SHIFTING ELECTRICAL ENGINEERING LECTURERS’ PERSPECTIVES AND PRACTICES FROM TEACHER-CENTRED TO STUDENT-CENTRED APPROACH THROUGH PROBLEM-BASED LEARNING
Doctoral Thesis
Record information
Authors
MULAUDZI MBOFHENI ABBIE
Publisher
University of the Free State
Description
In the following sections, an account and synthesis of ongoing and previous research in the fields of interest for the study are provided. The significant concepts adopted in the study are presented, as well as the arguments for selecting the research questions and the topic, or in other words, identifying a necessary gap to fill in Technical Vocational Education and Training (TVET) for Electrical Engineering education. The theoretical perspectives of the research were based mainly on pragmatic theories, Lewin's theory of planned change, and Heron's modes of facilitation, but primarily from a social constructivist perspective. Aspects from previous research have been presented as three different perspectives relevant to the study, presented in three distinct but related articles. Each article presents a related perspective on the overall research question, moving the discussion from the general to a more specific angle. The first article focuses on the professional development strategies aimed at improving the quality of teaching practices employed in TVET Electrical Engineering programs. The second article focuses on problem-based learning as a learning and teaching method that could shift TVET Electrical Engineering lecturers' practices. The third and final article presents a framework for TVET Electrical Engineering lecturers' professional development and strategies for the effective implementation of problem- based learning with an emphasis on the prospects and challenges of implementing PBL in a vocational teaching and learning context. The research revealed that Technical and Vocational Education and Training (TVET) lecturers generally lack prior experience in Problem-Based Learning (PBL). However, they do exhibit a basic understanding of its potential benefits for modern education in the 21st century. The study also revealed that three key components, namely the problem itself, the facilitator, and the students, are essential for the effective implementation of PBL. Each component is crucial in driving successful outcomes within the PBL framework. Another significant finding is the importance of a planned approach to lecturer development within the TVET sector. This structured approach is vital for successfully adopting innovative teaching methodologies like PBL. It ensures that lecturers are adequately equipped with the knowledge, skills and resources necessary to implement PBL effectively in their teaching practices. The study recommends developing and implementing a compressive training program tailored explicitly to TVET lecturers to iv enhance their understanding and proficiency in PBL methodologies. These programs should focus on both theoretical knowledge and practical application, providing hands- on experience and opportunities for skill development. The Department of Higher Education should foster the creation of collaborative learning communities within TVET institutions where lecturers can share experiences, insights, and best practices related to PBL implementation. They should encourage peer-to-peer support and mentoring to facilitate continuous learning and improvement. Lastly, they should integrate PBL principles into the curriculum development process within TVET institutions. The Department must encourage interdisciplinary collaboration and alignment with industry needs to ensure that PBL experiences are relevant and meaningful for students. By implementing these recommendations, TVET institutions can create an environment conducive to the successful adoption and integration of PBL, ultimately enhancing the quality of education and preparing students for the demands of the 21st-century workforce.