Teacher Competences in Applying Constructivist Principles in the Teaching of Textiles Technology and Design in Mberengwa Secondary Schools

Abstract

The study was carried out to investigate the competencies of TTD teachers in Mberengwa peri urban cluster in implementing constructivist principles in their classrooms. The intention was to find out if teachers were implementing these principles in the teaching of TTD and the challenges that hinder them from implementing constructivist principles in teaching and learning. The research adopted the case study design to provide an in-depth analysis of teacher competences in applying constructivist principles in the teaching of textiles technology and design in Mberengwa peri-urban cluster secondary schools. The population comprised of five secondary in, Mberengwa peri- urban cluster and 4 TTD teachers. The sample was made up of three TTD teachers. The purposive sampling technique was used to select 3 TTD teachers (one from each school offering TTD) whose teaching experience was more than 10 years. Data was collected using semi-structured interviews and observations. The thematic approach was used to analyse the collected data. The findings of the study revealed that TTD teachers have positive perceptions towards the use of constructivist principles in teaching. However, the positive perceptions did not translate into the actual implementation of these principles in classroom teaching. Furthermore, TTD teachers were not competent enough to implement constructivist principles in teaching as a result resort to use the traditional teacher centred methodologies. The challenges that hindering the effective implementation of constructivist principles in teaching are inadequate time, lack of knowledge skills about constructivism and inadequate resource materials and facilities in schools as well as overcrowded classes. The study recommended that implementation of teacher professional development programmes, induction courses for new teachers, in-service training opportunities as well as ensuring that all schools are adequately equipped with material resources will go a long way in supporting teachers to effectively implement constructivist principles in the teaching of TTD.