How do South African TVET lecturers rate their digital competencies, and what is their need for training for a digital transformation in the South African TVET sector?

Authors

DOI:

https://doi.org/10.14426/jovacet.v6i1.314

Keywords:

Professionalisation of TVET lecturers; technological pedagogical content knowledge (TPACK); digital competence; technical and vocational education and training (TVET); South Africa

Abstract

Digital-transformation processes pose many challenges for South African technical and vocational education and training (TVET) colleges. In addition to improving infrastructure, lecturers must be equipped with new knowledge and skills to face the challenges in 21st-century classrooms and workforces. Based on the technological pedagogical content knowledge (TPACK) model, this study investigated the ways in which TVET lecturers (n = 364) self-assess their competence in digital teaching and learning, and the kind of additional training or support that they need to increase the effectiveness of their digital teaching. The findings suggest that the lecturers’ self-assessments of their digital-related knowledge are generally high. In addition, the sub-dimensions of TPACK differ significantly according to the educational background of a lecturer. Those with a regular teacher education rate their TPACK abilities higher than those who have only subject-specific training or a pedagogical education. Nevertheless, analysis of the qualitative data shows that TVET lecturers need extensive support in planning effective technology-enhanced lessons, including the creation of educational content.

Author Biographies

Stefanie Holler, University of Stuttgart, Stuttgart, Germany

Stefanie Holler is a research fellow in the Department of Vocational Education with a focus on Teaching Technology at the University of Stuttgart. Her research focus is professional development of TVET lecturers (with a particular focus on South Africa), digital teaching and learning, as well as language, literacy, and learning in the STEM (science, technology, engineering and mathematics) disciplines. She has teaching experience in the engineering fields of study in Germany and, in research and development projects, has trained TVET lecturers in South Africa.

Dr Marcus Brändle, University of Stuttgart, Stuttgart, Germany

Marcus Brändle is a member of the Faculty of Management, Economics and Social Sciences at the University of Stuttgart. He has been working in the Department of Vocational Education with a focus on Teaching Technology (BPT) since 2018. His research interests include competency research for the interdisciplinary school subject, Science and Technology, as well as digitisation and digitisation-related competencies of teachers and student teachers in Germany and internationally.

Prof. Bernd Zinn, University of Stuttgart, Stuttgart, Germany

Bernd Zinn is a professor of vocational education with a focus on technology didactics at the Institute of Educational Science at the University of Stuttgart. His research focuses on teacher training, educational technologies, teaching and learning processes, competence development, as well as inclusion and dealing with heterogeneity in technical education and training.

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Published

26-10-2023

How to Cite

Holler, S., Brändle, M., & Zinn, B. (2023). How do South African TVET lecturers rate their digital competencies, and what is their need for training for a digital transformation in the South African TVET sector?. Journal of Vocational, Adult and Continuing Education and Training, 6(1), 25. https://doi.org/10.14426/jovacet.v6i1.314

Issue

Vol. 6 No. 1 (2023)

Section

Articles