching skills and expertise to teach TVET college students with learning challenges. In addition, most of the lecturers tend to find themselves in terrible conditions due to lack of support from the college management team and the DHET. There is also justifiable evidence of the lack of resources and facilities which also makes matters worse for the lecturers because they impact on teaching negatively. Part of the lecturers felt that preparation and development in the region of teaching methods so to help students with learning challenges was not received at the college. The study concluded that there is dire need to overhaul the school system so that students who complete their schooling are mature enough to fit into institutions of higher learning. The study recommends that TVET College lecturers should be trained through workshops on skill development and evidence-based teaching strategies relevant to students learning challenges and in accordance with EWP 6 (PSET). Also, the lecturers should also be trained to identify and support students with learning challenges. Lastly, newly appointed lecturing staff need to be well informed of EWP6 (Department of Education, 2001) and should as well be inducted to know the kind of challenges that exists in TVET colleges.
Description: Thesis (MEd)--Cape Peninsula University of Technology, 2021
Appears in Collections:Education - Masters Degrees

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