Life Orientation teachers' pedagogical content knowledge and skills in using a group investigation cooperative teaching approach

Abstract

In this qualitative phenomenological study, we explored the pedagogical content knowledge and skills needed by Life Orientation teachers to implement a group investigation cooperative teaching approach. This study is based on constructivist theory and employed purposive sampling. Seven teachers from selected secondary schools in the Northern Cape province, South Africa, participated in face-to-face interviews. Data was analysed using inductive thematic analysis; it was supported by the literature review and by constructivist theory. Findings revealed that the participants' lack of adequate Life Orientation content knowledge and pedagogical content knowledge has an impact on their teaching praxis. We found that challenges such as the lack of training in implementing group investigation prevent them from participating in such practice. It is therefore recommended that the Department of Basic Education develop strategic plans and training sessions to promote the use of group investigation as a school-based professional development initiative. Further research on group investigation to benefit in-service Life Orientation teachers may pave the way towards the establishment of professional collaboration as a sustainable practice among them.