Professional Learning Communities (PLCs) for the Zimbabwean Design and Technology High School Contexts: Ensuring Quality Teaching through Effective Professional Development

This qualitative study analysed the implementation of Professional Learning Communities (PLCS) for quality teaching of Design Technology (DT) in the Zimbabwean high schools. The study was triggered by low uptake of the Design Technology curriculum since its inception in 2015 by public schools. The study included seven Design Technology secondary school teachers that were randomly selected from the secondary schools in the country’s selected district cluster. Data was collected from the respondents through face to face interviews, critiquing, comparing and contrasting related literature. The social cognitive theory, Bandura’s social learning theory and Vygotsky’s social constructivism theory guides and informs the analysis of findings of this study. Findings shows that the Design Technology syllabus is comprehensive, teachers lack the relevant training to handle the comprehensive syllabus, low investment in staff development programs and low engagement in staff professional groups. The study recommends that regular staff development workshops be administered for Design Technology Schools, equip workshops with tools, teacher training in the comprehensive syllabus and engage in collaborative activities with other DT teachers in country and far wide to guarantee quality teaching of the learning area in the secondary schools.