An approach to re-skilling of in-service teachers in Physical Education in South African schools

Leoni Ce Stroebel,Hermanus J Bloemhoff,Johnnie Hay

doi:10.15700/saje.v39n2a1643

Leoni Ce Stroebel, Hermanus J Bloemhoff + Show 1 more

Open Access

https://doi.org/10.15700/saje.v39n2a1643

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Abstract

During the past two decades, curriculum restructuring in South Africa has had some unintended consequences; one of these being the unrealistic demands expected from Life Skills (LS) and Life Orientation (LO) teachers. Physical Education (PE) finds itself within the multi-faceted subject of LS/LO, therefore the teacher, often without requisite training, has to be accountable for the dissimilar demands of this multidisciplinary subject. The continuing professional development needs are undoubtedly just as diverse as the subject itself is. The aim of the study was to explore an approach for capacitating in-service LS/LO teachers responsible for teaching PE. The research reported in this article employed a qualitative design, which comprised semi-structured interviews with 10 Subject Advisors of LS/LO in the Free State. Themes that emerged from the data analysis were assessment problems, inappropriate allocation of teachers; rotation of teachers; and lack of knowledge and understanding; which culminates in the need for in-service training. The results of this study indicate the necessity for re-skilling of in-service LS/LO teachers and propose an approach for a re-skilling programme to equip these teachers with the essential knowledge and skills to teach PE proficiently. Keywords: continuing professional development; Life Orientation; LO teachers’ needs; Physical Education; re-skilling

Highlights

South Africa is listed, among 23 other countries, as an emerging economy or developing country (Amadeo, 2017)
The themes that have an impact on teacher training comprise assessment problems, inappropriate allocation of teachers, rotation of teachers, and lack of knowledge and understanding, which culminates in the need for training/re-skilling/continuing professional development (CPD)
The marks for every term is 100% [...] Those people they just give marks [...] 20 out of 20 [...] Stroebel et al (2017) found that assessment in Physical Education (PE) is in disarray, since teachers struggle with the choice and correct application of rubrics, the application of the inclusivity principle when assessing learners with physical disabilities, and the interpretation of rubrics

Summary

Introduction

South Africa is listed, among 23 other countries, as an emerging economy or developing country (Amadeo, 2017). Emerging economies are defined as rapidly growing and volatile (Amadeo, 2017). Said countries are recognised for diverting from their traditional economies in pursuit of a better quality of life for their people (Amadeo, 2017). The multiple challenges emerging economies face with regard to education are more typical of regress, ranging from dropout rates, insufficient funds, issues of accessibility and inclusion, and critical teacher shortages (Turbot, 2016). Tsotetsi and Mahlomaholo (2013) state that several countries endeavour to improve the quality of their teachers, they find it challenging to connect it with pedagogical practices. Nkambule and Amsterdam (2018) maintain that countries worldwide concede that in order to successful implement reforms in schools, teacher support is vital

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