Teacher interfaces are online points/spaces where teachers interact with their learners through technology. Standardised and unstandardised interfaces have dominated YouTube channels at the expense of a semi-standardised interface that allows individual self-reflection and critique with accountability. Despite this tension, life sciences teachers have not yet optimised their teaching performance. The purpose of this study was to examine the YouTube channels used by selected teachers in the teaching of Grade 10 life sciences. Undergirded by the pragmatic paradigm and the mixed-method approach, we employed the natural-driven curriculum rationale. Participatory action research, involving 1-on-1 semi-structured interviews, focus group discussions, document reviews, and YouTube reviews/observations, was applied to collect data from 20 purposively and snowball sampled participants, which were then thematically analysed. The findings/results indicate that the dominance of these 2 interfaces has generated tension between them that needs to be addressed by a semi-standardised interface. It is for this tension that we examined YouTube channels. A semi-standardised teacher interface concentrates on actions, beliefs behind the actions, and the consequences/outcomes of using YouTube channels. Therefore, we recommend applying a semi-standardised teacher interface that promotes self-reflection/critique, thus addressing personal and natural needs.

https://doi.org/10.15700/saje.v45n4a2687

ORCiD iDs of authors:
Zime Lungelwa Mkhize – https://orcid.org/0009-0006-3204-9599
Simon Bhekumuzi Khoza - https://orcid.org/0000-0002-7153-2990