Stott, AngelaJacobs, LynetteMafojane, Molie Abittah Johanna2022-05-262022-05-262021-11http://hdl.handle.net/11660/11642Limited technological and pedagogical content knowledge (TPACK) and unfavourable beliefs about teaching with ICT, hinder teachers’ integration of Information and Communication Technologies (ICT) in their teaching. In this study I investigated the extent of change, across the intervention, of the ICT beliefs and practices perceived by the 86 South African Physical Sciences teachers who attended a year-long subject-specific short learning programme, which targeted TPACK development and was offered in a blended mode by a university. This is a pragmatically conducted mixed-methods case study guided by the theoretical frameworks of the Technology Acceptance Model, the Theory of Planned Behaviour, and the SAMR (Substitution, Augmentation, Modification and Redefinition) framework. The pre- and post- 27-statement Likert-scale questionnaire data from the 53 participants who completed both, were analysed quantitatively both descriptively and statistically. This data guided the purposive sampling of 17 of these participants for engagement in audio-recorded semi-structured interviews, which were transcribed, coded and analysed qualitatively using NVivo. Additionally, the participants’ descriptions and supporting photographic and video evidence of a lesson they submitted for assessment for the programme, also formed part of the qualitatively analysed data. The findings suggest that the programme was effective at changing the beliefs and practices regarding ICT integration, of a considerable number of the teachers, who tended to perceive these changes as having multiple positive effects on the quality of their teaching practice. However, this was attained with considerable effort. Also, several school factors were found to inhibit the extent to which the participants were able to implement what they learnt in the professional development opportunity in their classrooms. Furthermore, several issues that had not been anticipated at the start of the programme arose as obstacles which reduced the efficacy of the programme for some of the participants. Based on these findings, I make several recommendations for future iterations of this, or similar, programmes, as well as recommendations for teachers, principals and district officials, to enhance the likelihood of effective integration of ICT usage in subject teaching.enThesis (Ph.D. (Curriculum Studies))--University of the Free State, 2021ChangeBeliefsPracticesQuality of teachingQuality of teachingSchoolsSubject-specificGoalsThesisUniversity of the Free State