Exploring teachers’ understanding of skills-based teaching approach in History

This empirical paper explores teachers’ understanding of the Skills-Based Teaching Approach (SBTA) in history at primary schools in the Motheo Education District. Prompted by the shift towards skills-based learning, the study addresses the challenges teachers face in interpreting and applying skills such as critical thinking, historical inquiry, and student-centred learning. The research adopts a qualitative approach, utilising a constructivist paradigm and practice architecture theory as the theoretical framework. The case study design employed in this research facilitated the exploration of SBTA in history within the Motheo Education District, with data collected through semi-structured interviews and analysed using thematic analysis. The significant challenges identified include varying levels of understanding of SBTA, difficulties in balancing content coverage with skills development, and limited professional training. However, successes in promoting active learning and critical engagement were also noted. The study highlights the need for stronger professional development programmes and support systems to better equip teachers. The findings contribute to discussions on enhancing skills-focused pedagogies in history education, offering recommendations to bridge the gaps between policy intentions and classroom practices.