Supervision of student teachers in Zimbabwean Primary Schools: Implications for teacher pre-service programmes.
- Authors: Ndlovu,Trezia
- Date: 2019
- Subjects: Student teachers -- Supervision of
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16654 , vital:40740
- Description: The economic crisis in Zimbabwe has resulted in poor working conditions, low remuneration and lack of resources. This situation has led to low morale of qualified teachers. The supervision of student teachers therefore, represents extra work for the teachers, who are already over-burdened by large classes and the demands associated with the introduction of new subjects from time to time. Some mentors feel that they need to be given incentives for their role in the training of teachers. Furthermore, research suggests that some student teachers are struggling with their teaching practice which is an important aspect of their teacher education. It is for this reason that the researcher sought to conduct a case study that would examine the supervision of student teachers by school based supervisors in Zimbabwean primary schools. Purposive sampling was used to select eighteen student teachers and nine supervisors. This study, which is qualitative in nature, was grounded in the constructivist paradigm. Semi-structured interviews were deployed to gather data and Focus Group Discussions and document analysis were also used for triangulation purposes. The data revealed that although student teachers were supervised by their mentors, there were divergent perspectives with regard to how supervision of student teachers should be conducted, with a significant number understanding supervision as checking and controlling of student teachers‟ work. It also emerged from the data that good relationship with mentors was beneficial to student teachers. However, the majority of student teachers reported serious challenges that included lack of orientation mentors and inadequate supervision due to busy schedule of their mentors. Based on the findings of the study, the study recommends that School ~ viii ~ Heads should choose well-qualified and experienced teachers to mentor and supervise student teachers so that they serve as good role models to the students, and that clear supervision guidelines be developed to achieve uniformity in the supervision of student teachers.
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Teachers’ perception of the integration of environmental education into grade 12 curriculum in East London Education District
- Authors: Damoah, Benjamin
- Date: 2019
- Subjects: Environmental education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16528 , vital:40728
- Description: The study focuses on teachers’ perception of the integration of environmental education into grade 12 curriculum in East London education district. This study is based on empirical research. The theoretical framework of the study is based on Opportunity to Learn (OTL). The concept of OTL was formulated by international Association of Achievements (McDonnell, 1995).OTL is multiplicity of factors that create the conditions for teaching and learning, such as curricula, learning materials, facilities, teachers and instructional experiences. The research study is supported by national and international literatures based on environmental education and integration of environmental education as a component in the school curriculum, and policy documents. The study adopted qualitative research approach, using phenomenological method and interpretivism paradigm respectively. The empirical data was collected from one high school in Mdantsane Township in East London education district. The study sample consisted of 6 high school teachers. Data was collected through semi- structured interviews. According to the findings of the research, grade 12 teachers expressed disparities in their perceptions of environmental education as an integrated component into their subjects. Most of the subject teachers focused on the aspect of knowledge acquisition. According to South African education system, environmental education (EE) has been integrated into all subjects. Although there is environmental education in the GET and FET phase curriculum respectively, however it is not integrated evenly in all subjects. Some subjects like Life sciences, geography have more environmental content than other subjects. Teachers suggested that the approach adopted to integrate environmental education into the school curriculum was not favourable because teachers claimed that what is to be taught as environmental education in the various subjects is not indicated explicitly in the CAPS document. The CAPS document prescribes EE integration into all subjects which makes the teaching of EE a collective responsibility. The main actors of EE integration implementation are themselves a constraint to the success of the integration. The teacher is confronted with many challenges in the process of environmental education integration. This includes lack of teaching and learning resources, time and large class size. The role of teachers in the implementation of environmental education in developing an environmentally literate citizenry is of great significance. The responsibility of the government in ii developing a curriculum with clear goals and content, developing teachers’ capacity in the teaching of environmental education and provision of teaching and learning materials needs to be taken seriously by the government in educational plans and programs. Topics for future research on the integration of EE into grade 12 curriculums were suggested in order to improve on teaching and learning of environmental education
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The analysis of industrial attachment assessment procedures for industrial clothing design and construction: implications for a vertically and horizontally integrated curriculum in the polytechnic colleges in zimbabwe
- Authors: Rumbidzayi, Masina
- Date: 2019
- Subjects: Interdisciplinary approach in education -- Zimbabwe Vocational education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/11363 , vital:39065
- Description: Industrial Attachment (IA) curriculum component of Technical and Vocational Education and Training (TVET) provides students with work-based learning and experiences in the real world of work. IA practices are best achieved through assessment which aims at reviewing at every stage how the student is performing against intended learning outcomes. This study was therefore undertaken to analyse the IA assessment procedures for Industrial Clothing Design and Construction (ICDC) used in Polytechnic Colleges in Zimbabwe. The study was guided by the Constructive Alignment Theory (CAT), and premised in the interpretivist research paradigm. Purposively sampled sites and participants were used. Two Polytechnic Colleges and three Host Industries were selected as research sites. Individual interviews with lecturers and Focus Group Discussions made up of ICDC students were the major data collection instruments, supported by document reviews. The unit of analysis also consisted of policy makers, external assessors and supervisors. Data were analysed using thematic data analysis technique. The study revealed that there are no clearly defined policies on IA and IA assessment as a result the administration of IA and IA assessment is considered as inadequate, haphazard and unsystematic. Due to what is perceived essentially as lack of effective collaboration between the colleges and the Host Industries, students’ assessment is negatively impacted. Consequently, IA assessment is perceived as useless by students because it does not equip them with more effective practical competencies such as content, knowledge and skills needed for effective assessment. This study therefore suggests a more vertically and horizontally integrated approach for the Colleges and their Host Industries.
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The influence of Educational Levels of the Parent School Governing Body Component on their participation in school governance
- Authors: Kombela, Thamsanqa Washington
- Date: 2019
- Subjects: School boards School management teams
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16555 , vital:40731
- Description: School Governance is focused on the parent component, which is one of the components that make up School Governing Body (SGB). In South Africa, the legislation affords parents numerical majority representation. Strategic positions, such as chairperson and treasurer are assigned to a parent. This aims at affording parents an opportunity to influence school level decisions. However, the extent to which the parent component of SGBs participates meaningfully is consistently questioned, some researchers suspecting parents’ levels of education to negatively influence their quality of participation. Hence this study investigated the influence of Educational Levels of the SGB parent component on their school governance participation, especially in rural primary schools of Buffalo City Metro Education District. This study used Mixed Methods Research Design within Pragmatic Paradigm, using Arstein’s Ladder of Participation as Theoretical Framework. The researcher used a questionnaire as a tool to collect quantitative data and Key Informant Interview (KII) to collect qualitative data. Fourty two (42) parents serving as SGB members in the rural areas of the Buffalo City Metro Education District, ten (10) SGB parent members participated in the interview session. Quantitatively, there is a significant positive relationship between educational attainments of the parents in SGBs and their participation in the appointment of school staff (r = 0.61; p<0.05); there is also a significant positive relationship between educational attainments of the parents in SGBs and their participation in purchasing textbooks and materials for the school (r = 0.73; p<0.05). At face value the qualitative finding seems to agree with quantitative findings regarding the influence of educational level to their partcipation. It becomes moral complex as deeper analysis occured. For instance, some parent SGB members did not participate in roles such as recommending educators and non-teaching staff and the purchasing of school LTSM, not necessarily due to the educational levels. Instead it was because of their rejection of teacher attitude. Also, the parents seemed to reject English, the language used during SGB meetings. Even though the study did not explicitly link educational levels of parent SGB members with their participation. This study recommends that SASA unambiguously determines minimum educational levels, skills, knowledge for parent SGB membership. This study further recommends that SASA embraces explicitly Ubuntu principle in its definition of a parent, to include community members with appropriate minimum educational levels and skills, for participation.
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The influence of grade 3 teachers’ self-efficacy on the teaching of isixhosa home language reading-comprehension: recommendations for an indigenous mother-tongue based teaching framework
- Authors: Makeleni, Sive
- Date: 2019
- Subjects: Reading comprehension Xhosa language -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16632 , vital:40738
- Description: This thesis aimed to examine the extent to which Grade 3 teachers’ self-efficacy influence the teaching of IsiXhosa Home Language reading comprehension. The study was conducted in the Buffalo City Metro Education District, Eastern Cape, South Africa. Social Cognitive theory was adopted as a theoretical framework for this study. The study employed a mixed methods approach, wherein qualitative and quantitative data were collected. Concurrent triangulation was adopted as a research design. In the quantitative phase one hundred and twelve (112) Grade 3 teachers participated through filling in questionnaires. Whilst, in the qualitative phase six (6) teachers were interviewed. Quantitative data was analysed through using descriptive/inferential statistics for the appropriate variables of data, and QUAL analysis of data, using thematic analysis related to the relevant narrative data. The findings both quantitative and qualitative reveal that the teachers spend most of their time in teaching phonics, phonemic awareness and vocabulary and less time on teaching reading comprehension. The teachers feel that the prescribed Curriculum and Policy Statement that does not accommodate indigeneity and languageness of IsiXhosa Language suppresses their innovativeness and creativeness in teaching IsiXhosa Home Language reading comprehension. The teachers highlighted the orthographic uniqueness of IsiXhosa language as one of the gaps in the curriculum. The majority of the teachers believe that Curriculum and Assessment Policy Statement IsiXhosa Home Language Foundation Phase (CAPS), is back-translated from another language. Hence, the teachers feel unease to implement the curriculum as it is. Such conceptual gaps identified, negatively affected the teachers’ self-efficacy in teaching IsiXhosa Home Language reading comprehension. Also revealing in the findings are the teachers’ use of assessment as a mere compliance strategy. The findings also reveal that the teachers’ self-efficacy is affected by contextual factors. The study therefore recommends a decolonised IsiXhosa-sensitive Curriculum and Policy Statement that reflects the indigeneity and the languageness of IsiXhosa. The study further recommends an indigenous mother -tongue based framework of teaching IsiXhosa Home Language in the Foundation Phase
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Utilisation of Teaching and Learning Centres in State Universities in Zimbabwe: implications for teaching and learning
- Authors: Machingura, Viola
- Date: 2019
- Subjects: Active learning -- Zimbabwe , Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/12848 , vital:39384
- Description: The purpose of this research was to examine the utilisation of Teaching and Learning Centres (TLC) in state universities in Zimbabwe and the role they are playing in the improvement of teaching and learning in the institutions of higher learning. The social constructivist paradigm was found most appropriate for this study and was the lens by which reality was examined. The study used the qualitative approach and case study design to examine the issue under study. The purposive sampling technique was used to select participants who were rich informants for the study and these included Pro Vice Chancellors, Directors of Teaching and Learning Centres, Deans, lecturers and students. Data were collected through face to face interviews and focus group discussions that were triangulated by analysis of institutional records. The study was also guided by the theoretical lenses of the Social Practice Theory and the Concerns Based Adoption Model that provided the framework for the investigation. The study employed the Tech‘s qualitative model of data analysis that led to the findings being grouped into five major themes. The study established that Teaching and Learning Centres were not being fully utilised, thus were not helping to improve teaching and learning in a meaningful way in state universities in Zimbabwe. Possible reasons for this were the fact that the unit was not fully understood and different players at different levels in groups and as individuals had varied interpretations of what the TLCs were and what their role in the university was supposed to be. This lack of understanding and the absence of a shared understanding of what TLCs are and what they stand for, coupled with other factors such as the freeze on recruitment on staff in state universities and the assumed superiority of research over teaching for tenure and viii promotion, led to the poor positioning and poor staffing of TLCs leading to their poor utilisation in state universities. Each of the staff levels also had concerns about the utilisation of the TLC that made them reluctant to utilise it. The absence of top management support for the TLC, and the perceived superiority of research over teaching again led to poor utilisation of the unit. The study recommends the hosting of symposia between and among state universities for the dissemination of knowledge and information on what the TLC is and what its role should be. Internal consultations by individual state universities on the functions, staffing and positioning of the TLC and exposure for the TLC staff to established units to raise their knowledge and information levels and confidence is encouraged. Removal of the freeze on recruitment of staff so that TLCs can be better positioned and staffed and review of ZIMCHE guidelines to align teaching, research and university service for tenure and promotion would also help. Acquisition of cutting edge technology for teaching and learning and top management to listen to individual and group concerns and act on those that impede on TLC utilisation is a must.
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Visual art education narratives in context: contribution by offenders in one correctional facility in the Eastern Cape
- Authors: Potelwa, Siphe
- Date: 2019
- Subjects: Adult learning
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16665 , vital:40741
- Description: This study sought a solution to close the gap of visual art education narratives under recognition and not taken into consideration in correctional facilities. The researcher’s original contribution to knowledge was to provide the theoretical framework as the lens of this study. This research questions the universal objective of how visual art education narratives contribute to the context of the offender’s voice of selfexpression, self-worth, personal identity and human right in a democratic South African as citizens of society. The aim and objectives were to determine if transformation is evidenced through visual art education and ascertain personal identity as a human right and self-worth for an offender. This study was a qualitative research in which perceptions of offenders in visual art education programmes are investigated in-depth regarding the programmes addressing rehabilitation, selfexpression, self-fulfilment and personal development. Eight respondents participated in this study voluntarily. The selection of respondents in this study was through purposeful sampling. Individual interviews, focus group interviews, observation, document review, open-ended interviews, and website data of correctional services were conducted to collect data. The target participants for this qualitative study were permanent employees of Department of Correctional Services and offenders found guilty of murder and sexual abuse against women and children enrolled in a programme of art education. This study found no anticipated risks to voluntary participation in this research, and the study was free from psychological harm. The study contributed and found adult learners bringing their experience and knowledge into creative artwork skills as voice of self-expression, self-worth and rehabilitation. Analysis of data and interpretation of findings revealed the results that visual art education narratives programme brought self-worth, self-expression, selfdevelopment, self-fulfilment, discipline, prevents conflict, boredom and offender recidivism. This study conclusion stressed, an approach to the solution of the adult learning visual art education in correctional centre were problems identified. It is recommended that the correctional facility, interactive relationships with other departments, and commitment should be implemented without delay
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“Examining mentors’ practices in facilitating career development and providing psychosocial support to trainee teachers during teaching practice: A case study of one teachers’ college in Zimbabwe”
- Authors: Madzore, Rosemary
- Date: 2019
- Subjects: Mentoring in education Mentoring
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16621 , vital:40737
- Description: This study examined mentors’ practices in facilitating career development and providing psychosocial support to trainee teachers during teaching practice in one teachers’ college in Zimbabwe. The study employed the interpretive paradigm and used the qualitative approach and case study research design. Purposive sampling was used to select 27 participants who were perceived to be rich informants. These participants included 6 mentors, 15 trainee teachers, 5 college lecturers, 2 lecturers from the teaching practice office, 3 senior lecturers in charge and 1 university lecturer who is a link person between the college and the Department of Teacher Education. Data were obtained through face to face interviews, focus groups and document analysis. The study revealed that mentors performed both career development and psychosocial support roles during teaching practice, although the psychosocial roles were not very prominent. The interviewed mentors and trainee teachers also indicated that, although mentors knew how they should perform their duties, they encountered various challenges which hindered the effectiveness of the mentorship programme. The participants from the three schools revealed that mentors employed both good and bad strategies to provide career development and psychosocial support to trainee teachers during teaching practice. There was also evidence that colleges and schools use different mentoring mechanisms in facilitating career development and providing psychosocial support to trainee teachers during teaching practice.The data also revealed that there were challenges encountered in the use of these mentoring mechanisms. The participants also acknowledged that, despite these challenges, there were good practices and benefits of mentorship. However, there were gaps noted in the mentors’ practices in facilitating career development and providing psychosocial support. It emerged that there was lack of qualified school mentors resulting in inadequate provision of career development and psychosocial support. It was also established that financial constraints affected the effectiveness of mentorship. The study found that there were loopholes in mentor selection. Financial constraints also hindered capacity building programmes for mentors. The study established strategies that can be used to improve mentorship. Teachers’ colleges and schools should be adequately resourced to ensure effective mentorship during teaching practice. This could be done through adequate material resources, workshops, updates of schools and college activities supervision, review of mentorship iii programmes, incentives, orientation and induction for mentors. The study also recommended that the Ministry of Higher and Tertiary Education Science and Technology Development (MoHTESTD), the Ministry of Primary and Secondary Education (MoPSE), colleges and schools consider a mentorship policy that fuses global and national trends. Resources should also be mobilised by all the stakeholders involved who include the MoHTEST, MoPSE, teacher training colleges and secondary schools, for effective mentorship.The study recommended considering alternative mentorship models with regard to the provision of career development and psychosocial support to trainee teachers from secondary teacher-training colleges in Zimbabwe.
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Pre-service education students’ application of visualisation strategies to solve mathematical word-problems
- Authors: Shaw , Peter
- Date: 2018
- Subjects: Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/12941 , vital:39406
- Description: This classroom-based action research dissertation examined visualisation strategies used by pre-service Intermediate Phase PGCE education students to solve mathematical word-problems. The setting was an Eastern Cape university. Previous literature indicated a positive correlation between the use of visual scaffolds and success in solving word problems. However, a gap was found insofar as little research had been published on the application of visualisation to word-problems by student teachers in South Africa. This thesis advances our understanding of the role visualisation may play in assisting student teachers to solve word-problems. The theoretic framework was informed by Bruner’s theory of learning. The research was grounded in the hermeneutic tradition. An interpretivist research paradigm was expedited by using an inductive, naturalistic perspective and relativist ontology. Thirtyeight student-teachers participated in the study. Parallel and convergent qualitative and quantitative data gathering instruments were used, thereby facilitating triangulation and examination for microgenesis. It was found that vestiges of past teaching practices initially limited the participants’ knowledge to a deeply-flawed, banking model of routines and an instrumental perception of mathematics. Disruptive calls for social justice impeded progress. Albeit visualisation strategies liberated understanding, many foundational concepts and skills had to be reconstructed. The confluence of time and rehearsal culminated in some measure of expertise. Sustained effort enabled new knowledge to be compressed and consigned to long-term memory. Salient visual representations assisted participants to conceptualise relational mathematical metaconcepts and reduced the cognitive demands imposed by word-problems but that achievement was a hard-won prize.
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