Changing pedagogy in rural secondary schools through the technology, pedagogy, content, and spaces (TPeCS) knowledge framework

Abstract

The coronavirus disease (COVID-19) pandemic exposed insecurities and inequalities in schools. As such, there has been changing  pedagogy in rural secondary schools in the uMkhanyakude district. Teachers adopted the technology, pedagogy, content, and spaces  (TPeCS) knowledge framework, integrating planned behaviour. Teachers and learners engaged in discussion as a means of teaching and  learning mathematics after school hours. This implicated cultural and sociological dimensions that were common among rural teachers  and learners. Although the findings of this study could not be generalised, an all-encompassing framework for rural secondary school  teachers and learners through online discussions is recommended. Novel technology-enhanced out-of-school teaching and learning  activities were developed through progressive, participatory action-research. Furthermore, the findings support collaboration and a new  contextualised theory called the technology, pedagogy, content, interaction, and spaces (TPeCIS) knowledge framework