Abstract
"Meaningful teaching and learning in South African township schools is hampered by general lack of instructional resources. As key agents of educational change, teachers face the key imperative to embrace pedagogic innovation with a view to realize envisaged educational outcomes. This study explored pedagogical affordances of improvised resources as a sustainable means to enhance the quality of instruction in Geography teaching and learning in township schools. The study adopted a mixed-method approach as part of exploratory descriptive survey design and involved purposively selected teachers from South African township schools as participants. Quantitative data was collected through the administration of a survey questionnaire with the participants while qualitative data was collected through semi-structured interviews and classroom observations. Key findings demonstrated that the use of improvised resources provides meaningful platforms to address pervasive knowledge gaps through coherent development of conceptual understanding in Geography teaching and learning. Theoretical implications for pedagogic innovation are discussed."
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