Catering for children with special education needs in the provision of early childhood development programme in Zimbabwe : towards a holistic and inclusive framework
- Authors: Chinhara, Henry
- Date: 2016
- Subjects: Children with disabilities -- Education -- Zimbabwe Special education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/3055 , vital:28244
- Description: The study investigated how primary schools in Chiredzi District in Zimbabwe, cater for ECD “A” and “B” children with special education needs. A mixed method design located in the pragmatism paradigm was used to carry out the study. Post-positivist is an interactive process which produced in-depth, detailed, rich data from personal perspectives and experiences that resulted in realistic understanding of phenomenon, interpreted through the social and cultural context of respondents’ lives. By adopting quantitative and qualitative approaches, the researcher was able to ensure a high level of reliability in the collected data, at the same time obtaining comprehensive information on how primary schools attaching preschool classes in Chiredzi district cater for ECD “A” and “B” children with special education needs. Purposive sampling and cluster sampling procedures were used to solicit information from ECD teachers, school heads, parents, the District Education Team, NGOs and critical government ministries through semi-structured questionnaires, face-t-face interviews, focus group discussions, observations and document analysis. The study established that, while the government carries out its mandate of providing social services to learners with special education needs, they are incapacitated due to lack of resources. The majority of schools are not providing adequate health facilities for learners with special education needs. Furthermore, most schools are not providing nutritional supplementation to vulnerable learners, situations which deprive the learners with the much needed opportunity to grow and develop to the anticipated potential. In addition, the study noted that, ECD “A” and “B” children with special education needs enrolled in classes attached to primary schools do not access Basic Education Assistance Module (BEAM) or Cash Transfers to alleviate the children that are in need. It came out that such a situation impacts on learners’ attendance and subsequently their learning outcomes. Regardless of the stipulations by international treaties on the nature of inclusive education, the study established that, the education system has not yet modified curriculum to accommodate learners with diversified forms of special education needs. The situation is made worse by the fact that, heads of schools, and teachers are not adequately trained to handle learners with special education needs in early childhood development programmes. In addition, schools face the challenge of scarcity of learning resources that support ECD learners with special education needs which seriously impact on the growth and development of young learners at this critical stage of their development. Regardless of the essence of continuous professional development programs, in schools whose purpose is to redress the professional gap in schools, the study found that the CPD are doing very little to transform the mind-set of teachers. The study concluded that learners with special education needs are not benefiting from the current inclusive education programme. The study recommends that following; Stakeholders work together to promote the health and nutritional needs including other social services of ECD learners in classes attached to primary schools. There be a national teacher in-service programme for those teachers deployed in schools, to equip them with the desired skills, and knowledge to handle learners with special education needs, especially at this critical stage of their development. Teachers’ Colleges redesign their curriculum to address inclusive education in schools. Teachers’ Colleges need to empower new graduates with skills and knowledge to handle children with special education needs in schools. Policy makers to advocate for redesigning the curriculum to include children with special education needs to ensure availability of resources in inclusive schools to alleviate the challenges faced by these children. Those policy makers should advocate for a way to ensure that all children with special education be enrolled in mainstream schools. Thus, the study proposed an alternative, holistic, and inclusive education model for schools attaching ECD “A” and “B”
- Full Text:
- Date Issued: 2016
Clothing fashion design students' workplace learning experiences in a university of technology in Zimbabwe : towards an enhanced workplace learning role
- Authors: Tarirai, Dandira
- Date: 2016
- Subjects: Fashion design Fashion--Study and teaching Fashion design--Study and teaching
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/16080 , vital:40662
- Description: The focus of this study was to explore Clothing Fashion Design students’ workplace learning experiences at one university of technology in Zimbabwe. Underpinned by Kolb’s (1984) experiential learning theory, the study was located in the interpretivist research paradigm and followed a qualitative research approach, which utilised a descriptive case study design. The research sample was purposively drawn from third year Clothing Fashion Design students on workplace learning, university lecturers and workplace mentors. It included nine third year students, six workplace mentors and six University lecturers. Two major methods were employed to collect data namely; in-depth face–to-face individual interviews with students, university lecturers and workplace mentors and document analysis as a secondary method of data collection method. The data were analysed for content using thematic data analysis technique. Major findings of the study are that third year Clothing Fashion Design students at the University under study applied knowledge and skills learnt from University in Pattern Design, Garment Cutting and Making, Fashion Illustration, Fashion marketing and Retailing and Communication Skills. However, they did not design new patterns neither were they guided in Fashion Illustration since these were not done in industry as mentors lacked knowledge in these critical areas. In garment cutting and making they did not use specialised machinery due to the scarcity of such machinery and in other cases limited access. Knowledge and skills acquired from workplace learning included pattern design, garment cutting and making, fashion quality management and fashion marketing and retailing. Students did not gain skills in fashion designing and use of specialised machinery since most industries had no such machinery. Students also learnt to value time and put emphasis on production of quality products at the workplace. Dress was also valued but not by all the students since it was not uniformly considered in all industries. The factors that hindered workplace learning included strikes by mentors, shortage of material resources such as fabrics, under qualified mentors, sexual harassment and improper supervision, financial challenges and inadequacy of time to attend to university academic work. Factors that promoted workplace learning included assistance by mentors, availability of basic resources for use, good student-mentor relationships and self- motivation. Findings also reflected the guidance that was offered to students by lecturers and workplace mentors which included preparation of students for workplace learning, discipline, counselling and guidance in research projects and in practical work. Support that was offered to students by lecturers and workplace mentors included assessment, moral support, student welfare and, in some cases material support. There was very little of financial support. The study concludes that while students generally appeared to benefit from workplace learning, there were challenges that negatively affected workplace learning. The study recommends improved university/industry partnership to enhance workplace learning, among other recommendations. A model for enhancing students’ workplace learning is also proposed.
- Full Text:
- Date Issued: 2016
Effect of organisational policies on school management teams' job performance at Maluti District, Eastern Cape , South Africa
- Authors: Leboea, Paulos Dipholo
- Date: 2016
- Subjects: School management teams Total quality management in higher education -- South Africa -- Eastern Cape Performance standards -- South Africa --Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5315 , vital:29188
- Description: Most school management teams (SMTs) do not do their tasks either due to lack of time or inability to fulfil this obligation. Should this be true for South African schools, it would reflect negatively on the SMT job performance. This led to undertaking research in order to ascertain the fit between organisational policies of induction, mentoring, curriculum assessment training and curriculum supervision and the SMT job performance by way of establishing the effect of organisation policy on SMTs’ job performance. The research adopted a descriptive survey research design of the correlational type. Two sets of questionnaires, one for independent variables and the other for the dependent variable, were used to elicit information from the respondents. Some of the findings show that aspiring SMT members need some training so as to know what will be expected of them to do once they get selected as SMT members. It was further proven that common tests that are normally set at the provincial and district and/or school based levels are invariably not of the standard that the Department of Basic Education (DBE) prescribes nationally. The foregoing led to the conclusion that the SMT job practice is invariably not informed by the relevant organisational policies. Hence a cascade model of SMT training is recommended, as is the notion that training toward organisational policies under review should be done cohesively.
- Full Text:
- Date Issued: 2016
Effect of organisational policies on school management teams' job performance at Maluti District, Eastern Cape , South Africa
- Authors: Leboea, Paulos Dipholo
- Date: 2016
- Subjects: School management teams School management and organization -- South Africa -- Eastern Cape Total quality management in higher education -- South Africa -- Eastern Cape Performance -- Management
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2293 , vital:27748
- Description: Most school management teams (SMTs) do not do their tasks either due to lack of time or inability to fulfil this obligation. Should this be true for South African schools, it would reflect negatively on the SMT job performance. This led to undertaking research in order to ascertain the fit between organisational policies of induction, mentoring, curriculum assessment training and curriculum supervision and the SMT job performance by way of establishing the effect of organisation policy on SMTs’ job performance. The research adopted a descriptive survey research design of the correlational type. Two sets of questionnaires, one for independent variables and the other for the dependent variable, were used to elicit information from the respondents. Some of the findings show that aspiring SMT members need some training so as to know what will be expected of them to do once they get selected as SMT members. It was further proven that common tests that are normally set at the provincial and district and/or school based levels are invariably not of the standard that the Department of Basic Education (DBE) prescribes nationally. The foregoing led to the conclusion that the SMT job practice is invariably not informed by the relevant organisational policies. Hence a cascade model of SMT training is recommended, as is the notion that training toward organisational policies under review should be done cohesively.
- Full Text:
- Date Issued: 2016
Effects of frequent changes in curriculum on effective teaching and learning for creating safe, caring and child-friendly schools : a South African case study
- Authors: Makwarela, Mawela Convince
- Date: 2016
- Subjects: School discipline--South Africa School violence--South Africa School management and organization--South Africa
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/15594 , vital:40481
- Description: South Africa‟s government strategy for Child Protection Programmes is the pre-requisite that plans to articulate its work on school learner protection as a distinct area of programmatic intervention. Hence, this study explores an assessment of the implementation of DoE and UNICEF guidelines for creating safe, caring and child-friendly schools. A sequential mixed method approach was used in this study; both questionnaires and interviews were used. The design allows using both quantitative and qualitative data collection methods to elicit implicit and explicit information from the same case through pattern-matching; a technique linking several pieces when a holistic and in-depth investigation is required. The sample of the study consisted of 24 school principals, 24 HoDs, 24 SGB members, 24 educators, 24 educators‟ union members and 24 learners who were conveniently selected from 24 secondary schools across Vhembe District. Survey data were obtained from school principals, HoDs, SGB members, educators, educators‟ union members and learners regarding the ways and degree to which participants are involved in school incidents, decision-making processes, and their own experiences regarding safe, caring and child-friendly schools. In terms of data analysis, validation indicates concurrent and construct validity obtained by combining participant‟s responses from interviews and self-report questionnaires based on experiences of incidents from their schools. Statistically significant results point the way to validating the approaches taken as best practices. The findings reveals among others that the factors contributing to learner aggression include family factors, environmental factors and school-related factors, whilst the most common forms of learner incidents in schools are verbal violence, physical violence and bullying. The results also indicate that a safe school climate is not enough for learners to speak freely and report unwanted sexual experiences. The study concludes with the role that the school, parents and the Department of Education can play in addressing learner problems in schools.
- Full Text:
- Date Issued: 2016
Examining the nature and extent to which learners with special educational needs are included in regular schools: the case of four primary schools in Cape Town, South Africa
- Authors: Shadaya, Girlie
- Date: 2016
- Subjects: Special education Inclusive education -- South Africa -- Cape Town Children with disabilities -- Education -- South Africa -- Cape Town
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5346 , vital:29214
- Description: The study is premised on the assumptions that learners with special educational needs are not fully included in regular schools and that perceptions of teachers influence their behaviour toward and acceptance of learners with special educational needs in regular classes. In light of this, the aim of the current study was to examine the nature and extent to which learners with special educational needs are included in regular schools with the ultimate aim of assisting learners with special educational needs to be fully catered for by schools and teachers. The researcher opted for the mixed method approach which is embedded in the post positivist research paradigm. The mixed method approach makes use of quantitative and qualitative methods of data collection, presentation and analysis. Data were generated from a sample of 60 teachers and 4 principals from 4 regular primary schools mainly through questionnaires. Data were also generated from interviews, observation and documents. These data from interviews, observation and documents were used to buttress results from the questionnaires. The findings of this present study showed that many schools are now moving towards inclusivity. There is a relative prevalence of learners with disability in schools. The study also established that the inclusion of learners with special educational needs in regular schools was faced with a number of problems. There were inadequate professionally-trained teachers in schools. Shortage of classrooms, large class sizes, equipment and materials affected the quality of access to education for learners with special educational needs. Although there was significant support at school level, it emerged that there was inadequate quality in-service training programmes for teachers conducted by district officials. Overall, the findings of the study have confirmed the assumptions of the study. For learners with special educational needs to be fully included in regular schools, the study would recommend that the government improve the quality of teachers through in-service training programmes. Moreover, schools must be adequately resourced and government should commit itself to the alleviation of large class sizes. The study further revealed that, gaps still exist in the inclusion of learners with special educational needs between the intended and the actual practice. The study, therefore, recommends that research be conducted with the possibility of establishing strategies for the inclusion of learners with special educational needs in regular schools. This might improve the actual practice of including learners with iii special educational needs in regular schools. In turn, learners with special educational needs can be said to have equal access to education.
- Full Text:
- Date Issued: 2016
Examining the nature and extent to which learners with special educational needs are included in regular schools: the case of four primary schools in Cape Town, South Africa
- Authors: Shadaya, Girlie
- Date: 2016
- Subjects: Special education -- South Africa -- Cape Town Inclusive education -- South Africa -- Cape Town Children with disabilities -- Education -- South Africa -- Cape Town
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/2336 , vital:27754
- Description: The study is premised on the assumptions that learners with special educational needs are not fully included in regular schools and that perceptions of teachers influence their behaviour toward and acceptance of learners with special educational needs in regular classes. In light of this, the aim of the current study was to examine the nature and extent to which learners with special educational needs are included in regular schools with the ultimate aim of assisting learners with special educational needs to be fully catered for by schools and teachers. The researcher opted for the mixed method approach which is embedded in the post positivist research paradigm. The mixed method approach makes use of quantitative and qualitative methods of data collection, presentation and analysis. Data were generated from a sample of 60 teachers and 4 principals from 4 regular primary schools mainly through questionnaires. Data were also generated from interviews, observation and documents. These data from interviews, observation and documents were used to buttress results from the questionnaires. The findings of this present study showed that many schools are now moving towards inclusivity. There is a relative prevalence of learners with disability in schools. The study also established that the inclusion of learners with special educational needs in regular schools was faced with a number of problems. There were inadequate professionally-trained teachers in schools. Shortage of classrooms, large class sizes, equipment and materials affected the quality of access to education for learners with special educational needs. Although there was significant support at school level, it emerged that there was inadequate quality in-service training programmes for teachers conducted by district officials. Overall, the findings of the study have confirmed the assumptions of the study. For learners with special educational needs to be fully included in regular schools, the study would recommend that the government improve the quality of teachers through in-service training programmes. Moreover, schools must be adequately resourced and government should commit itself to the alleviation of large class sizes. The study further revealed that, gaps still exist in the inclusion of learners with special educational needs between the intended and the actual practice. The study, therefore, recommends that research be conducted with the possibility of establishing strategies for the inclusion of learners with special educational needs in regular schools. This might improve the actual practice of including learners with special educational needs in regular schools. In turn, learners with special educational needs can be said to have equal access to education.
- Full Text:
- Date Issued: 2016
Fathers' involvement in the social development of children under six years: a social capital perspective and implications for early childhood development in the East London Education District
- Authors: Adams, Clyde Glenith Graham
- Date: 2016
- Subjects: Child development-- South Africa -- Eastern Cape Father and child -- South Africa -- Eastern Cape Fatherhood -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5116 , vital:29077
- Description: The experiences of twenty fathers were explored to understand the involvement in the social development of children under six years. The main research question that guided the study was: what are fathers’ experiences with involvement in the social development of their children under the age of six years and what implications do these have for early childhood development? A social capital perspective was followed. The qualitative data was collected through the use of semi-structured interviews. The data was then analysed qualitatively. Results show that although most of the respondents could not give a definition of the concept of social development, they, however, understood the importance of parents playing a role in the development of a child. Fathers understood their role as supportive, nurturing and being there for their children. Fathers also understood their basic role as being the provider and protector. They also perceived their role as being authoritative and see themselves as the main disciplinarians. Results reveal that most schools do not offer programs specifically designed to encourage fathers to participate. Most importantly, results indicate that fathers’ interest in a variety of sporting activities, information sharing and talking about challenges both the schools as well as fathers face, are some of the ways fathers would like to be involved. Findings also indicate that although fathers acknowledged the role of the Department of Basic Education (DoBE) as mainly that of financial contributor in order to facilitate the skills development as well as that of information dissemination. However, fathers who took part in the study did not understand how the DoBE skills development agenda is envisaged for fathers. Notwithstanding, the respondents were quite clear that a father has an influential role to play in their children’s development. It also emerged that the greater the involvement, the more positive the influence on the child’s development. This study concludes that the presence of fathers in children’s lives is known to contribute significantly to their chances of experiencing positive developmental outcomes. Although the father-child relationship’s influences on children’s social competence have received increased attention in general, research on fathers’ understanding of their roles, involvement with their children as well as challenges confronting them with their involvement is scant. Based this the above, a number of recommendations have been made.
- Full Text:
- Date Issued: 2016
Implementation of classroom action research in Zimbabwean teacher education colleges: implications for teacher education curriculum
- Authors: Banda, Wilson
- Date: 2016
- Subjects: Action research in education , Education -- Research , Curriculum planning
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/10604 , vital:35632
- Description: It was the purpose of this study to interrogate the implementation of classroom action research (CAR) in identified Zimbabwean teachers’ colleges to provide the basis for future policy directions and related day-to-day CAR practice. The study leaned on the progressive educationists’ stance that teaching is an intricate profession that has more to it than mere technical skills. Teaching is viewed as a lifelong profession that requires pre-service teachers to be capacitated with CAR skills and competencies to ensure that they systematically, intentionally and critically consider a myriad of learner related psychosocial factors in their tour of duty. In that way teachers are made to appreciate why they should teach the way they teach, without necessarily turning them into some kind of public intellectuals, philosophers or theorists. The study utilised the mixed methods research approach in tune with the adopted pragmatism paradigm. The research paradigm draws on the strengths of both empirical data and the theoretical sentiments drawn from the respondents. The study used the concurrent triangulation design, rooted in the post-positivist research paradigm that integrates concurrent procedures in the collection, analysis and interpretation of research data. It was guided by three theoretical frameworks, namely, the experiential learning theory, the curriculum implementation framework and the living educational theory. The theories have a strong bearing on reflective practice and they acknowledge the subjectivity of truth. The study’s purposive sample comprised of sixty-four teacher educators and seventy-six preservice teachers. Several research instruments were utilised to solicit the requisite CAR implementation quantitative and qualitative data. These were questionnaires, interview schedules, focus group discussions and documents. The Statistical Packages for Social Sciences were used to summarise the solicited data through graphical representations and related frequency tables depicting descriptive statistics such as range, mean and mode. Qualitative data were analysed using content analysis through emerging themes, iv related to the sub-research questions. The study established that although the bulk of the teacher educators had the requisite professional qualifications, maturity and experiential background, more curricular and organisational reconstruction was required to improve on the status quo. For instance, solicited data demonstrated that the lecturers’ appetite for educational research was low. Furthermore, the teacher educators’ CAR skills and competencies were compromised by the research component’s inadequate contact time. In addition, it was instituted that the teachers’ colleges produced student teachers who lacked sound grasp of the CAR process. The mediocrity was attributed to a series of teacher educator and student teacher factors which were exacerbated by several other organisational and administrative impediments. Overall, the study concluded that teacher educators were incapacitated to effectively deliver CAR, owing partly to the nature of teacher educator preparation they got and the watered down professional induction. It further revealed that it was wrong to assume that all lecturers had operational capacity to effectively teach and supervise CAR projects. Furthermore, the study recommended that the teacher educators’ capacity in CAR needs enhancement. Identified CAR implementation strategies need further reconstruction and enforcement.
- Full Text:
- Date Issued: 2016
Implementation of gender equality policies to enhance female leadership in Zimbabwean universities : towards a comprehensive framework
- Authors: Chitsamatanga, Bellita Banda
- Date: 2016
- Subjects: Sex differences in education Discrimination in education Women executives
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/13571 , vital:39680
- Description: This study critically examined the implementation of gender equality policies to enhance female leadership in Zimbabwean universities. Three theoretical frameworks were adopted for this study which were: The feminist critical policy analysis, top-down and bottom-up policy implementation theories. Within this study an interpretive paradigm which aligned with the qualitative approach and the case study design to better understand the phenomena were adopted. The study covered two state universities in Zimbabwe which were purposively selected. The participants who comprised Pro Vice Chancellors, Deputy Registrars Human Resources, Faculty Deans, Director of Gender Schools, Senior Administrative Registrars, Chairpersons of Departments and males and female academics were also purposively selected. Semi structured interviews, focus group discussion and document analysis were used as data collection instruments. Data were analysed using content analysis and the emerging results were organised into different themes reflective of the participant’s responses. The findings of the study presuppose that the state universities Zimbabwe were implementing gender sensitive organisational culture through open door policy and this promoted transformational leadership in both universities. The study revealed that both universities consulted internal and external gender experts and top-down and bottom-up consultations were made during policy formulation. It was discovered from the study that both universities had also utilised gender mainstreaming and affirmative action as strategies for promoting female leadership and gender equality. Despite teaching and learning, community engagement, research, recruitment and promotions which were used to promote the gender agenda, there were indications that these were being implemented in a haphazard manner. This adversely influenced active participation of females in decision making processes. The collected data also showed that both universities had enacted gender structures which were in line with international, regional and national gender policies and conventions and were being used to irradiate the importance of having gender parity in top positions. The findings of the study further illuminated that monitoring and evaluation of the gender equality policy and programs in place to advance females to leadership positions had not been done, leading to major impediments to achievement of gender balance. There also emerged a number of challenges which were uniform in both universities namely; lack of gender knowledge; commitment, lack of gender training and workshops, lack of consultation using bottom-up approach, gender budgeting and inadequate resources. Though the above mentioned were identified as encumbering features in both universities there was a substantiation of pockets of good practices. These were; implementation of gender equality policy, involvement of internal and external gender experts to policy formulation; promotion of shared power and authentic leadership through transparent selection of chairperson of departments; gender workshop and training; staff development programmes; enactment of gender structures, enhanced community engagement and liaison with NGOs to promote gender agenda at all levels. Regardless of the number of hurdles that indicate that universities continue to be fraught with challenges in promoting female leadership, the pockets of good practices are evidence that both universities are making positive strides through the implementation of gender equality policies to enhance female leadership. Therefore, to benchmark changes in universities, the study recommends that transformational leadership must permeate in all university structures to promote an organisational culture that is gender sensitive. There must be adequate resources, gender training and workshops; focal persons and points; commitment and political will, gender experts from governmental to ministerial levels and satellite gender structures. Monitoring and evaluation should be carried out in both universities and this should be guided by a framework so as to assist universities to tap into female empowerment and gender equality that will promote the interests of both genders, while retaining the quality and excellence in universities. Lastly, the findings of the study and the extant literature are indicative that enhancement of female leadership in universities is currently affected by a number of challenges. Therefore, as part of redress, the researcher recommends a comprehensive framework which illuminates pockets of good practices in implementing gender equality policies to enhance female leadership in universities.
- Full Text:
- Date Issued: 2016
Investigating the relationship between mathematical knowledge for teaching and self-efficacy of pre-service mathematical literacy teachers
- Authors: Van Zyl, Nicola Stephanie , Van Zyl, Marinda
- Date: 2016
- Subjects: Mathematics teachers -- South Africa Mathematics -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Doctoral , MEd
- Identifier: http://hdl.handle.net/10948/10849 , vital:26829
- Description: Although a good understanding of mathematical content knowledge is essential for effective mathematics teaching, this might not be enough. Mathematical knowledge for teaching (MKT) requires a kind of depth and detail special to teaching, and involves mathematical reasoning as well as thinking from a learners’ perspective. Educational outcomes are also influenced by teachers’ self-efficacy beliefs regarding their ability to teach effectively. This study was an investigation into the relationship between pre-service teachers’ mathematical knowledge for teaching (MKT) and their mathematical self-efficacy with regard to MKT. Participants in the study were 137 BEd (FET) students at Nelson Mandela Metropolitan University, specializing in Mathematical Literacy as teaching subject. The quantitative data used for the study were gathered using a questionnaire on MKT for the topics number concepts and operations. This questionnaire was designed by Deborah Ball’s Michigan research team, to which I added a question on self-efficacy for every item. An analysis of the data gathered from the questionnaire reveals interesting and disturbing trends. The results suggest that, in more than 80% of the cases, respondents were either completely sure their answer was correct, or tended to think their answer was correct, indicating high levels of self-efficacy. Since only about 40% of answers were in reality correct, this indicates that participants believed their answer to be correct, although their interpretation of the mathematical knowledge for teaching involved was incorrect. Hence: they don’t know that they don’t know! The results of this study suggest that there is a need for educators of teachers to help improve prospective mathematical literacy teachers’ mathematical knowledge for teaching. Pre-service teachers should be taught to use cognitive skills that will raise the likelihood of improved learner understanding. For this, robust understanding of the fundamental mathematics involved is needed, as well as high levels of self-efficacy with regard to the teaching of mathematics.
- Full Text:
- Date Issued: 2016
Participation of Zimbabwean female students in physics: Subject perception and identity formation
- Authors: Gudyanga, Anna
- Date: 2016
- Subjects: Participation -- Women -- Zimbabwe Women -- Education -- Zimbabwe Science -- Study and teaching -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/11542 , vital:26936
- Description: The central focus of this study was to determine the extent to which identity formation influenced Zimbabwean A-level female students’ perceptions of and participation in physics. The themes from the sub-problems included the influence of contextual factors on identity formation in relation to physics as a subject at Advanced Level (A-level), facets of identity formation considered to be of significance by female students in relation to physics, the way in which female students’ perceptions of physics influenced their participation in the subject as well as the factors of identity formation considered as contributing to developing an orientation towards physics by female students. A qualitative approach grounded in an interpretivist paradigm was used. A tri-hybrid theoretical lens comprising of Wenger’s (1998) Social Learning Theory featuring CoP, the Feminist Stand point Theory and Sfard and Prusak’s (2005) notion of ‘telling’ identities or stories, enabled a rich understanding of the influences of identity formation on female students’ perceptions of and participation in physics. The data generating methods used were classroom observation, Draw-A-Scientist Test and semi-structured interviews conducted with nine participants. The data were collated to generate narratives. Key findings: The contextual factors that influenced the identity formation of female students and subsequently their participation in physics at A-level included: Parental and siblings influence; cultural perceptions; impact of the O-level experience; A-level physics teachers’ attitudes; classroom and laboratory experience; male peer influence and other factors such as an understanding of the relevance of physics in daily life. Facets of identity formation considered to be of significance by female students in relation to physics included: being confident, fearless, intelligent, and courageous, liking physics and being determined. These facets motivated them to develop an identity in favour of physics. The female participants studying only mathematics perceived themselves as very intelligent but with a fear of failing physics, lacking confidence and courage. Female students who held negative perceptions towards physics chose to do only mathematics at A-level while those with positive perceptions which influenced the formation of a positive physics identity displayed enthusiasm and commitment to achieve high levels of performance in the subject. Factors of identity formation considered as contributing positively to the development of an orientation towards physics by female students included the importance of v female physics teachers as role models, motivation from O-level science teachers, high self-confidence, high self-esteem, parental support and encouragement, and aspirations towards a physics related career. Gender insensitivity displayed by male teachers, male peer harassment and gender stereotyping are factors in identity formation considered as inhibiting the development of an orientation towards physics by female students. This study provides physics educators, physics planners and the government with detailed information on the role identity formation plays on the participation of Zimbabwean female adolescent students in A-level physics. The findings may be used by heads of schools to sensitise academic staff on the gender dimensions of teaching and learning as well as by counsellors and parents to encourage females to enrol for physics and mathematics as their subjects of choice. This study also contributes to the strengthening of educational research in Zimbabwe, especially research aimed at emancipation of female students in Zimbabwe.
- Full Text:
- Date Issued: 2016
Professional identity of teacher educators as assessors of teaching practice : a case study in a South African university
- Authors: Roy, Irene Juanita Sass
- Date: 2016
- Subjects: Teacher educators--Professional relationships Teachers--Training of
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/15969 , vital:40570
- Description: This study focuses on the professional identity of Teacher Educators as assessors of teaching practice for Post Graduate Certificate in Education (PGCE) student teachers.The research was presented as a case study at one institution of higher learning. The focus was on the professional identity of teacher educators as revealed in the assessment narratives they expressed as a report back to PGCE students and the verbalisation of their beliefs through semi-structured interviews at the particular institution. This study adopted a qualitative research methodology from an interpretivist paradigm whereby the collected data was coded and analysed through applying both inductive and deductive reasoning. Themes which emerged from the data were qualitatively analysed through the social-constructivist theories of Bernstein, Lave and Wenger and Feiman-Nemser. This study revealed that the professional identity of Teacher Educators plays a significant role in the way in which they assess students. The study showed that theprofessional identity (encompassing of professional knowledge) of Teacher Educators determines their assessment focus, professional knowledge and identity is reflected in the narrative feedback to PGCE student teachers and their views of the current assessment instrument as (in)effective. The study revealed that Teacher Educators have specific expectations (pedagogical skill, subject and content knowledge) but the complexities of their identity override how they apply the assessment instrument. In addition Teacher Educators are challenged by the PGCE cohort in that they expect this group to show the same competencies as students coming through the under-graduate programme. The study recommends that a collaborative approach be adopted in the preparation and assessment of PGCE student teachers; a re-conceptualisation of the requirements of teaching competence for this group be undertaken; and Teacher Educators be empowered to teach and assess PGCE student teachers aligned with the principles of andragogy and that Higher Education policy take cognisance of and make provision for the unique needs of PGCE teacher training. The study proposes a revised approach by Teacher Educators be considered which treat the assessment of teaching competence for PGCE student teachers in a less fragmented and individualised manner. This implies that a different organisational assessment culture is needed in order to democratize the assessment of PGCE student teachers, training in the GET band in South Africa.
- Full Text:
- Date Issued: 2016
Research as hope intervention: a visual participatory study with rural South African school children
- Authors: Cherrington, Avivit Miriam
- Date: 2016
- Subjects: Affective education -- South Africa , Critical pedagogy -- South Africa , Hope -- Social aspects -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10948/8350 , vital:26348
- Description: There is a dearth of knowledge on rural South African children’s perspectives of hope, and how their hope can be nurtured, shaped, and strengthened. Guided by a qualitative approach, and located within a critical transformative paradigm, this study explores the following research question: How could visual participatory methodology as ‘research as intervention’ enable rural South African primary school children to explore their conceptualisations of hope, as well as strengthen their hope? To answer this question I pose two sub-questions: Firstly, what are rural primary school children’s conceptualisations of hope? Secondly, how could using visual participatory methodology to explore their hope also strengthen the children’s hope? Hope plays a key role in the lives of people, influencing decisions and behaviour, as well as coping skills and wellbeing. The socio-economic and cultural contexts in which rural South African children find themselves are critical in enabling hope and influencing their psychosocial wellbeing. While international hope research boasts a diversity of theories, there is scarce representation of such research from an African perspective. Unable to turn to an Afrocentric theory of hope this study is framed by two theories from the global-North: Scioli’s (2007) Integrative theory of hope which provides a description of the individual’s hope process, and Prilleltensky and Prilleltensky’s (2007) Framework of psychosocial wellbeing which provides a broader context in which to view this process. Over a period of a year I engaged with twelve purposively selected 9-13 year old Basotho children, beneficiaries of a children’s programme situated in a rural village in the QwaQwa region, Free State, South Africa, to explore their hope. Using visual participatory methodology, data was co-constructed through four visual data generating tools (collage-making, drawing, Mmogo-method®, and photovoice), as well as individual interviews, a group interview, and notes and photographs kept in my research journal. A qualitative thematic analysis was followed, and a literature control conducted to re-contextualise the findings. The results of this study are presented in themes. The first three themes, Hope is having a better life; Hope is community participation and togetherness; and Hope is weakened by others and by one’s environment, combine to represent hope as a multi-layered, multi-dimensional experience towards attaining a better life on a contextual, personal, relational, and collective level. These levels of hope are all inter-related, interdependent, and influenced by cultural factors and the children’s belief system (or worldview). I therefore conclude that, according to these rural South African school children, hope is an internal process of being that develops within the individual, with assistance from external resources, and then extends outwardly through hopeful beliefs, feelings, and behaviours to promote togetherness, care, and respect in one’s community. The last three themes, Strengthened personal hope; Enhanced relational hope; and Mobilised collective hope, show that using visual participatory methodology to engage the participants in an exploration of hope potentially strengthened, enhanced, and mobilised their hope across three inter-related and overlapping levels: Personal, Relational, and Collective. The participants expressed a growing understanding of their hoping process, increased sense of autonomy, and improved coping skills for strengthening their own hope. They also began to refer to themselves as Hope Champions - able to foster hope in others by behaving in a hopeful manner, teaching others about hope, and offering care and support. I therefore conclude that this shifting view of themselves as competent and valuable members of the community mobilised their collective level of hope as they began to formulate ideas of how they could be active citizens in their community, pursuing collective wellbeing for themselves and other members of the community so that everyone could live a better life. The findings have several implications for educational psychologists working with marginalised and vulnerable children’s hope, for fostering hope in school contexts, and for educational hope research with marginalised children in rural South African communities. While this study cannot presume to have achieved long-term social change, it does certainly lay the foundation for proposing that ‘research as intervention’ has promising potential as ‘research as hope-intervention’ in educational contexts. In responding to the research question, I argue that visual participatory research methodology, when focused on hope, is in and of itself a hope-enhancing intervention. Consequently, combining visual participatory methodology with hope-focused explorations enables ‘research as hope-intervention’, facilitating a strengthening of the participants’ hope, and resulting in meaningful personal transformation. I conclude that using ‘research as hope-intervention’ with rural South African children holds many possibilities for mobilising a ‘pedagogy of hope’.
- Full Text:
- Date Issued: 2016
Self-reflection practices of school-management teams in the Capricorn District : towards a reflective management strategy for South African schools
- Authors: Malatji, Khashane Stephen
- Date: 2016
- Subjects: School management teams -- South Africa Educational leadership -- South Africa School management and organization -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/3021 , vital:28238
- Description: The study investigated the self-reflection practices of School Management Teams (SMTs) in the Capricorn District. The purpose of the study was to establish self-reflective practices employed by SMT in performing their management functions, and to suggest a reflective model for the enhancement of SMT performance. The study followed the qualitative approach with a case-study research design. The population consisted of SMTs from primary, secondary and special schools. Purposive sampling was utilised to select 8 Head of Departments from less experienced to more experienced in management positions, while 9 principal and 9 deputy principals were randomly selected. Literature reviewed focused on the aims of self-reflection; the functions of SMT; the strengths and weaknesses of self-reflection; self-reflective practices and enhanced performance; models of school management; challenges in school management; and previous studies on SMT and school management. Henderson’s Ethical Model of Enquiry on reflective practice was used. The theory discusses what characterises reflective practitioners. Data was collected from quest views, individual interviews and focus group interviews. The interpretation and understanding were organised in the form of descriptive accounts. Tape-recorded interviews and data from quest views were transcribed verbatim. After transcribing data a sense of the whole was obtained by reading carefully with understanding, and then summarizing the salient aspects. Themes were identified from the responses and discussed. The study found that SMT members were not fully aware of all of their daily functions and poor reflective practices made it difficult for them to effectively fulfil their management functions. Furthermore, the study revealed that SMT members experienced challenges, such as dealing with unprofessional teachers, poor parental involvement, poor communication, poor infrastructure and lack of resources amd these impacted negatively on their performance. The study provided insights into the practice of self-reflection and how SMT members could become reflective practitioners. A new framework was suggested that SMTs should continuously and critically reflect on their management practices and decisions. The study recommends that SMT be trained and oriented about management functions prior to their appointment in the positions. The study further recommends that SMTs consider self-reflection as part of their daily activities.
- Full Text:
- Date Issued: 2016
Teachers' experiences of teacher-led professional development programs :an exploratory study of two clusters in the Mthatha district
- Authors: Zide, Lulama
- Date: 2016
- Subjects: Teachers -- In-service training -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/10394 , vital:35444
- Description: Professional growth of teachers is not new, but in recent years, the way in which it is structured and delivered has been reconceptualised. As part of the education reform process, many nations are investing in teacher education as a major engine for driving the changes in the classrooms to ensure learners’ academic success. South Africa is no exclusion to this trend of education reforms, hence, the founding of many professional growth initiatives. Most of these initiatives are aimed at Science and Maths teachers. This was mostly because the majority of Science and Maths teachers in South Africa are considered either under-qualified or not qualified to teach the subject. Yet, despite the efforts and enthusiasm, very little seems to have shifted in the teachers’ practices. Much of the literature still shows that even clusters are not effective in changing the situation completely. Using a qualitative case study design, the researcher explored teachers’ views on their clustering experience, and the benefits such participation and experience brings to their classroom instruction. The major findings of the study show that teachers find clustering as a tool that enriches their teaching, thus, both the content knowledge as well as their pedagogical strategies. The findings also show a consensus of teachers who need the cluster programs done continuously. The researcher concludes that teachers are still not happy with the professional development that is offered to them, and therefore recommends that such programs be offered according to teacher’s need.
- Full Text:
- Date Issued: 2016
Teachers' perceptions on the effects of frequent change in curriculum on effective teaching in junior secondary schools at Libode Education District, Eastern Cape
- Authors: Ngibe, Nondwe Cynthia Phelokazi
- Date: 2016
- Subjects: Curriculum change -- South Africa -- Eastern Cape Educational change Education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5587 , vital:29349
- Description: Worldwide educational change has been a topic of discussion. South Africa is among the countries having issues with the implementation of a new curriculum and its impact on effective teaching and learning in junior secondary schools. The country (South Africa) experienced frequent changes in education curriculum. The new curriculum was seen as the means to address poor state of education. It is common knowledge that teachers were and are presently still confused and stressed being unsure on how to apply some techniques to meet the requirements of the new curriculum. That led to underperformance of learners in their work at school. Hence, this study was conducted to explore the perceptions of teachers in South Africa regarding the effects that frequent changes in curriculum has on the effective teaching and learning in junior secondary schools. The change in curriculum is frequent in the sense that, from 1997 to 2016, the curriculum in South Africa was revised four times: Curriculum 2005 (C2005) in 1997, Revised National Curriculum Statement (RNCS) in 2002, National Curriculum Statement (NCS) in 2007 as well as Curriculum and Assessment Policy Statement (CAPS) in 2012. The study does not leave behind some literatures on concept of education, teaching and learning in junior secondary schools, curriculum in South Africa, an overview of curriculum policy in South Africa, curriculum changes to mention a few. Qualitative research methodology was used by the researcher so as interview participants (teachers) in their workplace. The case study was chosen as the design, whereby two junior secondary schools from the population of schools in Libode district were purposely sampled. Data was collected from teachers in these schools, that is, six teachers from each school. Four teachers from each phase were targeted, that is, (four from foundation phase, four from intermediate phase and four from senior phase). Semi-structured interviews were used as the instrument to collect information from the participants. From the study, the researcher found confusion and frustration due to the frequent changes in curriculum; negative influence on effective teaching and learning, by the fact that teachers ultimately do not know what to do to meet the requirements of the curriculum; and not much continuity or links between phases in as far as content and subjects are concerned. The study recommended the appointment of professional facilitators, revisiting of the language policy in GET band (with focus in LOLT in foundation phase), encouraging continuity across phases, actively involvement of teachers in formulating or drafting of any policy that will affect curriculum since they are the implementers of curriculum. The study established that frequent change in curriculum had negative effects on teaching and in junior secondary schools. This is the perception of the majority of participants. As far as literature regarding teachers is concerned, changing curriculum without changing teachers’ understanding and attitude has negative impact on learning especially in South Africa, with special focus on rural schools such as those of Libode district in the Eastern Cape Province.
- Full Text:
- Date Issued: 2016
Teaching for criticality: an analysis of the current status at two teacher education colleges in Zimbabwe
- Authors: Manyumwa, Canisius
- Date: 2016
- Subjects: Critical pedagogy -- Zimbabwe , Teachers colleges -- Zimbabwe , Teachers -- Training of -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/8119 , vital:25016
- Description: The education system in Zimbabwe is an adoption and adaptation of former colonial education that ended in 1980 with the attainment of independence. However, much of the ethos and practices of colonial education appear to have defied the transition, resulting in a transmission-based education system that is averse to critical thinking and critical pedagogy. This research study sought to find out the level of criticality at selected Zimbabwe teacher education colleges and to suggest ways of improving the development of this criticality. The study was a critical social research, situated in the transformative paradigm of qualitative research. I adopted a multi-site case study approach where focus group discussion and document analysis techniques were used in data generation at two teacher education colleges. The sample for the study comprised six (6) and seven (7) members of the Theory of Education department teaching staff at the respective institutions who volunteered to take part in the focus group discussions. The study used Antonio Gramsci’s ‘cultural hegemony’ and Malewski and Jaramillo’s ‘epistemologies of ignorance’ as its theoretical framework. The main findings were that there were very low levels of criticality in the teacher education programme because critical thinking and critical pedagogy were generally viewed negatively in the institutions. The key operational documents in the programme, the syllabus and the examination question papers did not reflect any meaningful critical thinking or critical pedagogy concepts or demands. Research participants turned out to have a very inadequate understanding of critical thinking and critical pedagogy. In addition, they blamed the failure to teach critical thinking skills on shortage of time and the large numbers of students on the teacher education programme. From analysis, both of these reasons were not convincing. From the findings in the study, I recommended a nationwide campaign to raise teacher educators’ awareness of the nature and value of developing criticality. I also recommended some formal educational programmes for key players in the teacher education system that can help advance their understanding of critical thinking and critical pedagogy. Critical thinking and critical pedagogy should be substantively included on the teacher education syllabi and examinations. Teacher education, and all other sectors of education, should go beyond just teaching criticality skills to learners. Educators need to be able to use such skills themselves in their teaching and in their own lives. My suggested framework for the inclusion of criticality in education can be used as a way of ensuring that criticality is developed and catches appeal across the country.
- Full Text:
- Date Issued: 2016
The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe Teaching -- Zimbabwe -- Aids and devices Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , M Ed
- Identifier: http://hdl.handle.net/10353/2127 , vital:27612
- Description: Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text:
- Date Issued: 2016
The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe
- Authors: Chipo, Dzikite
- Date: 2016
- Subjects: Internet in education -- Zimbabwe Information technology -- Study and teaching -- Zimbabwe Internet in education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5226 , vital:29115
- Description: challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.
- Full Text: false
- Date Issued: 2016