THEORISING THE CURRICULUM AS PRAXIS IN AGRICULTURAL MANAGEMENT: CASE OF CENTRAL UNIVERSITY OF TECHNOLOGY, FREE STATE
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Abstract
This research study aimed to review the approaches to teaching and assessing diverse multidisciplinary agriculture curricula at the University of Technology (UoTs). Teaching academically diverse learners from broad educational secondary schools such as pure agricultural science, commerce, and engineering secondary schools' results in bottlenecks due to the disciplinary differences. In this critical review, using the lens of the multiperspective theory, drawing from cognitive constructivism, social constructivism, and humanistic perspectives underpinning deep-learning approaches of post-school learners entering the tertiary level, were deliberated from the UoT context to establish teaching and learning diverse multidisciplinary agriculture curriculums. This study further reviews in-depth theoretical frameworks elucidating good teaching, curriculum development, and the assessment and evaluation practices drawing from developmental, apprenticeship, and nurturing perspectives for multidisciplinary courses such as Agricultural Management in UoTs to establish the type of support required by agri teachers. From this review, it could be deduced that criticality, reflexivity, and praxis remain the centre of scholarly teaching and learning in Higher Education in South Africa. Future studies should include comprehensive research focusing on contextualising the diverse multidisciplinary agriculture curriculums in UoTs for academic development programmes to support agri academic staff with scholarly teaching strategies and participation in the Scholarship of Teaching and Learning.
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