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Geography teachers’ lived experiences of migrating to online teaching during the COVID-19 pandemic in poorly resourced schools
Thesis (MEd)--Stellenbosch University, 2025.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2025
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| _version_ | 1867613975274848256 |
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| access_status_str | Open Access |
| author | Mtshali, Philile |
| author2 | Le Grange, Lesley |
| author_browse | Le Grange, Lesley Mtshali, Philile |
| author_facet | Le Grange, Lesley Mtshali, Philile |
| author_sort | Mtshali, Philile |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2025. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/132575 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:44:41.084Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/132575 Geography teachers’ lived experiences of migrating to online teaching during the COVID-19 pandemic in poorly resourced schools Mtshali, Philile Le Grange, Lesley Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Geography -- Study and teaching (Secondary) Web-based instruction -- Psychological aspects COVID-19 pandemic 2020-2023 -- Education -- Social aspects Educational change -- Case studies Educational technology COVID-19 Pandemic, 2020-2023 -- Influence Rural schools -- Information technology UCTD Thesis (MEd)--Stellenbosch University, 2025. Mtshali, P. 2025. Geography teachers’ lived experiences of migrating to online teaching during the COVID-19 pandemic in poorly resourced schools. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/9b8cb88f-b3be-416a-bbf0-05a5211ff29e wa202510 ENGLISH ABSTRACT: The purpose of this research was to investigate the actual experiences of geography educators had when they moved to online learning in poorly resourced schools during the COVID-19 pandemic. The study explores the lived experiences of Grade 11 geography educators who moved to online teaching during the COVID-19 pandemic in poorly resourced schools using a qualitative approach. This approach, which is regarded as the most participant-oriented, enables one to interpret the shared experiences of participants and the observable similarities found among them to seek understanding of lived realities. This study seeks to answer the following question: What are selected geography teachers’ lived experiences of migrating to online teaching during the COVID-19 pandemic? The research exclusively involved geography educators at the Further Education and Training (FET) phase. The study comprises a sample size of seven (7) geography educators selected from two schools. The teachers that were selected had experienced the transition from traditional teaching methods to an online teaching delivery method during the COVID-19 pandemic. The participants worked in school districts with a total student population of more than 1,000 learners, from grade 8 to 12. The study used the semi-structured interviews to explore the experiences of geography teachers transitioning to remote online teaching. The findings showed that although the COVID-19 pandemic brought difficulties, it also had advantages. The study’s conclusions advance our knowledge of how geography educators overcame difficulties associated with switching to remote online teaching during the pandemic. The study suggests that the government should fund technology-based professional development for educators, particularly for those working in underprivileged schools, to enable them to effectively integrate artificial intelligence into the context of technology-based learning resources. It also suggest that to improve their professional competence, geography teachers need to look online for good teaching strategies. Using current technology to create an online learning system is an additional option. AFRIKAANSE OPSOMMING: Geen opsomming beskikbaar nie. Masters 2025-06-11T09:32:49Z 2025-06-11T09:32:49Z 2025-03 Thesis https://scholar.sun.ac.za/handle/10019.1/132575 en_ZA Stellenbosch University 129 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Geography -- Study and teaching (Secondary) Web-based instruction -- Psychological aspects COVID-19 pandemic 2020-2023 -- Education -- Social aspects Educational change -- Case studies Educational technology COVID-19 Pandemic, 2020-2023 -- Influence Rural schools -- Information technology UCTD Mtshali, Philile Geography teachers’ lived experiences of migrating to online teaching during the COVID-19 pandemic in poorly resourced schools |
| title | Geography teachers’ lived experiences of migrating to online teaching during the COVID-19 pandemic in poorly resourced schools |
| title_full | Geography teachers’ lived experiences of migrating to online teaching during the COVID-19 pandemic in poorly resourced schools |
| title_fullStr | Geography teachers’ lived experiences of migrating to online teaching during the COVID-19 pandemic in poorly resourced schools |
| title_full_unstemmed | Geography teachers’ lived experiences of migrating to online teaching during the COVID-19 pandemic in poorly resourced schools |
| title_short | Geography teachers’ lived experiences of migrating to online teaching during the COVID-19 pandemic in poorly resourced schools |
| title_sort | geography teachers lived experiences of migrating to online teaching during the covid 19 pandemic in poorly resourced schools |
| topic | Geography -- Study and teaching (Secondary) Web-based instruction -- Psychological aspects COVID-19 pandemic 2020-2023 -- Education -- Social aspects Educational change -- Case studies Educational technology COVID-19 Pandemic, 2020-2023 -- Influence Rural schools -- Information technology UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/132575 |
| work_keys_str_mv | AT mtshaliphilile geographyteacherslivedexperiencesofmigratingtoonlineteachingduringthecovid19pandemicinpoorlyresourcedschools |