Life Orientation teachers' pedagogical content knowledge and skills in using a group investigation cooperative teaching approach

Abstract

This qualitative phenomenological study explored the life orientation teachers' pedagogical content knowledge and skills using a group investigation cooperative teaching approach. This study employed a purposive convenient sampling of (N=7) teachers from the Northern Cape province in South Africa who responded to face-to-face interviews and observations. Data were analysed using inductive thematic analysis and supported by the literature review and the study's theory. Findings revealed that the participants had adequate content knowledge and pedagogical content knowledge of life orientation congruent to their teaching praxis. They experienced difficulty in implementing group investigation without proper in-service training and support. The study showed that cooperative learning approaches are valued, despite the teachers' lack of knowledge, lack of training, and overcrowded classroom challenges.