Geography teachers' attitude and practice in secondary schools in Venda

Rambuda, Awelani Melvin

Geography teachers' attitude and practice in secondary schools in Venda

Master Thesis

1994

Publisher

University of Cape Town

Department

School of Education

Faculty

Faculty of Humanities

Abstract

Since the 1960s the discipline of geography has changed its emphasis from the descriptive and scientific approach to a holistic one. The subject now emphasizes the understanding of concepts, the development of skills, and the clarification of values and attitudes. These changes have necessitated a change in teaching methodologies. This study considers teaching methodologies and the mechanisms which underpin teaching/learning interactions as an important means of improving geography education in the classroom. The study describes how the Flanders' Interaction Analysis Categories model can be used as an action research tool. The research suggests that Flanders' Interaction Analysis can be used as a diagnostic tool to influence teaching styles to become more interactive in reality. The study establishes the perceived and actual teaching styles used by geography teachers in Venda. The results of the study reflect the disparities between perceived and the actual teaching styles. The study recommends that secondary school geography teachers should be encouraged to undertake action research as a way of reflecting on their teaching style. Teacher training institutions and inservice training centres should offer · courses on how to introduce and administer interactive teaching styles.

Description

Bibliography: pages 92-112.

Keywords

Education

Reference:

Collections

Masters

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