In-service training is essential for the English First Additional Language teachers’ professional development. However, a well-presented, organised, and interactive in-service training is determined primarily by the teachers by assessing whether they benefited from the workshop. This study investigates the Intermediate Phase English additional language teachers’ perceptions of the in-service training workshop on how to embrace digital learning conducted at one of the rural circuits in Limpopo. The study is grounded in an interpretivist perspective informed by the technology acceptance model (TAM). Ten EFAL teachers were purposively selected of which four were male and six were female. This qualitative case study utilised semi-structured interviews for data collection. Thematic analysis is used as a data analysis method. In this exploration, the author argues that attaining teachers’ perceptions will assist in whether the conducted workshop objectives have been met or not. It is concluded that if the workshop objectives have not been met, the additional in-service training workshop on acceptance of digital learning will take place.
PresentersMargaret Malewaneng Maja
Associate Professor, Curriculum and Instructional Studies, University of South Africa, Gauteng, South Africa
Classroom Interaction Pedagogy Project, Lifelong Learning, Professional Development, Teachers’ Training, Technology, Workshop