Bridging Theory and Practice: Teachers’ Challenges in Making Stage of Design Process

Abstract

This study investigated the challenges Grade 9 Technology teachers face in facilitating the making phase of mini-Practical Assessment Tasks (mini-PATs), a central component of the Senior Phase Technology curriculum. Although the design process underpins Technology Education, limited research has examined how teachers guide learners in translating theoretical designs into physical artefacts. This gap has left uncertainties regarding the pedagogical and contextual barriers that constrain effective facilitation of hands-on learning. Guided by the constructivist paradigm and the 9E instructional model, the study explored how teachers support learners in applying prior knowledge during the Investigation, Design, Making, Evaluation, and Communication (IDMEC) cycle. A qualitative case study design involved ten purposively selected Technology teachers, with semi-structured interviews and non-participant classroom observations. Data were audio-recorded and thematically analysed, with verbatim excerpts illustrating key findings. Results revealed persistent challenges, including inadequate resources, limited facilities, and low teacher confidence in managing practical tasks. Many teachers struggled to link learners’ prior knowledge to hands-on activities, resulting in superficial engagement and restricted skill development. The study contributes to Technology Education by illuminating the under-explored complexities of facilitating the making phase and provides evidence-based recommendations, including targeted professional development, improved resources, and strategies to integrate theory and practice to enhance teacher competence and learners’ problem-solving skills.