A sense-making approach to pre-service teachers’ use of teaching and learning materials in resource-constrained contexts.

DOI: https://doi.org/10.33650/ijess.v5i1.12575

Authors (s)


(1) * Maxwell Tsoka   (University of Venda, Africa)  
        South Africa
(*) Corresponding Author

Abstract


This study examines how prospective teachers understand and use teaching and learning materials in the context of under-resourced schools. The goal is to uncover how the sense-making process influences pedagogical decisions when teaching. The research used a phenomenological approach with classroom observation and in-depth interviews with one prospective teacher who taught the topic of electrical circuits in grade 9. Thematic analysis is used to identify patterns of use of teaching materials and the way prospective teachers interpret their functions. The results showed that the selection of teaching materials was driven by personal experience and peer recommendations, rather than mature pedagogical considerations. The implementation of the material in the form of videos takes place passively without activities that encourage student involvement. Prospective teachers are not able to connect teaching tools with learning objectives so that the potential of the material is not utilized optimally. The discussion highlighted that limited sense-making has an impact on the quality of learning and hinders the development of professional competencies. The findings of the study suggest the need for professional learning communities to strengthen the pedagogical reflection and understanding of prospective teachers. This study shows that structured support can improve the ability to use teaching materials effectively in the context of limitations.

Keywords

Sense-Making; Teaching and Learning Materials; Pre-Service Teachers; Pedagogical Practice; Resource-Constrained Schools; Learner Engagement



Full Text: PDF



References


Aguas, P. P. (2022). Fusing Approaches in Educational Research: Data Collection and Data Analysis in Phenomenological Research. Qualitative Report, 27(1), 64–77. https://doi.org/10.46743/2160-3715/2022.5027

Akar, B. (2024). Disrupted Institutional Pathways for Educational Equity in Conflict-Affected Nations. Dædalus, 153(4), 286–301. https://doi.org/10.1162/daed_a_02116

Alhazmi, A. A., & Kaufmann, A. (2022). Phenomenological Qualitative Methods Applied to the Analysis of Cross-Cultural Experience in Novel Educational Social Contexts. Frontiers in Psychology, 13, 785134. https://doi.org/10.3389/fpsyg.2022.785134

Belver, M., Manjarrés, Á., Barbarelli, A., & Pickin, S. (2023). Requirements Elicitation Based on Psycho-Pedagogical Theatre for Context-Sensitive Affective Educational Recommender Systems. IEEE Access, 11, 76284–76299. https://doi.org/10.1109/ACCESS.2023.3297509

Carrete-Marín, N., & Domingo-Peñafiel, L. (2022). Textbooks and Teaching Materials in Rural Schools: A Systematic Review. CEPS Journal, 12(2), 67–94. https://doi.org/10.26529/cepsj.1288

Chekour, M., Seghroucheni, Y. Z., Tadlaoui, M. A., & Hafid, M. M. (2022). Blended Learning and Simulation for Teaching Electrical Concepts to High School Pupils. Journal of Turkish Science Education, 19(4), 1119–1134. https://doi.org/10.36681/tused.2022.165

Chirinda, B., Ndlovu, M., & Spangenberg, E. (2021). Teaching Mathematics During the COVID-19 Lockdown in a Context of Historical Disadvantage. Education Sciences, 11(4), 177. https://doi.org/10.3390/educsci11040177

Ferdiana, A., Mashuri, Y. A., Wulandari, L. P. L., Rahayu, I. D., Hasanah, M., Ayuningsih, Z., Batura, N., Khan, M., Liverani, M., & Guy, R. (2024). The Impact of a Multi-Faceted Intervention on Non-Prescription Dispensing of Antibiotics by Urban Community Pharmacies in Indonesia: A Mixed Methods Evaluation. BMJ Global Health, 9(10), e015620. https://doi.org/10.1136/bmjgh-2024-015620

Finlay, L. (2021). Thematic Analysis: The ‘Good,’ the ‘Bad,’ and the ‘Ugly.’ European Journal for Qualitative Research in Psychotherapy, 11, 103–116.

Fontaine, G., Mooney, M., Porat-Dahlerbruch, J., Cahir, K., Ellen, M., Spinewine, A., Taylor, N., Laritz, R., Bourbeau-Allard, È., & Grimshaw, J. M. (2025). Advancing the Selection of Implementation Science Theories, Models, and Frameworks: A Scoping Review and the Development of the SELECT-IT Meta-Framework. Implementation Science, 20(1), 24. https://doi.org/10.1186/s13012-025-01436-5

Gonzales, A. G., & Gonzales, G. G. (2024). Exploring Users’ Acceptance of Electronic Circuits Simulation: Implications to Teaching Basic Electronics. Social Sciences & Humanities Open, 9, 100821. https://doi.org/10.1016/j.ssaho.2024.100821

Ilie, S., Rose, P., & Vignoles, A. (2021). Understanding Higher Education Access: Inequalities and Early Learning in Low and Lower-Middle-Income Countries. British Educational Research Journal, 47(5), 1237–1258. https://doi.org/10.1002/berj.3723

Kannaujiya, A. K., Rakshitha, K., Satyanarayana, P., Bekal, A., Kamati, R., Ramanaik, S., Kar, A., & Potty, R. S. (2025). Evaluation of ‘Sphoorthi’ Adolescent Empowerment Project in Koppal District, Karnataka. MethodsX, 14, 103357. https://doi.org/10.1016/j.mex.2025.103357

Kefalis, C., Skordoulis, C., & Drigas, A. (2025). Digital Simulations in STEM Education: Insights From Recent Empirical Studies, a Systematic Review. Encyclopedia, 5(1), 10. https://doi.org/10.3390/encyclopedia5010010

Lochmiller, C. R. (2021). Conducting Thematic Analysis With Qualitative Data. The Qualitative Report, 26(6), 2029–2044. https://doi.org/10.46743/2160-3715/2021.5008

Masalimova, A. R., Zheltukhina, M. R., Sergeeva, O. V., Kosarenko, N. N., Tsomartova, D. A., & Smirnova, L. M. (2024). Science Teaching in BRICS: A Systematic Review of Pedagogical Approaches and Challenges. EURASIA Journal of Mathematics, Science and Technology Education, 20(4), em2432. https://doi.org/10.29333/ejmste/14434

Reinders, S., Dekker, M., & Falisse, J. (2021). Inequalities in Higher Education in Low- and Middle-Income Countries: A Scoping Review of the Literature. Development Policy Review, 39(5), 865–889. https://doi.org/10.1111/dpr.12535

Roche, A., Gervasoni, A., & Kalogeropoulos, P. (2023). Factors That Promote Interest and Engagement in Learning Mathematics for Low-Achieving Primary Students Across Three Learning Settings. Mathematics Education Research Journal, 35(3), 525–556. https://doi.org/10.1007/s13394-021-00402-w

Shoufan, A. (2023). Exploring Students’ Perceptions of ChatGPT: Thematic Analysis and Follow-Up Survey. IEEE Access, 11, 38805–38818. https://doi.org/10.1109/ACCESS.2023.3268224

UNICEF. (2022). The State of Global Learning Poverty (Issue June). https://www.unicef.org/media/122921/file/StateofLearningPoverty2022.pdf

Urcia, I. A. (2021). Comparisons of Adaptations in Grounded Theory and Phenomenology: Selecting the Specific Qualitative Research Methodology. International Journal of Qualitative Methods, 20, 16094069211045474. https://doi.org/10.1177/16094069211045474

Widodo, W., Mahdiannur, M. A., Suryanti, S., & Choirunnisa, N. L. (2023). Mobile Interactive Multimedia to Assist Prospective Science Teachers Holding Conceptual Understanding in Problem-Solving Electrical Circuits. TEM Journal, 12(4), 2251–2263. https://doi.org/10.18421/TEM124-36


Dimensions, PlumX, and Google Scholar Metrics

10.33650/ijess.v5i1.12575


Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Maxwell Tsoka

Creative Commons License
 
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Indonesian Journal of Education and Social Studies
Published by Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M) of Nurul Jadid University, Probolinggo, East Java, Indonesia.