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Open and Distance Learning Practitioners Sustain the Teaching of Technology Education Through Action Learning

Open and Distance Learning Practitioners Sustain the Teaching of Technology Education Through Action Learning

Tome' Awshar Mapotse
Copyright: © 2018 |Pages: 21
ISBN13: 9781522526216|ISBN10: 1522526218|EISBN13: 9781522526223
DOI: 10.4018/978-1-5225-2621-6.ch006
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MLA

Mapotse, Tome' Awshar. "Open and Distance Learning Practitioners Sustain the Teaching of Technology Education Through Action Learning." Open and Distance Learning Initiatives for Sustainable Development, edited by Umesh Chandra Pandey and Verlaxmi Indrakanti, IGI Global, 2018, pp. 125-145. https://doi.org/10.4018/978-1-5225-2621-6.ch006

APA

Mapotse, T. A. (2018). Open and Distance Learning Practitioners Sustain the Teaching of Technology Education Through Action Learning. In U. Pandey & V. Indrakanti (Eds.), Open and Distance Learning Initiatives for Sustainable Development (pp. 125-145). IGI Global. https://doi.org/10.4018/978-1-5225-2621-6.ch006

Chicago

Mapotse, Tome' Awshar. "Open and Distance Learning Practitioners Sustain the Teaching of Technology Education Through Action Learning." In Open and Distance Learning Initiatives for Sustainable Development, edited by Umesh Chandra Pandey and Verlaxmi Indrakanti, 125-145. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2621-6.ch006

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Abstract

The aim of this chapter is to provide readers with a fresh perspective on the challenges facing Technology Education (TE) in developing countries today, as well as the established skills and intervention strategies necessary to overcome these challenges hence sustaining the teaching of TE. In this chapter TE has find its way into school environment successfully and effectively through engaging TE teachers with action research approach. The study was designed from educational living paradigm and is underpinned by critical theory and Mapotse cascading theory. The chapter intends to share a model developed during interaction with the Technology teachers: the developed Mapotse PEAR model to empower technology teachers from the challenges they faced in their Technology Education pedagogy and didactics. If this model can be well implemented and followed, then the Technology teachers will be emancipated to teach Technology Education even without a prior formal training. The theory behind the Action Learning will be the Mapotse cascading theory of ‘each one teaches one'.

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