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Investigating the classroom teaching practices of life sciences teachers in Gauteng

Author

Listed:
  • Thasmai Dhurumraj

    (Department of Science and Technology Education, University of Johannesburg, Gauteng, South Africa)

  • Jodi-Leigh Broadhurst

    (Department of Science and Technology Education, University of Johannesburg, Gauteng, South Africa)

Abstract

In the analysis of the South African NSC diagnostic reports, the Department of Education prepared areas of learners’ struggle have proved to repeat themselves from 2017 to 2020. The classroom practices of Life Sciences teachers, focusing on teacher knowledge, were observed in a sample of schools in the province of Gauteng, South Africa. The investigation aimed to investigate these practices of Life Sciences teachers and consequently diagnose teaching difficulties. Data was collected through interviews and observations in a multi-case study approach and analyzed using Mudau’s (2016) Classroom Practice Diagnostic Framework. This study reveals that teachers’ classroom practices contribute to the teaching difficulties they experience when considering teachers’ knowledge of the Life Sciences content, the teaching context, and learner understanding. Key Words:classroom practice, challenges of teaching, Teaching and Learning

Suggested Citation

  • Thasmai Dhurumraj & Jodi-Leigh Broadhurst, 2023. "Investigating the classroom teaching practices of life sciences teachers in Gauteng," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 12(2), pages 393-406, March.
    • Handle: RePEc:rbs:ijbrss:v:12:y:2023:i:2:p:393-406
    DOI: 10.20525/ijrbs.v12i2.2389
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