Challenges Faced by Grade 12 Geography Teachers in Implementing Geomorphology Fieldwork in Tshwane Districts
Keywords:
challenges of fieldwork; experiential learning; geomorphology fieldwork; Grade 12 geography; product-based curriculumAbstract
Grade 12 Geography teachers face significant challenges when implementing geomorphology fieldwork, a crucial component in understanding physical landscapes and deepening learners' abstract geomorphic concepts. This study, underpinned by a product-based curriculum, explored these teachers' experiences, focusing on the difficulties encountered and their impact on the teaching process. A purposive and convenient sample of three districts in Tshwane, South Africa, was selected, with a total of nine Grade 12 teachers (n = 9) participating. Data were collected through semi-structured interviews and document analysis. Using thematic analysis, the findings revealed that while teachers acknowledge the value of fieldwork in enhancing learners’ geomorphic conceptual understanding, numerous obstacles hinder its effective execution. These challenges include financial limitations, time constraints, heavy workloads and inadequate support. In addition, insufficient training in fieldwork implementation and pressure to cover the curriculum within strict timelines further discourage its integration. The study concludes that despite teachers’ willingness to implement fieldwork, systemic and financial constraints often limit its success. The study recommends targeted interventions such as in-service training, dedicated funding, and greater curriculum flexibility to address these challenges. These measures could enable more effective integration of fieldwork, promoting experiential learning and improving learners’ understanding of geomorphology concepts in Grade 12 Geography.
https://doi.org/10.26803/ijlter.24.5.7
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