The Emphasis of Occupational Health and Safety Into Technology and Vocational Education Pre-service Teachers Through Guided Discovery Approach

The Emphasis of Occupational Health and Safety Into Technology and Vocational Education Pre-service Teachers Through Guided Discovery Approach | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Emphasis of Occupational Health and Safety Into Technology and Vocational Education Pre-service Teachers Through Guided Discovery Approach Simphiwe Magnificent Msimango, Thokozani Isaac Mtshali This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8591558/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The impetus of skills transformation lies in the quest for discovery, creativity and critical thinking skills. This study explores the effectiveness of guided discovery approach when training TVET pre-service teachers with special focus into Occupational Health and Safety (OHS) practice. Framed through a Guided Discovery approach, this study used qualitative research method where semi-structured interviews and non-participant observations were considered pertinent for data gathering; and thematic analysis was analysis strategy. The objecctives of this study was to find the effectiveness of Guided Discovery approach when teaching TVE pre-service teachers about OHS. This study discovered that Guided discovery assisted pre-service teachers to identify their deficiencies into practicalizing the concept of OHS. It was conceived that pre-service teachers were aware about practices they ought to enact during OHS lessons, but this was only through theoretical knowledge. Various factors that deprive pre-service teachers to practice safety were revealed which included shortage of personnel protective equipment and absence of emergency health and safety resources in their workplaces. This study recommends that lecturers implement didactical methods focusing into practical tasks that influence the pre-sevice teachers to practice safety in their workshop; and guide pre-service teachers to discover and learn safety skills than being always taught. Occupational Health and Safety Act Technology Education Guided Discovery Technology and Vocational Education Hands-on skills Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Introduction and background Guided Discovery is popularly known for its emphasis on engaging students in the process of knowledge discovery. This study ensured that the guided discovery teaching method is distinct from other constructivist approaches primarily beacuse its emphasis on structured scaffolding, explicit instructional design, and the specific role of the teacher in facilitating concept formation rather than merely providing an open-ended learning environment. Moreover, this method prides itself with ability to generate interest and excitement about classroom resources and assist students to explore their potential applications. At the centre of it all rest the need for deeper learning based on fundamental understanding [1]. Thus, the role of a teacher in this method becomes that of a facilitator who provides a structured learning environment by posing strategic questions, presenting relevant examples, and guiding students to discover concepts and rules on their own, rather than directly delivering information. In essence, the teacher encourages critical thinking and active participation while monitoring pre-service Technology and Vocational Education (TVE) students’ progress and providing feedback whenever it is needed. Therefore, this becomes a perfect method of teaching pre-service teachers about safety in the workplace as a first topic in TVE sector. The topic of “Safety” is one that emphasizes the need to own and wear personal protective clothing in the TVE laboratories when practicing practical lessons, safe handling of tools, promotion of safe working conditions, and accident-free learning environment amongst others. Safety in the workplace as a concept encompasses various dimensions, including occupational health and safety practice in the workshop, pedagogical knowledge and adaptability to diverse workshop environments [2]. It therefore becomes prudent for a lecturer to guide his students in discovering safety acts when they are given a hands-on task. It is in the nature of TVE to prepare individuals for specific trades or careers [3]. The objecctives of this study was to find the effectiveness of Guided Discovery approach when teaching TVE pre-service teachers about OHS. Thus, the findings from this study will also assist lecturers to equip pre-service teachers with skills and knowledge about safety in the workplace. So, the best way to prepare such an individuals this study is recommend a guided discovery approach. Research purpose The purpose of this paper is to explore the effectiveness of Guided Discovery approach when teaching Technology and Vocational Education pre-service teachers. Research questions 1. What barriers do pre-service teachers face in implementing workplace health and safety practices during their hands-on skills training? (Semi-structured interviews) 2. How does the use of guided discovery teaching impact observed student effort in understanding the practice of hands-on skills in a safe workshop? (Non-participant observation) The importance of learning about safety in the workplace A number of studies have previously indicated that the relationship between Occupational Health and Safety (OHS), TVE has become increasingly important in recent years. Yet, some teacher training centers still oversight the need to evaluate the technology and vocational education preservice teachers’ readiness for conducting hands-on lessons yet adhering to workplace health and safety practices. Thus, this paper is concerned with the readiness of TVE pre-service teachers’ artisanship and knowledge about safety and security in their workplaces. However, there is an emerging outcry regarding the training methods used, which neglect health and safety practices during practical lessons in the workshop. Therefore, pre-service teachers who are inadequately trained may not be aware of essential safety protocols, leading to unsafe working conditions for themselves and their learners [4]. Also, insufficient training may result in pre-service teachers being unaware of legal requirements such as Occupational Health and Safety Act. (OSHA) standards or South African regulations governing workplace safety [5]. Furthermore, OHSA aims to provide health and safety for workers at the workplace and ensure their safety when using machinery. Hence, it seeks to protect individuals other than workers from threats to safety arising from workplace activities, establish an advisory council for occupational health and safety, and address related matters. Yet, OHSA regulations are critical in educational environments, particularly in technology and vocational settings where hands-on activities are common [6]. The concern for pre-service teachers varies significantly across different countries, influenced by educational policies, teacher shortages, and the overall quality of education systems [7]. According to [8], in the United States, there is a growing concern regarding the preparation and support of pre-service teachers. This stems from challenges such as technology and vocational education teacher shortages in various regions, particularly in urban and rural areas. Many states have implemented initiatives to improve teacher training programs, focusing not only on practical experience but health and safety in the workplace during preservice training. While Kenya is actively reforming its teacher education system to address challenges such as teacher shortages and inadequate training quality. The introduction of the Competency-Based Curriculum (CBC) emphasizes practical teaching skills and real-world application, which has led to an increased focus on preservice training programs. Hence, the CBC focus on emphasizing the workplace basics skills for pre-service teachers. Also, the Republic of South Africa has made substantial investments in improving its teacher education programs [9]. Although, the country has implemented various policies aimed at enhancing the quality of teacher training institutions, including the establishment of the Council on Higher Education (CHE) to oversee accreditation processes. However, the significance of health and safety practice when training the technology and vocational education pre-service teacher in their training institutions is still oversighted. Furthermore, this paper has sampled one university of technology in KwaZulu Natal (KZN) which offer Bachelor of Education (Technology Education) degree but they only provide comprehensive support for pre-service teachers, focusing on both pedagogical skills and subject knowledge. This paper employed qualitative research method where semi-structured interviews and non-participant observations was used as data collection tools. Moreover, thematic analysis will be used to analyze the collected data in this paper. Yet, [10] Guided discovery approach will be used as the conceptual framework to guide this paper. Since this paper was investigated using qualitative research design. The findings disclosed that adequate communication and partnership between the higher education institution and teacher-training institute is essential for positive trajectory to influence workplace health and safety skills to the pre-service teachers. Yet, this paper seeks to address the barriers that hinder technology education pre-service teachers to acquire adequate skills of implementing health and safety practice in the workplace. Literature review The importance of literature in pre-service teacher evaluation stems from its ability to help higher education institutions that specialize in technology and vocational education to monitor progress and make sure pre-service teachers have both good artisanship together with knowledge and skills essential for workplace health and safety. Additionally, because such literature is crucial since it contributes to the body of current scholarly work that is offered in a range of media, including dissertations, book chapters, articles, and other research studies. Thus, this paper will enable scholars to identify knowledge gaps that might support the advancement of the field of technology and vocational education. Nonetheless, the literature evaluation for this paper will focus on these two areas, specifically: I. Challenges facing TVE pre-service teachers for implementation of workplace health and safety practice II. Factors influencing pre-service teachers’ readiness for implementation for workplace health and safety I. Challenges facing tve pre-service teachers for implementation of workplace health and safety practice Implementing effective workplace health and safety (WHS) practices is critical for ensuring the well-being of employees and minimizing risks in various work environments [11]. However, tertiary schools that offer technology and vocational education specializations face numerous issues and challenges that can hinder the pre-service teachers to acquirer the implementation of these practices. According to [12], one of the primary challenges in implementing WHS practices is a lack of commitment from management. When the technology and vocational education subject specialization lecturers do not prioritize health and safety, it can lead to insufficient resources being allocated for training, equipment, and safety programs. This lack of commitment can create a culture where safety is not seen as a priority, leading to poor compliance with safety regulations and increased risk of accidents [13]. Another significant issue is the lack of adequate training for employees regarding health and safety protocols. Therefore, many technology and vocational education pre-service teachers may not be fully aware of the risks associated with their jobs or how to mitigate them effectively. Additionally, without proper training programs that are regularly updated to reflect new regulations or technologies, employees may inadvertently engage in unsafe practices [14]. However, some higher education institutions that offer bachelor of education in technology and vocational education often struggle with limited financial resources dedicated to health and safety initiatives. Budget constraints can prevent companies from investing in necessary safety equipment, hiring qualified personnel, or conducting regular safety audits [15]. Thus, this inadequacy can lead to an environment where safety measures are either outdated or nonexistent. Also, the resistance from pre-service teachers or management towards new health and safety policies can also pose a challenge. Change can be met with skepticism or reluctance, especially if pre-service teachers feel that existing practices are sufficient or if they perceive new measures as burdensome. Overcoming this resistance requires effective communication about the benefits of proposed changes and involving employees in the development of new policies. Globally, technology and vocational education pre-service teachers face variety of challenges that hinder them to gain skills for implementing workplace health and safety practice during their training period. According to [16], pre-service teachers in the United States face a multitude of issues and challenges regarding the implementing workplace health and safety practices. One of the primary challenges encountered by pre-service teachers is insufficient training regarding workplace health and safety practices. Many teacher education programs do not include comprehensive coursework on health and safety regulations or emergency preparedness. As a result, pre-service teachers may feel unprepared to address potential hazards in their classrooms or schools. Another significant issue is the lack of resources available for pre-service teachers to implement effective health and safety practice. Schools often operate under tight budgets, which can limit access to necessary materials such as first aid kits, safety equipment, or educational resources that promote health awareness. Hence, the report by the American Association of Colleges for Teacher Education (AACTE) highlights that many schools struggle with funding, making it difficult to prioritize health and safety initiatives. Therefore, this scarcity can lead to a reliance on outdated practices or a complete disregard for necessary protocols. Never the less, institutional support plays a critical role in how effectively pre-service teachers can implement workplace health and safety practices. If the institution administrations do not prioritize or actively promote health and safety measures, pre-service teachers may feel discouraged from taking initiative in this area. In Ghana, pre-service teachers also face various challenges that hinder their ability to effectively implement workplace health and safety practices. Understanding these issues is essential for developing strategies to enhance WHS education and practice within the teaching profession. The lack of adequate workplace health and safety training programs in teacher education curricula is one major issue. WHS education is not given priority in many Ghanaian pre-service teacher training schools, which results in a lack of understanding regarding safety procedures, risk assessment, and emergency response techniques. Because of this training gap, graduates are ill-equipped to handle health and safety issues in schools. Moreover, pre-service teachers often have limited opportunities for hands-on experience with workplace health and safety practices during their training programs. While the content knowledge is significant, practice is crucial for developing competence in managing health and safety issues effectively within schools [17]. As well, the existing policy frameworks governing workplace health and safety in educational institutions may be inadequate or poorly enforced. Pre-service teachers may find it challenging to navigate these policies due to a lack of clarity or support from educational authorities. Without strong policies backing their efforts, they may feel powerless to implement effective WHS practices. When it comes to putting workplace health and safety procedures into reality, pre-service teachers in the Republic of South Africa (RSA) who are majoring in technology and vocational education also encounter several obstacles. These difficulties include insufficient training, a lack of resources, cultural perspectives on safety, complicated regulations, a lack of real-world experience, and institutional opposition. The universities of technology in the KwaZulu Natal province of the Republic of South Africa needs to adapt to the regulatory complexity in order to guarantee that the bachelor of education pre-service teachers who specialize with the technology and vocational education acquire skills to implement workplace health safety adequately. Yet, the regulatory framework governing workplace health and safety in RSA can be complex and challenging for pre-service teachers to navigate. The Occupational Health and Safety Act (OHSA) outlines various responsibilities for employers and employees regarding workplace safety; however, understanding these legal obligations requires specialized knowledge that many pre-service teachers may not possess. This complexity can lead to confusion about what constitutes compliance with WHS standards. Thus, resolving these problems is vital to guaranteeing that pre-service teachers have information and abilities needed to provide secure learning environments. II. Factors influencing pre-service teachers’ readiness for implementation workplace health and safety Workplace health and safety (WHS) practices are critical in educational settings, as they ensure the well-being of both students and staff [18]. Technology and vocational education pre-service teachers, who are preparing to enter the workforce, must be prepared with the knowledge and artisanship necessary to implement these practices effectively. Readiness of pre-service teachers to adopt WHS practice is vital for several reasons. Thus, the necessity of establishing a secure learning environment is the main reason for stressing WHS preparedness among pre-service teachers [19]. Schools are dynamic spaces where various activities occur, often involving physical movement, equipment use, and interactions among individuals [20]. Therefore, by being prepared to implement WHS practices, pre-service teachers can help prevent accidents and injuries, thereby fostering a secure atmosphere conducive to learning. This proactive approach will not only protect pre-service teachers but also minimizes liability risks for educational institutions. However, the readiness of pre-service teachers to implement Workplace Health and Safety (WHS) practice is influenced by the multitude of factors. Previous studies have identified a variety of factors which influence pre-service teachers' readiness; however, these findings have not been sufficiently applied to assure that pre-service teachers in technology and vocational education acquire them properly. Yet, the curriculum provided during teacher training programs plays a crucial role in shaping pre-service teachers’ understanding and readiness regarding WHS. Graduates of programs that include in-depth modules on risk assessment techniques, emergency response methods, and health and safety laws are typically more assured of their capacity to apply WHS principles [21]. Also, technology and vocational education pre-service teachers’ personal attitudes towards health and safety significantly influence their readiness to implement these practices. Those who value the importance of a safe learning environment are more likely to engage with WHS protocols actively. Previously, studies have shown that positive attitudes towards health and safety correlate with increased motivation to apply learned concepts in real-world settings [22]. Conversely, negative perceptions or a lack of awareness about the implications of workplace hazards can hinder their readiness. Another important element influencing technology and vocational education pre-service teachers' readiness for WHS implementation is the assistance offered by educational institutions. Future educators will feel empowered to put health and safety first in their work if their institution cultivates a culture of safety through training opportunities, policies, and resources [23]. For example, schools that give pre-service teachers access to courses or seminars on WHS help them become more knowledgeable and confident [24]. Additionally, gaining practical experience is essential to becoming proficient in putting WHS procedures into effect. Thus, technology and vocational education pre-service re-service teachers who take part in practicums or internships where they are exposed to real-world situations pertaining to workplace safety and health are more prepared [25]. In Germany, where vocational education plays a crucial role in preparing students for the workforce, understanding these factors is essential for enhancing the effectiveness of training programs [26]. The dual education system in Germany blends classroom learning with hands-on experience. It is essential that WHS be incorporated into this framework. Safety and health at work must be covered in vocational training programs, according to the Vocational Training Act (BBiG). This legal mandate guarantees pre-service teachers' knowledge of WHS principles and their significance in relation to vocational training [26]. Additionally, the Framework Curriculum for Vocational Education specifies particular WHS-related competences that need to be taught. These frameworks serve as guidelines for teacher preparation programs and have an influence on pre-service teachers' perceptions about their readiness for putting WHS practices into practice. The instructional strategies used in teacher preparation have a big influence on how prepared teachers are for WHS implementation. It has been demonstrated that active learning techniques, like problem-based learning and simulations, improve technology and vocational education pre-service teachers' comprehension and memory of safety principles. According to [27], teachers who participate in practical WHS experiences are more likely to feel comfortable instructing future students on these ideas. Furthermore, interdisciplinary approaches that link WHS to other courses can help technology and vocational pre-service teachers develop a more thorough knowledge. For example, future educators can better understand the applicability of safety procedures in a variety of sectors by combining health sciences with technical courses. Technology and vocational education pre-service teachers' readiness to implement WHS in Zimbabwe is influenced by a number of interconnected elements. Also in Zimbabwe, technology and vocational education pre-service teachers' expertise and competence in relation to occupational health and safety are greatly influenced by the curriculum. According to [28], future teachers will be prepared with the requisite theoretical knowledge and practical abilities thanks to a well-designed curriculum that incorporates WHS principles into technology and vocational education programs. Higher education institutions in Zimbabwe can differ greatly in how they include WHS subjects into their curricula. Teachers' readiness to properly teach these ideas is strongly impacted by how much emphasis is placed on WHS in their training programs. Furthermore, technology and vocational education pre-service teachers' readiness to adopt WHS measures is also influenced by the socioeconomic environment in which they work. However, economic difficulties in Zimbabwe can make it more difficult to obtain the materials required for efficient workplace safety training. Furthermore, how seriously future educators consider these issues can be influenced by social attitudes regarding health and safety. Pre-service teachers' attitudes may mirror the lack of emphasis on occupational safety in the larger community. However, not only in Zimbabwe but even in South Africa; understanding the elements that influence technology and vocational education pre-service teachers to implement health and safety in the workplace is crucial in educational landscape. Likewise, in South Africa educational preparation encompasses the curriculum design, pedagogical approaches, and practical training that pre-service teachers receive during their training programs [29]. The inclusion of WHS topics within the curriculum is essential. Programs that integrate comprehensive WHS training into their coursework equip future educators with the necessary knowledge and skills. Moreover, active learning strategies, such as simulations and hands-on workshops, enhance understanding and retention of WHS concepts. In addition, assessments that evaluate both theoretical knowledge and practical application can influence readiness. Formative assessments provide feedback that helps students identify areas needing improvement before entering the workforce [30]. The technology universities in the KwaZulu Natal Province, South Africa must also design means to assess their technology and vocational education pre-service teachers’ skills for execution of health and safety in a working place when they are conducting Practical Assessment Task (PAT) of their specific subject specializations during their teaching practice periods. Conceptual frame-work This study engaged in [10] Guided discovery approach. A logical series of questions is developed as part of this inductive teaching and learning strategy, which guides students to a predetermined answer. It is predicated on the notion that students learn by inquiry and discovery, and that teachers should design assignments and questions that guide students toward particular learning goals. The relevance of this approach in this study is that it captured the lecturers’ ability to train Technology and Vocational Education pre-service teachers through Guided Discovery in a safe classroom. In order for Guided discovery to be effective, certain elements must come into play which includes collaboration, task setting, monitoring, and consolidation. This is to ensure that students develop their understanding of the task given synchronously and simultaneously. According to [31], collaboration is a method of teaching in which students actively explore and learn new material in small groups under the direction of a teacher. Each student shares ideas and viewpoints in order to arrive at a common understanding. This study used collaboration to determine how the lecturer created opportunities for preservice teachers to work with other students in coming up with real life scenarios where they could exercise safety in the working place within the built environment. Task setting which is now understood as Task-preparation skills includes developmental skills and group-effective abilities including planning, interacting with others, and comprehending organizational culture [32]. Task setting was used to see what means students are making to prepare for their safety in the workplace activity. Monitoring refers to the process of closely watching students as they complete an activity, offering assistance and criticism when required, but letting them take the lead in their own education by independently investigating and learning new ideas. Consolidation phase which is now understood demonstration skills or the competences involved in carrying out practical, hands-on tasks, such as how apprentices handle and use tools and equipment, how the task was completed and the general level of student participation [32]. Research method I. Research approach and design A qualitative research approach was adopted in this study to explore the effectiveness of a Guided Discovery approach when training TVE pre-service teachers about Occupational Health and Safety (OHS) in the workplace. The goal of the qualitative approach in a study, according to [33], is to gather detailed descriptive information on a specific real-world event. Thus, gathering information and explaining the rationale behind instructors' methods of implementing skills-based instruction were the main goals of this study. This was done in an effort to have a better grasp of the subject under study [33]. Also, this study used qualitative research with the understanding that the data collected were going to produce words, rather than statistics, as the data for investigation [34]. A single case study design was deemed relevant, as the case in which TVE (civil, electrical and mechanical technology) pre-service teachers from a university of technology in the KwaZulu Natal Province of the Republic South Africa. This research design is supported by stating the Technology and Vocational Education pre-service teachers’ views. II. Sampling and the sampling method According to [35], sampling is the process of selecting a sample unit from a population of interest. The selection of study participants it was guided by the research approach. For this study, convenience sampling as well as purposive sample were employed. Participants had to be carefully chosen in order to meet the case-study design requirements. According to Campbell, Greenwood [36], purposeful sampling is a sample technique in which the people recruited as research participants are specifically picked based on their suitability for furthering the study's goal. Participants in this study were chosen based on the requirement that they be civil technology instructors. Additionally, convenience sampling was promoted. Convenience sampling is defined as "situations when population elements are selected, based on the fact that they were conveniently available" by Maree [37] who is backed up by Ngozwana [38]. The geographical context of the KwaZulu Natal province was selected for its’ convenience; hence the principal author lived and worked in the KwaZulu Natal province during the course of this study. Consequently, there were six TVE pre-service teachers convenient for the author during the data collection. However, each subject specialisation (civil, electrical and mechanical technology) had two pre-service teachers to participate in this study. The participant profiles are worth noticing; table 1 is below. Tabel 1. Participants’ Profile(S) - TVE Subject Specialisations Pre-Service Teachers Student(s) Subject Specialization(s) Qualification enrolled Year of study Student A Civil Technology Bachelor of Education: FET: Technology Education Fourth year Student B Civil Technology Bachelor of Education: FET: Technology Education Third year Student C Electrical Technology Bachelor of Education: FET: Technology Education Third year Student D Electrical Technology Bachelor of Education: FET: Technology Education Third year Student E Mechanical Technology Bachelor of Education: FET: Technology Education Third year Student F Mechanical Technology Bachelor of Education: FET: Technology Education Third year III. Data collection This study primarily used semi-structured interviews and non-participant observations to explore the phenomenon under scrutiny. This study used semi-structured interviews as a useful technique for gathering data when the author(s) want to delve into the participants' ideas, emotions, and convictions regarding a specific subject [39]. Thus, the purpose of this study was to learn what teachers think about the reasons behind their use of pedagogical capital. According to [40], non-participant observation is a method of gathering data for a case study that entails seeing and documenting participant data. As a result, this study watched the participants without actively participating in the event. Participants were chosen based on their subject specializations, only third year pre-service teachers with civil, electrical and mechanical technology as a subject specialization from the same instituition. This study sampled a size of six participants from the above-mentioned different TVE subject specialization offered by their institution to collect the legit information from relevant and experienced technology and vocational pre-service teachers’ participants. Using audio-visual devices, all six of the TVE pre-service teachers were observed and questioned in order to record the data. The advantage of employing audio-visual recordings, according to [41], is that the researcher concentrates more on listening, seeks clarification on research-related questions, and aims to gain a thorough grasp of the reasons behind actions during observations, written documents, and inquiries. Each participant was given a pseudonym; for instance, the first was called teacher A, and the last was called teacher F. IV. Data analysis To make sense of the collected data, thematic analysis was used for sorting and the sifting of data, to help identify alike patterns [42]. This was in line with [43] that thematic analysis is used to identify, analyse and interpret the patterns into themes within the data. In order to analyse, we engaged in the following steps of analysis: · Familiarisation with the data We familiarised ourselves with the transcripts and recordings to start writing down the notes. This was because [44] advised us that we need to familiarise ourselves with the research data collected by reading, watching and listening to the audio recordings. · Generating initial codes After having the grasp of the data, we initiated codes. According to [45] coding involves creating codes for the significant attributes of the data collected, with a specifaic relevance to the research question. · Searching and review themes Immediately after coding, we sorted them and identified those which were similar. This then allowed us to create themes. [46] stated that this process includes the grouping of the codes together that share similarities, so that it can reflect a comprehensible and meaningful pattern in the data. We then examined all the themes in the light of the coded data, in order to see whether any logical patterns emerged. This allowed us to recognise the distinct themes; and show how they were combined to tell a narrative by using the data. · Defining and naming themes It was inevitable to name the emergent themes after the whole process was completed. We were conscious of what Friese, Soratto [47] said that we should be aware of what each theme is about; and that themes must give the person who is reading the report a sense of what the theme is about. So, the whole process assisted us to write a report by interlinking the analytic narrative and data extracts, in order to convey to the reader a cogent story about the data in relation to the literature. · Ethical considerations Ethical clearance was sought from the ethics committee affiliated to the authors, after which permission was granted to carry out the research within acceptable ethical boundaries. Findings and discussions I. Findings Research question one (RQ1): What barriers do pre-service teachers face in implementing workplace health and safety practices during their hands-on skills training? (Semi-structured interviews). Given that this research question enquires the barriers faced by the pre-service teachers when learning about workplace health and safety practices in the workshop; their responses were closely monitored by using [46] Guided discovery learning approach as a guidance to contract relevant findings. Although the discovery learning approach denotes a general instructional approach that represents the first broad development of constructivist learning for school-based learning environments. [48] argued that discovery learning is more effective than what is called didactic teaching or non-constructivist receptive learning. Positive effects should be seen in memorization of knowledge, solving transfer problems, general learning or self-regulation strategies, and for intrinsic motivation. The aforementioned positive effects were used to present the barriers that pre-service teachers faced when learning about workplace health and safety practices. In line with [48] Guided discovery learning approach’s Framework, the above-mentioned positive effects were used as themes in this paper for relevant data collection purposes, namely: · Memorization of knowledge · Solving transfer problems · General learning or self-regulation strategies, and · Intrinsic motivation. Theme 1: Memorization of knowledge Practice and awareness of safety in the workshop were the primary concerns when it came to memorizing newly acquired knowledge. Hence previous studies has discovered that work-induced training programs, course size, format, and layout were all significant factors. Additionally, this study discovered that while creating Technology and Vocational Education related practical activities in their workshops for the sake of safety and health, teachers do not adhere to the Occupational Health and Safety Act, No. 85 of 1993. Since in the beginning this paper explained that, this research question was responded using semi-structured interviews using a face-to-face interview method, Technology and Vocational Education pre-service teachers reveal the following findings. To validate, based on Techer B, C and D’s interview, when asked about barriers pre-service teachers face when learning hands-on skills and about workplace health and safety practices, they responded in the following way: “Our workshops are very empty; limited tools and equipment available for practicing safety and health in the workshop. In any emergency in the Civil Technology’s workshop instead we are using anything we get hence the First-aid kit is empty and, in that case, we are not exposed to the workplace environment where we can practice safety when we are practicing our hands-on lessons “ Thus, the majority of the trade subject teachers were having inadequate workshops. Also, in Teacher D substantiated that by providing a picture of his empty First-Aid kit in his Electrical Technology workshop which is also not well equipped and resourced for practical lessons. Figure 1. The picture of a first-aid kit in student teacher D workshop. The displayed above figure 1. Shows the first-aid kit that is empty with no health first aid resources as prescribed by the Occupational Health and Safety Act. Yet, it should be noted that a frequent practice of practical lessons may assist the pre-service teachers with memorization of practical knowledge and safety yet the unavailability of resources may deprive them that. Theme 2: Solving transfer problems The effectiveness of guided discovery learning in promoting transfer stems from several factors. Firstly, the guided discovery learning approach encourages deep understanding rather than rote memorization. Therefore, the pre-service Technology and Vocational Education pre-service teachers nor students are not simply told facts; they actively engage with the material, building their own understanding by modifying and refining their existing knowledge. Furthermore, this deep understanding is crucial for transfer, as it allows pre-service teachers to adapt and apply their knowledge to novel situations [49]. Secondly, guided discovery learning approach often involves real-world applications and problem-solving scenarios. By working through these problems through the Technology and Vocational Education Practical Assessment Task (PAT) documents, students learn to connect abstract concepts to concrete situations, making it easier to transfer their knowledge to new contexts; and that is theoretical to practical hands-on knowledge. Additionally, the lecturer can provide prompts, questions, and feedback to guide students toward accurate understanding and prevent them from forming incorrect assumptions that would limit their ability to apply the knowledge effective. Based on Teacher A, E and F’s interview, when asked about barriers pre-service teachers face when learning about workplace health and safety practices, they responded in the following way: “Although, health and safety equipment and materials are available in the workshops; but some need to be removed hence they are expired nor broken. But all that does not hinder us to practice construction practical lessons in the Civil Technology workshop. Also, the given theoretical knowledge from our lecturer assists us in solving the problems from that PAT scenario his availability also assists by his demonstration when needed.” The response from these two participants revealed that the pre-service teachers together with their Civil Technology lecturers at some point try by all means to overcome the challenges on their problem-solving learning route in their workshop. Theme 3: General learning or self-regulation strategies Guided discovery learning approach emphasizes the active role of the learner in constructing knowledge through exploration, questioning, and iterative application, which is a cornerstone of self-regulated learning (SRL) [50]. In this case, all the participants confirmed that the general learning for the practical lessons in the Technology and vocational Education stream does take place. Although, pre-service teachers were not having an adequately safe environment that allows them to use the self-regulation strategies when practicing their practical lessons. The responses from the participants prove that the Guided discovery learning approach encourages self-generated insights rather than passive consumption of information. Theme 4: Intrinsic motivation. Intrinsic motivation, driven by personal interest and a desire for mastery, is a key factor in effective goal setting and self-regulation [51]. Guided discovery learning approach aims to foster intrinsic motivation by allowing Technology and Vocational Education (TVE) pre-service teachers to explore concepts through internal reflection and connect their hands-on skills learning to real-world contexts. Intrinsic motivation, the drive to engage in an activity for its inherent satisfaction rather than external rewards, is a crucial element in effective learning, particularly within the guided discovery learning approach [52]. The findings from this study supported that guided discovery learning is crucial, hence all the TVE pre-service teachers or participants confirmed that they do have a chance to explore, investigate a topic then practice practical skills and safety in their relevant subject specialization workshops with the support and guidance of the lecturer, naturally lends itself to fostering intrinsic motivation. Research question two (RQ2): How does the use of guided discovery teaching impact observed student effort in understanding the practice of hands-on skills in a safe workshop? (Non-participant observation) . Given that this research question investigates the impact observed student effort in understanding the practice of safety in the workshop; their responses were closely monitored by using in [10] Guided discovery learning approach as a guidance to contract relevant findings. In this study, data from a non-participant observation data collection method concerning the impact of guided discovery teaching on TVE pre-service teachers’ effort in understanding workshop safety practice, two key themes were be considered namely; engagement and participation and; influence of guided discovery: Pre-service teacher A-F Theme 1: Engagement and participation This study found that most of the participants are challenged by the shortage of the equipment and materials, and inadequate workshops to practice their practical lessons. However, all of the participants confirmed that never the less they are engaged and also participate in practice of their subject specialization hands-on skills lessons. Attached below is the Figure 2, 3 and 4. which serve as evidence of all the Technology and Vocational Education pre-service teachers practicing their practical lessons to ensure the understanding of both safety and artisanship of their specializations. Figure 2: The Civil Technology workshop background where student teacher A was practicing construction lessons. Figure 3: The Mechanical Technology workshop background where student teacher E and F were practicing metal-work and welding lessons. Figure 4: The Electrical Technology workshop background where student teacher D was practicing Electronics lessons. Pre-service teacher from each subject specializations Theme 2: Influence of guided discovery Guided discovery is an educational approach that encourages learners to actively construct their own knowledge through exploration and problem-solving, with the instructor acting as a facilitator rather than a direct provider of information [53]. The findings of this study confirmed that this method can be particularly effective in teaching practical skills like Civil, Electrical and Mechanical Technology in varsities, as it allows TVE students to develop a deeper understanding of the concepts and techniques involved. Figure 5. Civil Technology students looking at their instructor demonstrating woodworking skills. In Figure 5., the promotion of experiential learning was observed; where Civil Technology student teachers were learning by observing then doing. Furthermore, they were actively involved in the woodworking process, from selecting materials to using tools and completing projects. This hands-on experience fosters a deeper understanding than passive learning methods. Figure 6. Mechanical Technology students looking at their instructor demonstrating metal-work and welding skills. The above figure 6. show metal-work and welding which inherently involves problem-solving. Thus, student teachers were observed encounter challenges in design brief or process, construction, and finishing of their simulations. In this case guided discovery encourages student teachers to analyze these problems, develop solutions, and learn from their mistakes. Figure 7. Electrical Technology students looking at their instructor demonstrating hands-on skills. In this study the lecturer was also observed implementing Socratic questioning as means of finding the in-dept understanding of the student teachers. Instructors use strategic questions to guide students' thinking and help them discover solutions independently [54]. This approach encourages critical thinking and deeper engagement in the lesson. However, by acting as facilitators and encouraging active learning, lectures and teachers can empower students to become confident and competent Electrical Technology. Discussions and conclusion Given the aforementioned conclusions, the outcomes of this study lend credence to the recommendations of [2], that Technology and Vocational Education pre-service teachers need to be filled with both hands-on practical skills and health and safety knowledge. Thus, the didactic situation in their training institutions can be very productive. Also, the findings gathered in this paper were acquired using [10] Guided discovery approach as a conceptual framework of this study where the researcher was using the previously mention two points namely; collaboration and monitoring of this framework as a guidance to collect data. Furthermore, in the use of this framework, this study found that the collaboration is the most influential method for conducting practical lessons in the safe environment. Hence, such method allows the lectures to use the small given time allocated from their subjects’ academic time-table. Also, [10] Guided discovery is also about monitoring. In this study monitoring was adopted from the proposed frame-work to be used as guideline of conducting this study. In this case the researcher(s) found that the TVE pre-service teachers were easily monitored because after the teacher’s demonstration the students were given a chance to participate and lead the process practicing the practical lessons while complying with the safety regulations in their classrooms. The finding from this study were collected through semi-structured interviews and non-participant observation; where the collected data was analyzed using thematic analysis. The findings for the first research question were formulated using the following four themes, namely memorization of knowledge, solving transfer problems, general learning or self-regulation strategies, and intrinsic motivation. Using the theme of memorization the study found that the majority of the trade subject teachers were having inadequate workshops. Also, in Teacher D substantiated that by providing a picture of his empty First-Aid kit in his Electrical Technology workshop which is also not well equipped and resourced for practical lessons. Yet, according to [55], health and safety are of utmost importance in workshops during practical lessons because they protect the well-being of students and staff, ensure legal compliance, promote a positive learning environment, and foster a culture of responsibility. Whereas, if their practical workshops were well equiped and with all safety equipment and safety signs were available in the workshop, it was going to be easy for learners to master and memorize safety practice while conducting PAT in the workshop. Theme two which was solving transfer problems; the response from the participants revealed that the pre-service teachers together with their Civil Technology lecturers at some point try by all means to overcome the challenges on their problem-solving learning route in their workshop. In theme three, the atmosphere in which pre-service teachers practiced their practical lessons was not sufficiently safe to enable them to employ self-regulation techniques. Participant responses demonstrate that guided discovery learning promotes self-generated discoveries as opposed to passive knowledge consumption. The last theme that is related to the research question one was intrinsic motivation. All of the TVE pre-service teachers or participants attested that they have the opportunity to explore and investigate a topic before practicing practical skills and safety in their relevant subject specialization workshops with the support and guidance of the lecturer. This naturally lends itself to fostering intrinsic motivation, as the study's findings supported the importance of guided discovery learning. While for the research question two, where the data was meant oto be collected through non-participant observation. On the research question two only two themes were used to analyze the collected data namely; engagement and participation and influence of guided discovery. On the first theme of this research question; according to this study, the majority of participants face difficulties due to a lack of tools and supplies as well as subpar workshops where they may practice their practical teachings. All of the participants did, however, affirm that they are still involved and take part in the practical skills sessions related to their area of expertise. Yet, on the last theme of this research question found that because it enables TVE students to have a deeper comprehension of the concepts and processes involved, the study's findings revealed that this approach can be very beneficial in teaching practical skills like Civil, Electrical, and Mechanical Technology in varsities. Recommendations Thus, this paper recommends that the higher education institutions in the Republic of South Africa particularly must design health and safety regulations policy that will enforce health in the education environment; where all the education students must be at least taught about the significance of health and safety in the classroom together with the skills for attending first-aid assistance if needed in the classroom. Moreover, the faculty of education together with the institutions must emphasize more practical sessions for technology and vocational education students; hence that will not only be beneficiary to the acquisition of the relevant hands-on skills but also give time for the students to practice safety in the workplace as prescribed by OHSA. Limititations This study was restricted to a small group of Technology and Vocational Education (TVE) pre-service teachers from the tertiary instituition that is located in Pietermaritzburg of the KwaZulu-Natal Province, which limits the generalizability of its findings. Since this study opted to collect data from only one university, where the trades’ workshops were not well equipped and there was a shortage of safety resources, and then attitude about Occupational Health and Safety education in the TVE sector can vary significantly across different tertiary instituitions that specialize with TVE, these findings may not accurately represent the situation of all South African instituitions. Also, this study was focusing only on the third and fourth year pre-service teachers, excluding first and second year pre-service teachers who might encounter a unique problem concerning learning about Occupational Health and Safety training. Thus, in order to counter act such learning barriers nor limitations, future studies geographic scope including the sampling of all university of technology are recommended to investigate the matter of emphasizing Occupational Health and Safety. Declarations Acknowledgements The researcher would like to thank all the participated Technology and Vocational Education pre-service teachers and the Durban University of Technology, School of Education department for making this paper possible and express gratitude and appreciation to the participants from the selected University of Technology in the KwaZulu Natal Province, South Africa. Author contributions SMM planned the study. SMM collected and prepared data for statistical analysis. Also, SMM did the thematic analysis of this study. TIM did the the abstract, introduction and the theoretical framework of this study. Both authors equally took the lead in research section and the writing of the manuscript. TIM supervised the overall project. SMM did the literature review and methodology of this study. Both authors discussed the findings and conclusion of this study. Lastly, both the authors have read and approved the final manuscript. Funding Authors did not receive support from any organisation for the submitted work. Open access funding provided by Durban University of Technology. Data availability Datasets used during the current study are available upon reasonable request. Clinical trial number Not applicable. Ethics Statement The TUT Research Ethics Committee is a registered Institutional Review Board (IRB 00005968) granted permission to conduct this study. This study was conducted in compliance with the guidelines set forth by the Research Ethics Committee (REC), Tshwane University of Technology (TUT). Consent for publication Informed consents both written consents to participate and written consent to publish were obtained from all respondents. 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U., Optimizing administrative operations: A conceptual framework for strategic resource management in corporate settings. . International Journal of Multidisciplinary Research and Growth Evaluation, 2023. 4(1), : p. 760–773. https://doi.org/10.54660/.ijmrge.2023.4.1.760-773 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. 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skills.\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"7.png","url":"https://assets-eu.researchsquare.com/files/rs-8591558/v1/1fd02528c0a1190ab8ead3db.png"},{"id":107353619,"identity":"f01f664e-06e5-407e-9e63-6c8ad80321ae","added_by":"auto","created_at":"2026-04-20 16:25:58","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2877307,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8591558/v1/80163f63-9c06-446a-a73f-f8adbed21265.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eThe Emphasis of Occupational Health and Safety Into Technology and Vocational Education Pre-service Teachers Through Guided Discovery Approach\u003c/p\u003e","fulltext":[{"header":"Introduction and background","content":"\u003cp\u003eGuided Discovery is popularly known for its emphasis on engaging students in the process of knowledge discovery. This study ensured that the guided discovery teaching method is distinct from other constructivist approaches primarily beacuse its emphasis on structured scaffolding, explicit instructional design, and the specific role of the teacher in facilitating concept formation rather than merely providing an open-ended learning environment. Moreover, this method prides itself with ability to generate interest and excitement about classroom resources and assist students to explore their potential applications. At the centre of it all rest the need for deeper learning based on fundamental understanding [1]. Thus, the role of a teacher in this method becomes that of a facilitator who provides a structured learning environment by posing strategic questions, presenting relevant examples, and guiding students to discover concepts and rules on their own, rather than directly delivering information. In essence, the teacher encourages critical thinking and active participation while monitoring pre-service Technology and Vocational Education (TVE) students’ progress and providing feedback whenever it is needed. Therefore, this becomes a perfect method of teaching pre-service teachers about safety in the workplace as a first topic in TVE sector.\u003c/p\u003e\n\u003cp\u003eThe topic of “Safety” is one that emphasizes the need to own and wear personal protective clothing in the TVE laboratories when practicing practical lessons, safe handling of tools, promotion of safe working conditions, and accident-free learning environment amongst others. Safety in the workplace as a concept encompasses various dimensions, including occupational health and safety practice in the workshop, pedagogical knowledge and adaptability to diverse workshop environments [2]. It therefore becomes prudent for a lecturer to guide his students in discovering safety acts when they are given a hands-on task. It is in the nature of \u0026nbsp;TVE to prepare individuals for specific trades or careers [3]. The objecctives of this study was to find the effectiveness of Guided Discovery approach when teaching TVE pre-service teachers about OHS. Thus, the findings from this study will also assist lecturers to equip pre-service teachers with skills and knowledge about safety in the workplace. So, the best way to prepare such an individuals this study \u0026nbsp;is recommend a guided discovery approach.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch purpose\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe purpose of this paper is to explore the effectiveness of Guided Discovery approach when teaching Technology and Vocational Education pre-service teachers.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch questions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e1.\u0026nbsp; \u0026nbsp;What barriers do pre-service teachers face in implementing workplace health and safety practices during their hands-on skills training? \u003cstrong\u003e\u003cem\u003e(Semi-structured interviews)\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e2.\u0026nbsp; \u0026nbsp;How does the use of guided discovery teaching impact observed student effort in understanding the practice of hands-on skills in a safe workshop? \u003cstrong\u003e\u003cem\u003e(Non-participant observation)\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe importance of learning about safety in the workplace\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA number of studies have previously indicated that the relationship between Occupational Health and Safety (OHS), TVE has become increasingly important in recent years. Yet, some teacher training centers still oversight the need to evaluate the technology and vocational education preservice teachers’ readiness for conducting hands-on lessons yet adhering to workplace health and safety practices. Thus, this paper is concerned with the readiness of TVE pre-service teachers’ artisanship and knowledge about safety and security in their workplaces. However, there is an emerging outcry regarding the training methods used, which neglect health and safety practices during practical lessons in the workshop. Therefore, pre-service teachers who are inadequately trained may not be aware of essential safety protocols, leading to unsafe working conditions for themselves and their learners [4]. Also, insufficient training may result in pre-service teachers being unaware of legal requirements such as Occupational Health and Safety Act. (OSHA) standards or South African regulations governing workplace safety [5].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFurthermore, OHSA aims to provide health and safety for workers at the workplace and ensure their safety when using machinery. Hence, it seeks to protect individuals other than workers from threats to safety arising from workplace activities, establish an advisory council for occupational health and safety, and address related matters. Yet, OHSA regulations are critical in educational environments, particularly in technology and vocational settings where hands-on activities are common [6]. The concern for pre-service teachers varies significantly across different countries, influenced by educational policies, teacher shortages, and the overall quality of education systems [7]. According to [8], in the United States, there is a growing concern regarding the preparation and support of pre-service teachers.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThis stems from challenges such as technology and vocational education teacher shortages in various regions, particularly in urban and rural areas. Many states have implemented initiatives to improve teacher training programs, focusing not only on practical experience but health and safety in the workplace during preservice training. While Kenya is actively reforming its teacher education system to address challenges such as teacher shortages and inadequate training quality. The introduction of the Competency-Based Curriculum (CBC) emphasizes practical teaching skills and real-world application, which has led to an increased focus on preservice training programs. Hence, the CBC focus on emphasizing the workplace basics skills for pre-service teachers. Also, the Republic of South Africa has made substantial investments in improving its teacher education programs [9].\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; Although, the country has implemented various policies aimed at enhancing the quality of teacher training institutions, including the establishment of the Council on Higher Education (CHE) to oversee accreditation processes. However, the significance of health and safety practice when training the technology and vocational education pre-service teacher in their training institutions is still oversighted. Furthermore, this paper has sampled one university of technology in KwaZulu Natal (KZN) which offer Bachelor of Education (Technology Education) degree but they only provide comprehensive support for pre-service teachers, focusing on both pedagogical skills and subject knowledge. This paper employed qualitative research method where semi-structured interviews and non-participant observations was used as data collection tools. Moreover, thematic analysis will be used to analyze the collected data in this paper. Yet, [10] Guided discovery approach will be used as the conceptual framework to guide this paper. Since this paper was investigated using qualitative research design. The findings disclosed that adequate communication and partnership between the higher education institution and teacher-training institute is essential for positive trajectory to influence workplace health and safety skills to the pre-service teachers. Yet, this paper seeks to address the barriers that hinder technology education pre-service teachers to acquire adequate skills of implementing health and safety practice in the workplace.\u0026nbsp;\u003c/p\u003e"},{"header":"Literature review","content":"\u003cp\u003eThe importance of literature in pre-service teacher evaluation stems from its ability to help higher education institutions that specialize in technology and vocational education to monitor progress and make sure pre-service teachers have both good artisanship together with knowledge and skills essential for workplace health and safety. Additionally, because such literature is crucial since it contributes to the body of current scholarly work that is offered in a range of media, including dissertations, book chapters, articles, and other research studies. Thus, this paper will enable scholars to identify knowledge gaps that might support the advancement of the field of technology and vocational education. Nonetheless, the literature evaluation for this paper will focus on these two areas, specifically:\u003c/p\u003e\n\u003cp\u003eI.\u0026nbsp; \u0026nbsp;\u0026nbsp;Challenges facing TVE pre-service teachers for implementation of workplace health and safety practice\u003c/p\u003e\n\u003cp\u003eII.\u0026nbsp; \u0026nbsp;Factors influencing pre-service teachers’ readiness for implementation for workplace health and safety\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eI.\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Challenges facing tve pre-service teachers for implementation of workplace health and safety practice\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eImplementing effective workplace health and safety (WHS) practices is critical for ensuring the well-being of employees and minimizing risks in various work environments [11]. However, tertiary schools that offer technology and vocational education specializations face numerous issues and challenges that can hinder the pre-service teachers to acquirer the implementation of these practices. According to [12], one of the primary challenges in implementing WHS practices is a lack of commitment from management. When the technology and vocational education subject specialization lecturers do not prioritize health and safety, it can lead to insufficient resources being allocated for training, equipment, and safety programs. This lack of commitment can create a culture where safety is not seen as a priority, leading to poor compliance with safety regulations and increased risk of accidents [13]. Another significant issue is the lack of adequate training for employees regarding health and safety protocols. Therefore, many technology and vocational education pre-service teachers may not be fully aware of the risks associated with their jobs or how to mitigate them effectively.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAdditionally, without proper training programs that are regularly updated to reflect new regulations or technologies, employees may inadvertently engage in unsafe practices [14]. However, some higher education institutions that offer bachelor of education in technology and vocational education often struggle with limited financial resources dedicated to health and safety initiatives. Budget constraints can prevent companies from investing in necessary safety equipment, hiring qualified personnel, or conducting regular safety audits [15]. Thus, this inadequacy can lead to an environment where safety measures are either outdated or nonexistent. Also, the resistance from pre-service teachers or management towards new health and safety policies can also pose a challenge. Change can be met with skepticism or reluctance, especially if pre-service teachers feel that existing practices are sufficient or if they perceive new measures as burdensome. Overcoming this resistance requires effective communication about the benefits of proposed changes and involving employees in the development of new policies.\u003c/p\u003e\n\u003cp\u003eGlobally, technology and vocational education pre-service teachers face variety of challenges that hinder them to gain skills for implementing workplace health and safety practice during their training period. According to [16], pre-service teachers in the United States face a multitude of issues and challenges regarding the implementing workplace health and safety practices. One of the primary challenges encountered by pre-service teachers is insufficient training regarding workplace health and safety practices. Many teacher education programs do not include comprehensive coursework on health and safety regulations or emergency preparedness. As a result, pre-service teachers may feel unprepared to address potential hazards in their classrooms or schools. Another significant issue is the lack of resources available for pre-service teachers to implement effective health and safety practice. Schools often operate under tight budgets, which can limit access to necessary materials such as first aid kits, safety equipment, or educational resources that promote health awareness. Hence, the report by the American Association of Colleges for Teacher Education (AACTE) highlights that many schools struggle with funding, making it difficult to prioritize health and safety initiatives. Therefore, this scarcity can lead to a reliance on outdated practices or a complete disregard for necessary protocols. Never the less, institutional support plays a critical role in how effectively pre-service teachers can implement workplace health and safety practices. If the institution administrations do not prioritize or actively promote health and safety measures, pre-service teachers may feel discouraged from taking initiative in this area.\u003c/p\u003e\n\u003cp\u003eIn Ghana, pre-service teachers also face various challenges that hinder their ability to effectively implement workplace health and safety practices. Understanding these issues is essential for developing strategies to enhance WHS education and practice within the teaching profession. The lack of adequate workplace health and safety training programs in teacher education curricula is one major issue. WHS education is not given priority in many Ghanaian pre-service teacher training schools, which results in a lack of understanding regarding safety procedures, risk assessment, and emergency response techniques. Because of this training gap, graduates are ill-equipped to handle health and safety issues in schools. Moreover, pre-service teachers often have limited opportunities for hands-on experience with workplace health and safety practices during their training programs. While the content knowledge is significant, practice is crucial for developing competence in managing health and safety issues effectively within schools [17]. As well, the existing policy frameworks governing workplace health and safety in educational institutions may be inadequate or poorly enforced. Pre-service teachers may find it challenging to navigate these policies due to a lack of clarity or support from educational authorities. Without strong policies backing their efforts, they may feel powerless to implement effective WHS practices.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eWhen it comes to putting workplace health and safety procedures into reality, pre-service teachers in the Republic of South Africa (RSA) who are majoring in technology and vocational education also encounter several obstacles. These difficulties include insufficient training, a lack of resources, cultural perspectives on safety, complicated regulations, a lack of real-world experience, and institutional opposition. The universities of technology in the KwaZulu Natal province of the Republic of South Africa needs to adapt to the regulatory complexity in order to guarantee that the bachelor of education pre-service teachers who specialize with the technology and vocational education acquire skills to implement workplace health safety adequately. Yet, the regulatory framework governing workplace health and safety in RSA can be complex and challenging for pre-service teachers to navigate. The Occupational Health and Safety Act (OHSA) outlines various responsibilities for employers and employees regarding workplace safety; however, understanding these legal obligations requires specialized knowledge that many pre-service teachers may not possess. This complexity can lead to confusion about what constitutes compliance with WHS standards. Thus, resolving these problems is vital to guaranteeing that pre-service teachers have information and abilities needed to provide secure learning environments.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eII.\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Factors influencing pre-service teachers’ readiness for implementation workplace health and safety\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWorkplace health and safety (WHS) practices are critical in educational settings, as they ensure the well-being of both students and staff [18]. Technology and vocational education pre-service teachers, who are preparing to enter the workforce, must be prepared with the knowledge and artisanship necessary to implement these practices effectively. Readiness of pre-service teachers to adopt WHS practice is vital for several reasons. Thus, the necessity of establishing a secure learning environment is the main reason for stressing WHS preparedness among pre-service teachers [19]. Schools are dynamic spaces where various activities occur, often involving physical movement, equipment use, and interactions among individuals [20]. Therefore, by being prepared to implement WHS practices, pre-service teachers can help prevent accidents and injuries, thereby fostering a secure atmosphere conducive to learning. This proactive approach will not only protect pre-service teachers but also minimizes liability risks for educational institutions.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHowever, the readiness of pre-service teachers to implement Workplace Health and Safety (WHS) practice is influenced by the multitude of factors. Previous studies have identified a variety of factors which influence pre-service teachers' readiness; however, these findings have not been sufficiently applied to assure that pre-service teachers in technology and vocational education acquire them properly. Yet, the curriculum provided during teacher training programs plays a crucial role in shaping pre-service teachers’ understanding and readiness regarding WHS. Graduates of programs that include in-depth modules on risk assessment techniques, emergency response methods, and health and safety laws are typically more assured of their capacity to apply WHS principles [21]. Also, technology and vocational education pre-service teachers’ personal attitudes towards health and safety significantly influence their readiness to implement these practices. Those who value the importance of a safe learning environment are more likely to engage with WHS protocols actively.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003ePreviously, studies have shown that positive attitudes towards health and safety correlate with increased motivation to apply learned concepts in real-world settings [22]. Conversely, negative perceptions or a lack of awareness about the implications of workplace hazards can hinder their readiness. Another important element influencing technology and vocational education pre-service teachers' readiness for WHS implementation is the assistance offered by educational institutions. Future educators will feel empowered to put health and safety first in their work if their institution cultivates a culture of safety through training opportunities, policies, and resources [23]. For example, schools that give pre-service teachers access to courses or seminars on WHS help them become more knowledgeable and confident [24]. Additionally, gaining practical experience is essential to becoming proficient in putting WHS procedures into effect. Thus, technology and vocational education pre-service re-service teachers who take part in practicums or internships where they are exposed to real-world situations pertaining to workplace safety and health are more prepared [25].\u003c/p\u003e\n\u003cp\u003eIn Germany, where vocational education plays a crucial role in preparing students for the workforce, understanding these factors is essential for enhancing the effectiveness of training programs [26]. The dual education system in Germany blends classroom learning with hands-on experience. It is essential that WHS be incorporated into this framework. Safety and health at work must be covered in vocational training programs, according to the Vocational Training Act (BBiG). This legal mandate guarantees pre-service teachers' knowledge of WHS principles and their significance in relation to vocational training [26]. Additionally, the Framework Curriculum for Vocational Education specifies particular WHS-related competences that need to be taught. These frameworks serve as guidelines for teacher preparation programs and have an influence on pre-service teachers' perceptions about their readiness for putting WHS practices into practice.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe instructional strategies used in teacher preparation have a big influence on how prepared teachers are for WHS implementation. It has been demonstrated that active learning techniques, like problem-based learning and simulations, improve technology and vocational education pre-service teachers' comprehension and memory of safety principles. According to [27], teachers who participate in practical WHS experiences are more likely to feel comfortable instructing future students on these ideas. Furthermore, interdisciplinary approaches that link WHS to other courses can help technology and vocational pre-service teachers develop a more thorough knowledge. For example, future educators can better understand the applicability of safety procedures in a variety of sectors by combining health sciences with technical courses. Technology and vocational education pre-service teachers' readiness to implement WHS in Zimbabwe is influenced by a number of interconnected elements. Also in Zimbabwe, technology and vocational education pre-service teachers' expertise and competence in relation to occupational health and safety are greatly influenced by the curriculum. According to [28], future teachers will be prepared with the requisite theoretical knowledge and practical abilities thanks to a well-designed curriculum that incorporates WHS principles into technology and vocational education programs. Higher education institutions in Zimbabwe can differ greatly in how they include WHS subjects into their curricula. Teachers' readiness to properly teach these ideas is strongly impacted by how much emphasis is placed on WHS in their training programs. Furthermore, technology and vocational education pre-service teachers' readiness to adopt WHS measures is also influenced by the socioeconomic environment in which they work. However, economic difficulties in Zimbabwe can make it more difficult to obtain the materials required for efficient workplace safety training. Furthermore, how seriously future educators consider these issues can be influenced by social attitudes regarding health and safety. Pre-service teachers' attitudes may mirror the lack of emphasis on occupational safety in the larger community. However, not only in Zimbabwe but even in South Africa; understanding the elements that influence technology and vocational education pre-service teachers to implement health and safety in the workplace is crucial in educational landscape.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eLikewise, in South Africa educational preparation encompasses the curriculum design, pedagogical approaches, and practical training that pre-service teachers receive during their training programs [29]. The inclusion of WHS topics within the curriculum is essential. Programs that integrate comprehensive WHS training into their coursework equip future educators with the necessary knowledge and skills. Moreover, active learning strategies, such as simulations and hands-on workshops, enhance understanding and retention of WHS concepts. In addition, assessments that evaluate both theoretical knowledge and practical application can influence readiness. Formative assessments provide feedback that helps students identify areas needing improvement before entering the workforce [30]. The technology universities in the KwaZulu Natal Province, South Africa must also design means to assess their technology and vocational education pre-service teachers’ skills for execution of health and safety in a working place when they are conducting Practical Assessment Task (PAT) of their specific subject specializations during their teaching practice periods.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConceptual frame-work\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study engaged in [10] Guided discovery approach. A logical series of questions is developed as part of this inductive teaching and learning strategy, which guides students to a predetermined answer. It is predicated on the notion that students learn by inquiry and discovery, and that teachers should design assignments and questions that guide students toward particular learning goals. The relevance of this approach in this study is that it captured the lecturers’ ability to train Technology and Vocational Education pre-service teachers through Guided Discovery in a safe classroom. In order for Guided discovery to be effective, certain elements must come into play which includes collaboration, task setting, monitoring, and consolidation. This is to ensure that students develop their understanding of the task given synchronously and simultaneously.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAccording to [31], collaboration is a method of teaching in which students actively explore and learn new material in small groups under the direction of a teacher. Each student shares ideas and viewpoints in order to arrive at a common understanding. This study used collaboration to determine how the lecturer created opportunities for preservice teachers to work with other students in coming up with real life scenarios where they could exercise safety in the working place within the built environment. Task setting \u0026nbsp;which is now understood as \u0026nbsp;Task-preparation skills includes developmental skills and group-effective abilities including planning, interacting with others, and comprehending organizational culture [32]. Task setting was used to see what means students are making to prepare for their safety in the workplace activity.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eMonitoring refers to the process of closely watching students as they complete an activity, offering assistance and criticism when required, but letting them take the lead in their own education by independently investigating and learning new ideas. Consolidation phase which is now understood demonstration skills or the competences involved in carrying out practical, hands-on tasks, such as how apprentices handle and use tools and equipment, how the task was completed and the general level of student participation [32].\u003c/p\u003e"},{"header":"Research method","content":"\u003cp\u003e\u003cstrong\u003eI.\u0026nbsp; \u0026nbsp;\u0026nbsp;Research approach and design\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA qualitative research approach was adopted in this study to explore the effectiveness of a Guided Discovery approach when training TVE pre-service teachers about Occupational Health and Safety (OHS) in the workplace. The goal of the qualitative approach in a study, according to [33], is to gather detailed descriptive information on a specific real-world event. Thus, gathering information and explaining the rationale behind instructors\u0026apos; methods of implementing skills-based instruction were the main goals of this study. This was done in an effort to have a better grasp of the subject under study [33].\u003c/p\u003e\n\u003cp\u003eAlso, this study used qualitative research with the understanding that the data collected were going to produce words, rather than statistics, as the data for investigation [34]. A single case study design was deemed relevant, as the case in which TVE (civil, electrical and mechanical technology) pre-service teachers from a university of technology in the KwaZulu Natal Province of the Republic South Africa. This research design is supported by stating the Technology and Vocational Education pre-service teachers\u0026rsquo; views.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eII. \u0026nbsp; Sampling and the sampling method\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAccording to [35], sampling is the process of selecting a sample unit from a population of interest. The selection of study participants it was guided by the research approach. For this study, convenience sampling as well as purposive sample were employed. Participants had to be carefully chosen in order to meet the case-study design requirements. According to Campbell, Greenwood [36], purposeful sampling is a sample technique in which the people recruited as research participants are specifically picked based on their suitability for furthering the study\u0026apos;s goal. Participants in this study were chosen based on the requirement that they be civil technology instructors. Additionally, convenience sampling was promoted.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eConvenience sampling is defined as \u0026quot;situations when population elements are selected, based on the fact that they were conveniently available\u0026quot; by Maree [37] who is backed up by Ngozwana [38]. The geographical context of the KwaZulu Natal province was selected for its\u0026rsquo; convenience; hence the principal author lived and worked in the KwaZulu Natal province during the course of this study. Consequently, there were six TVE pre-service teachers convenient for the author during the data collection. However, each subject specialisation (civil, electrical and mechanical technology) had two pre-service \u0026nbsp;teachers to participate in this study. The participant profiles are worth noticing; table 1 is below.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTabel 1. Participants\u0026rsquo; Profile(S) - TVE Subject Specialisations Pre-Service Teachers\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eStudent(s)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eSubject Specialization(s)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eQualification enrolled\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cstrong\u003eYear of study\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eStudent A\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eCivil Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eBachelor of Education: FET: Technology Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eFourth year\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eStudent B\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eCivil Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eBachelor of Education: FET: Technology Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eThird year\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eStudent C\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eElectrical Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eBachelor of Education: FET: Technology Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eThird year\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eStudent D\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eElectrical Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eBachelor of Education: FET: Technology Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;Third year\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eStudent E\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMechanical Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eBachelor of Education: FET: Technology Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eThird year\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eStudent F\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMechanical Technology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eBachelor of Education: FET: Technology Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eThird year\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eIII. \u0026nbsp;Data collection\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study primarily used semi-structured interviews and non-participant observations to explore the phenomenon under scrutiny. This study used semi-structured interviews as a useful technique for gathering data when the author(s) want to delve into the participants\u0026apos; ideas, emotions, and convictions regarding a specific subject [39]. Thus, the purpose of this study was to learn what teachers think about the reasons behind their use of pedagogical capital. According to [40], non-participant observation is a method of gathering data for a case study that entails seeing and documenting participant data. As a result, this study watched the participants without actively participating in the event.\u003c/p\u003e\n\u003cp\u003eParticipants were chosen based on their subject specializations, only third year pre-service teachers with civil, electrical and mechanical technology as a subject specialization from the same instituition. This study sampled a size of six participants from the above-mentioned different TVE subject specialization offered by their institution to collect the legit information from relevant and experienced technology and vocational pre-service teachers\u0026rsquo; participants.\u003c/p\u003e\n\u003cp\u003eUsing audio-visual devices, all six of the TVE pre-service teachers were observed and questioned in order to record the data. The advantage of employing audio-visual recordings, according to [41], is that the researcher concentrates more on listening, seeks clarification on research-related questions, and aims to gain a thorough grasp of the reasons behind actions during observations, written documents, and inquiries. Each participant was given a pseudonym; for instance, the first was called teacher A, and the last was called teacher F.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eIV.\u0026nbsp;Data analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo make sense of the collected data, thematic analysis was used for sorting and the sifting of data, to help identify alike patterns [42]. This was in line with [43] that thematic analysis is used to identify, analyse and interpret the patterns into themes within the data. In order to analyse, we engaged in the following steps of analysis:\u003c/p\u003e\n\u003cp\u003e\u0026middot; \u003cstrong\u003eFamiliarisation with the data\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe familiarised ourselves with the transcripts and recordings to start writing down the notes. This was because [44] advised us that we need to familiarise ourselves with the research data collected by reading, watching and listening to the audio recordings.\u003c/p\u003e\n\u003cp\u003e\u0026middot; \u003cstrong\u003eGenerating initial codes\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAfter having the grasp of the data, we initiated codes. According to [45] coding involves creating codes for the significant attributes of the data collected, with a specifaic relevance to the research question.\u003c/p\u003e\n\u003cp\u003e\u0026middot; \u003cstrong\u003eSearching and review themes\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eImmediately after coding, we sorted them and identified those which were similar. This then allowed us to create themes. [46] stated that this process includes the grouping of the codes together that share similarities, so that it can reflect a comprehensible and meaningful pattern in the data. We then examined all the themes in the light of the coded data, in order to see whether any logical patterns emerged. This allowed us to recognise the distinct themes; and show how they were combined to tell a narrative by using the data.\u003c/p\u003e\n\u003cp\u003e\u0026middot; \u003cstrong\u003eDefining and naming themes\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIt was inevitable to name the emergent themes after the whole process was completed. We were conscious of what Friese, Soratto [47] said that we should be aware of what each theme is about; and that themes must give the person who is reading the report a sense of what the theme is about. So, the whole process assisted us to write a report by interlinking the analytic narrative and data extracts, in order to convey to the reader a cogent story about the data in relation to the literature.\u003c/p\u003e\n\u003cp\u003e\u0026middot; \u003cstrong\u003eEthical considerations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthical clearance was sought from the ethics committee affiliated to the authors, after which permission was granted to carry out the research within acceptable ethical boundaries.\u003c/p\u003e\n\u003ch3\u003eFindings and discussions\u003c/h3\u003e\n\u003cp\u003e\u003cstrong\u003eI.\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Findings\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch question one (RQ1):\u003c/strong\u003e\u0026nbsp; What barriers do pre-service teachers face in implementing workplace health and safety practices during their hands-on skills training? (Semi-structured interviews). Given that this research question enquires the barriers faced by the pre-service teachers when learning about workplace health and safety practices in the workshop; their responses were closely monitored by using [46] Guided discovery learning approach as a guidance to contract relevant findings. Although the discovery learning approach denotes a general instructional approach that represents the first broad development of constructivist learning for school-based learning environments. [48] argued that discovery learning is more effective than what is called didactic teaching or non-constructivist receptive learning. Positive effects should be seen in memorization of knowledge, solving transfer problems, general learning or self-regulation strategies, and for intrinsic motivation. The aforementioned positive effects were used to present the barriers that pre-service teachers faced when learning about workplace health and safety practices. In line with [48] Guided discovery learning approach\u0026rsquo;s Framework, the above-mentioned positive effects were used as themes in this paper for relevant data collection purposes, namely:\u003c/p\u003e\n\u003cp\u003e\u0026middot; Memorization of knowledge\u003c/p\u003e\n\u003cp\u003e\u0026middot; Solving transfer problems\u003c/p\u003e\n\u003cp\u003e\u0026middot; General learning or self-regulation strategies, and\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026middot; Intrinsic motivation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 1: Memorization of knowledge\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ePractice and awareness of safety in the workshop were the primary concerns when it came to memorizing newly acquired knowledge. Hence previous studies has discovered that work-induced training programs, course size, format, and layout were all significant factors. Additionally, this study discovered that while creating Technology and Vocational Education related practical activities in their workshops for the sake of safety and health, teachers do not adhere to the Occupational Health and Safety Act, No. 85 of 1993. Since in the beginning this paper explained that, this research question was responded using semi-structured interviews using a face-to-face interview method, Technology and Vocational Education pre-service teachers reveal the following findings. To validate, based on Techer B, C and D\u0026rsquo;s interview, when asked about barriers pre-service teachers face when learning hands-on skills and about workplace health and safety practices, they responded in the following way:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026nbsp;\u0026ldquo;Our workshops are very empty; limited tools and equipment available for practicing safety and health in the workshop. In any emergency in the Civil Technology\u0026rsquo;s workshop instead we are using anything we get hence the First-aid kit is empty and, in that case, we are not exposed to the workplace environment where we can practice safety when we are practicing our hands-on lessons \u0026ldquo;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThus, the majority of the trade subject teachers were having inadequate workshops. Also, in Teacher D substantiated that by providing a picture of his empty First-Aid kit in his Electrical Technology workshop which is also not well equipped and resourced for practical lessons.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFigure 1. The picture of a first-aid kit in student teacher D workshop.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe displayed above figure 1. Shows the first-aid kit that is empty with no health first aid resources as prescribed by the Occupational Health and Safety Act. Yet, it should be noted that a frequent practice of practical lessons may assist the pre-service teachers with memorization of practical knowledge and safety yet the unavailability of resources may deprive them that.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 2: Solving transfer problems\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe effectiveness of guided discovery learning in promoting transfer stems from several factors. Firstly, the guided discovery learning approach encourages deep understanding rather than rote memorization. Therefore, the pre-service Technology and Vocational Education pre-service teachers nor students are not simply told facts; they actively engage with the material, building their own understanding by modifying and refining their existing knowledge. Furthermore, this deep understanding is crucial for transfer, as it allows pre-service teachers to adapt and apply their knowledge to novel situations [49]. Secondly, guided discovery learning approach often involves real-world applications and problem-solving scenarios. By working through these problems through the Technology and Vocational Education Practical Assessment Task (PAT) documents, students learn to connect abstract concepts to concrete situations, making it easier to transfer their knowledge to new contexts; and that is theoretical to practical hands-on knowledge. Additionally, the lecturer can provide prompts, questions, and feedback to guide students toward accurate understanding and prevent them from forming incorrect assumptions that would limit their ability to apply the knowledge effective. Based on Teacher A, E and F\u0026rsquo;s interview, when asked about barriers pre-service teachers face when learning about workplace health and safety practices, they responded in the following way:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;Although, health and safety equipment and materials are available in the workshops; but some need to be removed hence they are expired nor broken. But all that does not hinder us to practice construction practical lessons in the Civil Technology workshop. Also, the given theoretical knowledge from our lecturer assists us in solving the problems from that PAT scenario his availability also assists by his demonstration when needed.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe response from these two participants revealed that the pre-service teachers together with their Civil Technology lecturers at some point try by all means to overcome the challenges on their problem-solving learning route in their workshop.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 3: General learning or self-regulation strategies\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGuided discovery learning approach emphasizes the active role of the learner in constructing knowledge through exploration, questioning, and iterative application, which is a cornerstone of self-regulated learning (SRL) [50]. In this case, all the participants confirmed that the general learning for the practical lessons in the Technology and vocational Education stream does take place. Although, pre-service teachers were not having an adequately safe environment that allows them to use the self-regulation strategies when practicing their practical lessons. The responses from the participants prove that the Guided discovery learning approach encourages self-generated insights rather than passive consumption of information.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 4: Intrinsic motivation.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIntrinsic motivation, driven by personal interest and a desire for mastery, is a key factor in effective goal setting and self-regulation [51]. Guided discovery learning approach aims to foster intrinsic motivation by allowing Technology and Vocational Education (TVE) pre-service teachers to explore concepts through internal reflection and connect their hands-on skills learning to real-world contexts. Intrinsic motivation, the drive to engage in an activity for its inherent satisfaction rather than external rewards, is a crucial element in effective learning, particularly within the guided discovery learning approach [52]. The findings from this study supported that guided discovery learning is crucial, hence all the TVE pre-service teachers or participants confirmed that they do have a chance to explore, investigate a topic then practice practical skills and safety in their relevant subject specialization workshops with the support and guidance of the lecturer, naturally lends itself to fostering intrinsic motivation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch question two (RQ2):\u003c/strong\u003e How does the use of guided discovery teaching impact observed student effort in understanding the practice of hands-on skills in a safe workshop? \u003cstrong\u003e(Non-participant observation)\u003c/strong\u003e. Given that this research question investigates the impact observed student effort in understanding the practice of safety in the workshop; their responses were closely monitored by using in [10] Guided discovery learning approach as a guidance to contract relevant findings. In this study, data from a non-participant observation data collection method concerning the impact of guided discovery teaching on TVE pre-service teachers\u0026rsquo; effort in understanding workshop safety practice, two key themes were be considered namely; engagement and participation and; influence of guided discovery:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePre-service teacher A-F\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 1: Engagement and participation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study found that most of the participants are challenged by the shortage of the equipment and materials, and inadequate workshops to practice their practical lessons. However, all of the participants confirmed that never the less they are engaged and also participate in practice of their subject specialization hands-on skills lessons. Attached below is the Figure 2, 3 and 4. which serve as evidence of all the Technology and Vocational Education pre-service teachers practicing their practical lessons to ensure the understanding of both safety and artisanship of their specializations.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFigure 2: The Civil Technology workshop background where student teacher A was practicing construction lessons.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cstrong\u003eFigure 3: The Mechanical Technology workshop background where student teacher E and F were practicing metal-work and welding lessons.\u003c/strong\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFigure 4: The Electrical Technology workshop background where student teacher D was practicing Electronics lessons.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePre-service teacher from each subject specializations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTheme 2: Influence of guided discovery\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGuided discovery is an educational approach that encourages learners to actively construct their own knowledge through exploration and problem-solving, with the instructor acting as a facilitator rather than a direct provider of information [53]. The findings of this study confirmed that this method can be particularly effective in teaching practical skills like Civil, Electrical and Mechanical Technology in varsities, as it allows TVE students to develop a deeper understanding of the concepts and techniques involved.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFigure 5. Civil Technology students looking at their instructor demonstrating woodworking skills.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn Figure 5., the promotion of experiential learning was observed; where Civil Technology student teachers were learning by observing then doing. Furthermore, they were actively involved in the woodworking process, from selecting materials to using tools and completing projects. This hands-on experience fosters a deeper understanding than passive learning methods.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFigure 6. Mechanical Technology students looking at their instructor demonstrating metal-work and welding skills.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe above figure 6. show metal-work and welding which inherently involves problem-solving. Thus, student teachers were observed encounter challenges in design brief or process, construction, and finishing of their simulations. In this case guided discovery encourages student teachers to analyze these problems, develop solutions, and learn from their mistakes.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFigure 7. Electrical Technology students looking at their instructor demonstrating hands-on skills.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn this study the lecturer was also observed implementing Socratic questioning as means of finding the in-dept understanding of the student teachers. Instructors use strategic questions to guide students\u0026apos; thinking and help them discover solutions independently [54]. This approach encourages critical thinking and deeper engagement in the lesson. However, by acting as facilitators and encouraging active learning, lectures and teachers can empower students to become confident and competent Electrical Technology.\u003c/p\u003e"},{"header":"Discussions and conclusion ","content":"\u003cp\u003eGiven the aforementioned conclusions, the outcomes of this study lend credence to the recommendations of [2], that Technology and Vocational Education pre-service teachers \u0026nbsp;need to be filled with both hands-on practical skills and health and safety knowledge. Thus, the didactic situation in their training institutions can be very productive. Also, the findings gathered in this paper were acquired using [10] Guided discovery approach as a conceptual framework of this study where the researcher was using the previously mention two points namely; collaboration and monitoring of this framework as a guidance to collect data. Furthermore, in the use of this framework, this study found that the collaboration is the most influential method for conducting practical lessons in the safe environment.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHence, such method allows the lectures to use the small given time allocated from their subjects\u0026rsquo; academic time-table. Also, [10] Guided discovery is also about monitoring. In this study monitoring was adopted from the proposed frame-work to be used as guideline of conducting this study. In this case the researcher(s) found that the TVE pre-service teachers were easily monitored because after the teacher\u0026rsquo;s demonstration the students were given a chance to participate and lead the process practicing the practical lessons while complying with the safety regulations in their classrooms. The finding from this study were collected through semi-structured interviews and non-participant observation; where the collected data was analyzed using thematic analysis. The findings for the first research question were formulated using the following four themes, namely memorization of knowledge, solving transfer problems, general learning or self-regulation strategies, and intrinsic motivation.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eUsing the theme of memorization the study found that the majority of the trade subject teachers were having inadequate workshops. Also, in Teacher D substantiated that by providing a picture of his empty First-Aid kit in his Electrical Technology workshop which is also not well equipped and resourced for practical lessons. Yet, according to [55], health and safety are of utmost importance in workshops during practical lessons because they protect the well-being of students and staff, ensure legal compliance, promote a positive learning environment, and foster a culture of responsibility. Whereas, if their practical workshops were well equiped and with all safety equipment and safety signs were available in the workshop, it was going to be easy for learners to master and memorize safety practice while conducting PAT in the workshop. Theme two which was solving transfer problems; the response from the participants revealed that the pre-service teachers together with their Civil Technology lecturers at some point try by all means to overcome the challenges on their problem-solving learning route in their workshop. In theme three, the atmosphere in which pre-service teachers practiced their practical lessons was not sufficiently safe to enable them to employ self-regulation techniques. Participant responses demonstrate that guided discovery learning promotes self-generated discoveries as opposed to passive knowledge consumption. The last theme that is related to the research question one was intrinsic motivation. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAll of the TVE pre-service teachers or participants attested that they have the opportunity to explore and investigate a topic before practicing practical skills and safety in their relevant subject specialization workshops with the support and guidance of the lecturer. This naturally lends itself to fostering intrinsic motivation, as the study\u0026apos;s findings supported the importance of guided discovery learning. While for the research question two, where the data was meant oto be collected through non-participant observation. On the research question two only two themes were used to analyze the collected data namely; engagement and participation and influence of guided discovery. On the first theme of this research question; according to this study, the majority of participants face difficulties due to a lack of tools and supplies as well as subpar workshops where they may practice their practical teachings. All of the participants did, however, affirm that they are still involved and take part in the practical skills sessions related to their area of expertise.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eYet, on the last theme of this research question found that because it enables TVE students to have a deeper comprehension of the concepts and processes involved, the study\u0026apos;s findings revealed that this approach can be very beneficial in teaching practical skills like Civil, Electrical, and Mechanical Technology in varsities.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRecommendations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThus, this paper recommends that the higher education institutions in the Republic of South Africa particularly must design health and safety regulations policy that will enforce health in the education environment; where all the education students must be at least taught about the significance of health and safety in the classroom together with the skills for attending first-aid assistance if needed in the classroom. Moreover, the faculty of education together with the institutions must emphasize more practical sessions for technology and vocational education students; hence that will not only be beneficiary to the acquisition of the relevant hands-on skills but also give time for the students to practice safety in the workplace as prescribed by OHSA.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLimititations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was restricted to a small group of Technology and Vocational Education (TVE) pre-service teachers from the tertiary instituition that is located in Pietermaritzburg of the KwaZulu-Natal Province, which limits the generalizability of its findings. Since this study opted to collect data from only one university, where the trades\u0026rsquo; workshops were not well equipped and there was a shortage of safety resources, and then attitude about Occupational Health and Safety education in the TVE sector can vary significantly across different tertiary instituitions that specialize with TVE, these findings may not accurately represent the situation of all South African instituitions. Also, this study was focusing only on the third and fourth year pre-service teachers, excluding first and second year pre-service teachers who might encounter a unique problem concerning learning about Occupational Health and Safety training. Thus, in order to counter act such learning barriers nor limitations, future studies geographic scope including the sampling of all university of technology are recommended to investigate the matter of emphasizing Occupational Health and Safety.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe researcher would like to thank all the participated Technology and Vocational Education pre-service teachers and the Durban University of Technology, School of Education department for making this paper possible and express gratitude and appreciation to the participants from the selected University of Technology in the KwaZulu Natal Province, South Africa.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSMM planned the study. SMM collected and prepared data for statistical analysis. Also, SMM did the thematic analysis of this study. TIM did the the abstract, introduction and the theoretical framework of this study. Both authors equally took the lead in research section and the writing of the manuscript. TIM supervised the overall project. SMM did the literature review and methodology of this study. Both authors discussed the findings and conclusion of this study. Lastly, both the authors have read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAuthors did not receive support from any organisation for the submitted work. Open access funding provided by Durban University of Technology.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDatasets used during the current study are available upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe TUT Research Ethics Committee is a registered Institutional Review Board (IRB 00005968) granted permission to conduct this study. This study was conducted in compliance with the guidelines set forth by the Research Ethics Committee (REC), Tshwane University of Technology (TUT).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed consents both written consents to participate and written consent to publish were obtained from all respondents. All respondents that participated in this study were over the age of 18 so consent was sought from the respondents.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAlam, A. \u003cem\u003eA digital game based learning approach for effective curriculum transaction for teaching-learning of artificial intelligence and machine learning\u003c/em\u003e. in \u003cem\u003e2022 international conference on sustainable computing and data communication systems (ICSCDS)\u003c/em\u003e. 2022. IEEE. https://doi.org/10.1109/icscds53736.2022.9760932\u003c/li\u003e\n \u003cli\u003eMsimango, S.M. \u003cem\u003eDIGITIZATION OF CIVIL TECHNOLOGY PRACTICAL LESSONS FOR PROJECT-BASED LEARNING AT EKURHULENI EAST, SOUTH AFRICA\u003c/em\u003e. in \u003cem\u003eEDULEARN24 Proceedings\u003c/em\u003e. 2024. 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U., \u003cem\u003eOptimizing administrative operations: A conceptual framework for strategic resource management in corporate settings. .\u003c/em\u003e International Journal of Multidisciplinary Research and Growth Evaluation, 2023. \u003cstrong\u003e4(1),\u003c/strong\u003e: p. 760\u0026ndash;773. https://doi.org/10.54660/.ijmrge.2023.4.1.760-773\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Occupational Health and Safety Act, Technology Education, Guided Discovery, Technology and Vocational Education, Hands-on skills","lastPublishedDoi":"10.21203/rs.3.rs-8591558/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8591558/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe impetus of skills transformation lies in the quest for discovery, creativity and critical thinking skills. This study explores the effectiveness of guided discovery approach when training TVET pre-service teachers with special focus into Occupational Health and Safety (OHS) practice. Framed through a Guided Discovery approach, this study used qualitative research method where semi-structured interviews and non-participant observations were considered pertinent for data gathering; and thematic analysis was analysis strategy. The objecctives of this study was to find the effectiveness of Guided Discovery approach when teaching TVE pre-service teachers about OHS. This study discovered that Guided discovery assisted pre-service teachers to identify their deficiencies into practicalizing the concept of OHS. It was conceived that pre-service teachers were aware about practices they ought to enact during OHS lessons, but this was only through theoretical knowledge. Various factors that deprive pre-service teachers to practice safety were revealed which included shortage of personnel protective equipment and absence of emergency health and safety resources in their workplaces. This study recommends that lecturers implement didactical methods focusing into practical tasks that influence the pre-sevice teachers to practice safety in their workshop; and guide pre-service teachers to discover and learn safety skills than being always taught.\u003c/p\u003e","manuscriptTitle":"The Emphasis of Occupational Health and Safety Into Technology and Vocational Education Pre-service Teachers Through Guided Discovery Approach","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-01-30 16:22:39","doi":"10.21203/rs.3.rs-8591558/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"c3d8c0c0-b6e1-4147-8a13-d1893fc07857","owner":[],"postedDate":"January 30th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-04-20T16:25:43+00:00","versionOfRecord":[],"versionCreatedAt":"2026-01-30 16:22:39","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8591558","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8591558","identity":"rs-8591558","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}