Journal of Research in Technical Careers
Keywords
identity, professionalism, training, vocational knowledge
Disciplines
Adult and Continuing Education | Teacher Education and Professional Development | Vocational Education
Abstract
This study explored the challenges impeding the implementation of lecturer professionalisation at selected public Technical and Vocational Education and Training (TVET) colleges in Gauteng Province, South Africa. A qualitative research approach was followed, and a case study research design was adopted. Fifteen (15) participants were selected from five colleges through a purposive sampling technique. Semi-structured interviews were used to collect data, which was analysed through thematic analysis on Atlas.ti. This study found that lecturer professionalisation faced personal, institutional, and systemic challenges, namely, a professional identity crisis, lack of management support, lack of pedagogical knowledge, lack of self-directedness, negative public perception, and inadequate professional ethics. This study highlights the need for South African TVET leadership to expedite lecturers’ professional development to ensure that lecturers function optimally and contribute to institutional, sectoral, and national development imperatives.
Recommended Citation
MALUKA, M., & MULAUDZI, M. (2025). Emerging Perspectives Regarding the Implementation of Lecturer Professionalization at Selected TVET Colleges in Gauteng Province, South Africa. Journal of Research in Technical Careers, 9 (1). https://doi.org/10.9741/2578-2118.1164
Permissions
Data can only be made available with permission from the University of South Africa
Included in
Adult and Continuing Education Commons, Teacher Education and Professional Development Commons, Vocational Education Commons
