Inclusive education: a phenomenological study of the experiences of teachers in a mainstream primary school in East London
- Authors: Naidoo, Allan Quinton
- Date: 2012
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16179 , http://hdl.handle.net/10353/531
- Description: In 2001 the Department of Education formulated policy that makes provision for learners with mild to moderate barriers to learning to be taught in mainstream primary schools. This policy became known as White Paper 6: Special needs education. The premise of this policy is to eventually convert all mainstream primary schools into full service schools that will cater for the full range of educational needs. The policy however created a dilemma for mainstream primary schools as the majority of them never received any training in special needs education. Most teachers therefore do not have the required knowledge and skills to adapt the national curriculum (NCS) and assessment methods so that it will accommodate the learning needs of all learners. Teachers thus experience the policy regulations as complex. This is a phenomenological study located within the interpretive research paradigm. Qualitative research methods namely phenomenological interviews were employed to gather data that could expound on and give an in-depth understanding of the experiences of teachers who are confronted with a diversity of educational needs. The investigation took place at a mainstream primary school that has a substantial history of catering to the educational needs of learners who experience problems with their learning and addressing physical disabilities such as hearing problems, autism and ADHD. The fact that the study focused only on one school served as a major limitation. The findings of the study can therefore not be generalized to other educational settings. WP6 is however national policy therefore the findings of the study could be valuable for gaining understanding of the intricacies of inclusive education. The data revealed that teachers are finding it difficult to implement inclusive education. This complexity is caused by a myriad of factors which impact negatively on the experiences of teachers such as high learner numbers, diversity of learning abilities and styles, a heavy workload, behavioural problems, language problems, challenges related to the curriculum and assessment and inefficient support services. However, despite lacking the prerequisite knowledge and skills for effective inclusive education, teachers tried their utmost to reach all the learners.
- Full Text:
- Date Issued: 2012
- Authors: Naidoo, Allan Quinton
- Date: 2012
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16179 , http://hdl.handle.net/10353/531
- Description: In 2001 the Department of Education formulated policy that makes provision for learners with mild to moderate barriers to learning to be taught in mainstream primary schools. This policy became known as White Paper 6: Special needs education. The premise of this policy is to eventually convert all mainstream primary schools into full service schools that will cater for the full range of educational needs. The policy however created a dilemma for mainstream primary schools as the majority of them never received any training in special needs education. Most teachers therefore do not have the required knowledge and skills to adapt the national curriculum (NCS) and assessment methods so that it will accommodate the learning needs of all learners. Teachers thus experience the policy regulations as complex. This is a phenomenological study located within the interpretive research paradigm. Qualitative research methods namely phenomenological interviews were employed to gather data that could expound on and give an in-depth understanding of the experiences of teachers who are confronted with a diversity of educational needs. The investigation took place at a mainstream primary school that has a substantial history of catering to the educational needs of learners who experience problems with their learning and addressing physical disabilities such as hearing problems, autism and ADHD. The fact that the study focused only on one school served as a major limitation. The findings of the study can therefore not be generalized to other educational settings. WP6 is however national policy therefore the findings of the study could be valuable for gaining understanding of the intricacies of inclusive education. The data revealed that teachers are finding it difficult to implement inclusive education. This complexity is caused by a myriad of factors which impact negatively on the experiences of teachers such as high learner numbers, diversity of learning abilities and styles, a heavy workload, behavioural problems, language problems, challenges related to the curriculum and assessment and inefficient support services. However, despite lacking the prerequisite knowledge and skills for effective inclusive education, teachers tried their utmost to reach all the learners.
- Full Text:
- Date Issued: 2012
Study of technology education instructional practices in grade nine classrooms a case study of three senior secondary schools in the King Williams Town district
- Authors: Ntshaba, Lulama Princess
- Date: 2012
- Subjects: Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16177 , http://hdl.handle.net/10353/486 , Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Description: The purpose of this study is to investigate teaching and learning practices in Grade nine Technology Education classrooms. However, this is to ensure the relationship between the existing Technology Education teaching and learning practices and the Revised National Curriculum Statement (RNCS) requirements. The study was conducted in three King William’s Town Senior Secondary schools. The research took the form of a qualitative interpretive case study focusing on a study sample of three Technology Education teacher participants. The qualitative methods used allowed the researcher to gather the data in order to describe and interpret teachers’ Technology Education instructional practices in Grade nine classrooms. The data was gathered by the observation of Technology Education lessons in the classrooms, through the interviews, as well as the examination of the learning area policy documents (mainly the lesson plans and the activities in the classrooms). In contrast to the past traditional curriculum, the outcomes-based RNCS proposes that teachers teach for understanding and concept development with emphasis on active learning, problem solving, reasoning and communicating technologically. To achieve the outcomes of the RNCS, teachers who are regarded as the “key contributors to the transformation of education in South Africa” need to be “qualified, competent, dedicated, caring and be able to fulfill the various roles outlined in the Norms and Standards for educators” (Department of Education, 2002a, p.9). vi It has been evident by the researcher that instructional practices are not aligned with curriculum expectations. The findings revealed two fundamental reasons for this, namely the teachers’ understanding of the RNCS is limited and teachers’ lack of confidence with regard to content knowledge for Technology Education teaching. Teacher competence relates to teachers having the content knowledge and the ability to use this knowledge pedagogically to ensure that the curriculum is thoroughly covered at all levels. It has been recommended in this study that teacher development needs to become a priority. It is vital, that programmes are developed to retrain Grade nine Technology Education teachers in-service.
- Full Text:
- Date Issued: 2012
- Authors: Ntshaba, Lulama Princess
- Date: 2012
- Subjects: Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16177 , http://hdl.handle.net/10353/486 , Education, Secondary -- South Africa -- Eastern Cape -- Case studies , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Description: The purpose of this study is to investigate teaching and learning practices in Grade nine Technology Education classrooms. However, this is to ensure the relationship between the existing Technology Education teaching and learning practices and the Revised National Curriculum Statement (RNCS) requirements. The study was conducted in three King William’s Town Senior Secondary schools. The research took the form of a qualitative interpretive case study focusing on a study sample of three Technology Education teacher participants. The qualitative methods used allowed the researcher to gather the data in order to describe and interpret teachers’ Technology Education instructional practices in Grade nine classrooms. The data was gathered by the observation of Technology Education lessons in the classrooms, through the interviews, as well as the examination of the learning area policy documents (mainly the lesson plans and the activities in the classrooms). In contrast to the past traditional curriculum, the outcomes-based RNCS proposes that teachers teach for understanding and concept development with emphasis on active learning, problem solving, reasoning and communicating technologically. To achieve the outcomes of the RNCS, teachers who are regarded as the “key contributors to the transformation of education in South Africa” need to be “qualified, competent, dedicated, caring and be able to fulfill the various roles outlined in the Norms and Standards for educators” (Department of Education, 2002a, p.9). vi It has been evident by the researcher that instructional practices are not aligned with curriculum expectations. The findings revealed two fundamental reasons for this, namely the teachers’ understanding of the RNCS is limited and teachers’ lack of confidence with regard to content knowledge for Technology Education teaching. Teacher competence relates to teachers having the content knowledge and the ability to use this knowledge pedagogically to ensure that the curriculum is thoroughly covered at all levels. It has been recommended in this study that teacher development needs to become a priority. It is vital, that programmes are developed to retrain Grade nine Technology Education teachers in-service.
- Full Text:
- Date Issued: 2012
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