Abstract
Effective teaching and learning of history demand that both teachers and learners consider the skills and knowledge to be acquired prior to, and during the teaching and learning process. Apart from this, during the pedagogical process, there should be no obstacles hindering the application of the necessary steps, teaching approaches, assessments and other teaching requirements including resources. The performance of the learners from the districts, characterised by quantity rather than quality, triggered a belief that there could be challenges in the teaching and learning of the subject. Thus, this study investigated the challenges associated with teaching and learning of FET grade 12s, in the further education and training (FET) band in history in the Ehlanzeni and Bohlabela districts. Constructivism was selected as the theoretical framework relevant to serve as the lens for this study to establish how teaching and learning occur in history classrooms. This study followed a qualitative research approach, namely individual interviews, observations, and document analysis to explore the challenges of history teaching and learning in the two districts. Data was analysed using thematic and content analysis methods. The findings revealed that teaching strategies used by teachers, despite being influenced by departmental circumstances, relate to the challenges encountered. Meanwhile, language barriers, overcrowding and perceptions about history were recognised as challenges in the teaching and learning of the subject in the districts. Based on the findings, the researcher recommends that the Department of Education (DoE), teachers, learners and parents must share a common goal of the teaching and learning of history and it must relate to the aims of history teaching according to the curriculum and assessment policy statement (CAPS).
Key words: Further Education and Training (FET), Grade 12, Effective teaching, history, teaching and learning, Pedagogic Content Knowledge, procedural concepts substantive concepts