Teachers’ reflections of their rationale for teaching consumer sciences at secondary schools of Swaziland
Dumisa Celumusa Mabuza
This article presents an action research involving nine participants who reflected on their experiences in rationale for teaching a JC Integrated Consumer Sciences curriculum. Three data-generation techniques: reflective activity, one-on-one interviews, and observations were used to investigate the educators’ reflections that were later dissected utilising Framework Analysis. The educators were selected using both purposive and convenience sampling procedures. The findings of this study show that the teachers identified themselves with either professional rationale, public rationale, or personal rationale, they were all attracted by public reflections as an entry point into the discipline. The educators were influenced by their teachers, parents, and/or they have seen practical works and skills in Consumer Sciences (public reflections), thereafter identifying with these. Educators then develops interest in the subject or loved teaching it, enjoyed teaching it (personal reflections) or through training and qualifications attained, have enriched their outlook to making meaningful information and ideas that promote Consumer Sciences-related contents and knowledge. This study, accordingly, recommends that teachers, although they are mostly attracted by the skills in Consumer Sciences, they need to be aware of their personal interest and professionalism in the discipline for it can greatly affect their teaching.