Understanding pedagogical challenges faced by technology teachers in special needs classrooms

Abstract

Teaching learners with special educational needs requires dynamic and adaptive pedagogical strategies that can lead to social development and academic success. This can be possible if teachers are assisted in mitigating the daily challenges of teaching such learners. This qualitative exploratory case study investigated the pedagogical challenges encountered by two Grade 9 Technology teachers in the Capricorn District of Limpopo Province. This study used Shulman’s Content and Pedagogical Knowledge framework to understand teachers’ challenges. Data was collected through semi-structured interviews and classroom observations; all collected data were analysed thematically. This study found that teachers experienced various challenges, including the emotional labour of teaching, burnout in the LSEN environment and the enactment of instructional knowledge. The study concluded that the sampled teachers displayed weaknesses in lesson planning, activating learners’ prior knowledge, diagnosing errors, achieving curriculum objectives and sustaining engagement. As a result, it was recommended that support through teacher assistants, creative differentiated strategies and enhanced digital-technology literacy to improve outcomes for learners with special needs was imminent.