An exploration of stakeholder perceptions of the quality of teaching and learning in higher education
- Authors: Jackson,Linda Grace
- Date: 2023-12
- Subjects: Quality assurance --Education (Higher)-- South Africa , Teaching and learning – Nelson Mandela University , Quality education—South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/62464 , vital:72757
- Description: Quality in higher education is a complex and evolving concept that has been a subject of measurement, assurance and promotion in universities globally for the past three decades. However, its precise definition remains elusive due to its fluid nature, influenced by various contextual factors and stakeholder perspectives. This study explored the concepts of quality teaching and quality learning within the specific context of Nelson Mandela University, focusing on two critical internal stakeholder groups, lecturers and students. By maintaining a constant context, the study sought to gain a deeper understanding of how these stakeholders perceived and contributed to the overall quality of education at the institution. Defining quality in higher education (HE) is important, as it directly impacts on the evaluation processes within educational institutions. Presently, most Higher Education Institutions (HEIs) assess quality using tangible inputs and outputs, resulting in a quantifiable representation of quality. Despite this approach, realistically, the anticipated improvements in the quality of teaching and learning are not apparent, leading to concerns about graduate readiness for the demands of the workforce. This situation raises imperative questions about the quality of teaching and learning within HEIs, necessitating a response to address this issue. This study used the conceptual model Schindler et al. (2015) developed to investigate stakeholder perceptions of quality teaching and quality learning in higher education (HE). The research followed a novel perspective by uncoupling quality in HE from the prevailing neoliberal approach and considering quality in HE within social inclusion interventions (Gidley et al., 2010a) already in place in HE settings. The research methodology expanded on social inclusion theory and employed a qualitative, participative and visual approach adapted from Mmogo-method®, an indigenous method. The research design fostered active participation from the participants, who assumed the role of co-researchers. Participants constructed their answers to the research question using unstructured materials, subsequently sharing, explaining, and interpreting their viewpoints within the group setting. , Thesis (PhD) -- Faculty of Education, School of teaching and learning, 2023
- Full Text:
- Date Issued: 2023-12
- Authors: Jackson,Linda Grace
- Date: 2023-12
- Subjects: Quality assurance --Education (Higher)-- South Africa , Teaching and learning – Nelson Mandela University , Quality education—South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/62464 , vital:72757
- Description: Quality in higher education is a complex and evolving concept that has been a subject of measurement, assurance and promotion in universities globally for the past three decades. However, its precise definition remains elusive due to its fluid nature, influenced by various contextual factors and stakeholder perspectives. This study explored the concepts of quality teaching and quality learning within the specific context of Nelson Mandela University, focusing on two critical internal stakeholder groups, lecturers and students. By maintaining a constant context, the study sought to gain a deeper understanding of how these stakeholders perceived and contributed to the overall quality of education at the institution. Defining quality in higher education (HE) is important, as it directly impacts on the evaluation processes within educational institutions. Presently, most Higher Education Institutions (HEIs) assess quality using tangible inputs and outputs, resulting in a quantifiable representation of quality. Despite this approach, realistically, the anticipated improvements in the quality of teaching and learning are not apparent, leading to concerns about graduate readiness for the demands of the workforce. This situation raises imperative questions about the quality of teaching and learning within HEIs, necessitating a response to address this issue. This study used the conceptual model Schindler et al. (2015) developed to investigate stakeholder perceptions of quality teaching and quality learning in higher education (HE). The research followed a novel perspective by uncoupling quality in HE from the prevailing neoliberal approach and considering quality in HE within social inclusion interventions (Gidley et al., 2010a) already in place in HE settings. The research methodology expanded on social inclusion theory and employed a qualitative, participative and visual approach adapted from Mmogo-method®, an indigenous method. The research design fostered active participation from the participants, who assumed the role of co-researchers. Participants constructed their answers to the research question using unstructured materials, subsequently sharing, explaining, and interpreting their viewpoints within the group setting. , Thesis (PhD) -- Faculty of Education, School of teaching and learning, 2023
- Full Text:
- Date Issued: 2023-12
A Literacy Project with community members: Designing translanguaging storybooks for a multilingual community
- Authors: Senekal, Ischke
- Date: 2023-04
- Subjects: Literacy programs , Translanguaging (Linguistics) -- children's book , Multilingual -– society
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60916 , vital:69225
- Description: The purpose of this study was to establish a community-based literacy project that would design translingual storybooks accessible to all children and community members in terms of language, contextual relevance, and age appropriateness for a rural community in the Eastern Cape. Although multiple studies have been done worldwide, more research was needed on the impact community members thought it could have in South African society. This study's theoretical framework was drawn from Cen Williams's (1980) translanguaging. Williams (1980) viewed translanguaging as receiving information in one language (input) and relaying it in another language (output) to expand the competency of the two languages as well as ensure that deeper learning takes place (Wright & Baker, 2017). Translanguaging has evolved throughout the centuries. García and Wei (2014) describe it as a single repertoire that is being used since students integrate their languages and create a new language that they use to function in the world. A qualitative approach was used to answer the research question: "How can a translingual pedagogy enhance communicative repertories in designing community translingual storybooks?" A CPAR design was used to answer the research questions. Through workshops, focus groups, storyboards, and draw-and-talk, the researcher aimed to discover how a translingual pedagogy could enhance communicative repertoires by designing translingual storybooks. Lincoln and Guba's (1985) model of trustworthiness was used to guarantee trustworthiness by concentrating on credibility, transferability, dependability, confirmability, and reflexivity. Three main themes materialised from the data: using the mother tongue, isiXhosa, foundation to improve additional languages, interactive and structure-based strategies, and assets and drawbacks while creating resources with community members. The findings of this study indicated that multiple community members sometimes used their mother tongue to aid in the development of understanding additional languages, English and Afrikaans. They needed to learn the crucial roles they played in students' language development since they were the ones that could make those vital connections. The research participants needed an idea of the methods that could be used to design their translingual storybooks. They indicated that they wanted to work with other community members and wanted steps to follow to design these storybooks. The researcher had to present them with ideas of methods that fit their needs. The researcher knew that every study has assets and drawbacks depending on their view, the study's iii aims and goals, and the research question. It was found that the assets outweighed the drawbacks since the participants were an eager group of individuals. The research participants in this study come with a wide variety of knowledge about the needs of their community based on their experiences. They all have different job descriptions, but what brings them together is their desire to improve the community reading resources to improve their linguistic knowledge. The research participants designed the translingual storybooks at home and shared the data via WhatsApp. , Thesis (MEd) -- Faculty of Education, School for initial Teacher Education, 2023
- Full Text:
- Date Issued: 2023-04
- Authors: Senekal, Ischke
- Date: 2023-04
- Subjects: Literacy programs , Translanguaging (Linguistics) -- children's book , Multilingual -– society
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60916 , vital:69225
- Description: The purpose of this study was to establish a community-based literacy project that would design translingual storybooks accessible to all children and community members in terms of language, contextual relevance, and age appropriateness for a rural community in the Eastern Cape. Although multiple studies have been done worldwide, more research was needed on the impact community members thought it could have in South African society. This study's theoretical framework was drawn from Cen Williams's (1980) translanguaging. Williams (1980) viewed translanguaging as receiving information in one language (input) and relaying it in another language (output) to expand the competency of the two languages as well as ensure that deeper learning takes place (Wright & Baker, 2017). Translanguaging has evolved throughout the centuries. García and Wei (2014) describe it as a single repertoire that is being used since students integrate their languages and create a new language that they use to function in the world. A qualitative approach was used to answer the research question: "How can a translingual pedagogy enhance communicative repertories in designing community translingual storybooks?" A CPAR design was used to answer the research questions. Through workshops, focus groups, storyboards, and draw-and-talk, the researcher aimed to discover how a translingual pedagogy could enhance communicative repertoires by designing translingual storybooks. Lincoln and Guba's (1985) model of trustworthiness was used to guarantee trustworthiness by concentrating on credibility, transferability, dependability, confirmability, and reflexivity. Three main themes materialised from the data: using the mother tongue, isiXhosa, foundation to improve additional languages, interactive and structure-based strategies, and assets and drawbacks while creating resources with community members. The findings of this study indicated that multiple community members sometimes used their mother tongue to aid in the development of understanding additional languages, English and Afrikaans. They needed to learn the crucial roles they played in students' language development since they were the ones that could make those vital connections. The research participants needed an idea of the methods that could be used to design their translingual storybooks. They indicated that they wanted to work with other community members and wanted steps to follow to design these storybooks. The researcher had to present them with ideas of methods that fit their needs. The researcher knew that every study has assets and drawbacks depending on their view, the study's iii aims and goals, and the research question. It was found that the assets outweighed the drawbacks since the participants were an eager group of individuals. The research participants in this study come with a wide variety of knowledge about the needs of their community based on their experiences. They all have different job descriptions, but what brings them together is their desire to improve the community reading resources to improve their linguistic knowledge. The research participants designed the translingual storybooks at home and shared the data via WhatsApp. , Thesis (MEd) -- Faculty of Education, School for initial Teacher Education, 2023
- Full Text:
- Date Issued: 2023-04
Academic resilience of engineering students: a case study
- Authors: Mapaling, Curwyn
- Date: 2023-04
- Subjects: Resilience (Personality trait) , Engineering students
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60775 , vital:67337
- Description: Extensive research has been done and much knowledge exists about academic resilience among youth in school contexts, but there is a lack of data and literature on academic resilience at university level. This knowledge gap is especially critical in disciplines such as engineering, where student dropout rates have historically been high. In 2017, a redesigned engineering degree qualification, the Bachelor of Engineering Technology, was introduced at South African universities. This case study explored the academic resilience of the first cohort of final-year Bachelor of Engineering Technology students at Nelson Mandela University. Mixed methods and multiple theories were employed, which allowed for the generation of rich data for this exploratory case study. In the quantitative phase, 66 students from Industrial, Civil, Electrical, Marine and Mechanical Engineering courses participated by completing a series of standardised psychometric measurement tools. Descriptive and inferential statistical analysis was conducted on the quantitative data collected from the measurement items. In the qualitative phase, 13 engineering students, 6 engineering lecturers and 6 support staff members were interviewed individually, to explore their perceptions and experiences of academic resilience. Qualitative data generated through the semi-structured interviews were analysed using thematic analysis. The findings suggested that staff and students perceive academic resilience differently. It also seems that staff wellbeing impacts the academic resilience of students, and the relationship between staff wellness and student academic resilience is suggested as a next step for research on the topic of academic resilience at university level, especially among courses with high drop-out rates like engineering. Although not generalisable, it appears that a variety of extracurricular support structures and initiatives and strong relationships between the higher education sector and engineering industries can contribute significantly to students' academic resilience. , Thesis (PhD) -- Faculty of Education, School of Post Graduate Education, 2023
- Full Text:
- Date Issued: 2023-04
- Authors: Mapaling, Curwyn
- Date: 2023-04
- Subjects: Resilience (Personality trait) , Engineering students
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60775 , vital:67337
- Description: Extensive research has been done and much knowledge exists about academic resilience among youth in school contexts, but there is a lack of data and literature on academic resilience at university level. This knowledge gap is especially critical in disciplines such as engineering, where student dropout rates have historically been high. In 2017, a redesigned engineering degree qualification, the Bachelor of Engineering Technology, was introduced at South African universities. This case study explored the academic resilience of the first cohort of final-year Bachelor of Engineering Technology students at Nelson Mandela University. Mixed methods and multiple theories were employed, which allowed for the generation of rich data for this exploratory case study. In the quantitative phase, 66 students from Industrial, Civil, Electrical, Marine and Mechanical Engineering courses participated by completing a series of standardised psychometric measurement tools. Descriptive and inferential statistical analysis was conducted on the quantitative data collected from the measurement items. In the qualitative phase, 13 engineering students, 6 engineering lecturers and 6 support staff members were interviewed individually, to explore their perceptions and experiences of academic resilience. Qualitative data generated through the semi-structured interviews were analysed using thematic analysis. The findings suggested that staff and students perceive academic resilience differently. It also seems that staff wellbeing impacts the academic resilience of students, and the relationship between staff wellness and student academic resilience is suggested as a next step for research on the topic of academic resilience at university level, especially among courses with high drop-out rates like engineering. Although not generalisable, it appears that a variety of extracurricular support structures and initiatives and strong relationships between the higher education sector and engineering industries can contribute significantly to students' academic resilience. , Thesis (PhD) -- Faculty of Education, School of Post Graduate Education, 2023
- Full Text:
- Date Issued: 2023-04
Performance management of the academic staffs in Ugandan public and private universities
- Authors: Kansiime, Grace
- Date: 2023-04
- Subjects: Performance--Management , Academic staff , Higher education institutions -- Uganda
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60938 , vital:69246
- Description: This study, at the outset, seeks to assess the effectiveness of a performance management system (PMS) in determining the academic staffs‟ performance in teaching and research in selected Ugandan public and private universities. The participants of this study comprised full-time and parttime academic staffs from public and private universities located in the four regions in Uganda. The purposive sampling method was used to select the universities for this study. Convenient sampling was used to select the academic staffs in the universities. An online structured questionnaire collected quantitative data and analysed it using descriptive and inferential statistics. The quantitative analysis of the responses showed that many participants were made up of public university academic staffs, lecturers, assistant lecturers, master‟s degree holders and permanent fulltime staffs. Factor analyses were run for each section and sub-section within the questionnaire to explore the dimensionality of the scales and generate composite factor scores to be used for further analyses. While, internal consistency was examined using Cronbach‟s alpha. In addition, descriptive statistics for the factors within sections were determined. Pearson‟s correlation coefficients were calculated for each pair of factor scores for each section and sub-section to explore the relationships between the factors identified in this study. Additionally, the comparison of factor scores across selected demographic variables and independent samples t-tests for the equality of means was used to establish whether there were significant differences between the factor scores of various demographic variables. Finally, one-way ANOVAs were considered to compare the composite factor scores across various demographic variables. Factor score analysis showed that 44.9% of the academic staffs had a moderate attitude towards the PMS process; whereas 84.9% had a high attitude towards PA criteria and 64.2% had a high attitude towards PFPS. The results of the study suggest a high attitude of the academic staffs towards PA and PFP in teaching and research. In addition, the majority (78.0%) of the academic staffs had a high attitude towards their self-performance planning in their institution. The results of the study suggest a high level of self-performance planning of the academic staffs in teaching and research in the selected Ugandan HEIs. A reasonable number (45.4%) of the academic staffs from public universities and 49.1% from private universities had a high attitude towards supervisors‟ participation in performance planning and performance feedback. Moreover, 44.0% of the academic staffs from public universities and 66.7% of the academic staffs from private universities rated the workload as high. The results of the study suggest that the academic staffs‟ workload was high. In xx addition, factor score analysis showed that the academic staffs‟ performance rewards were low. Only 24.9% of the academic staffs had received more than 67% of the available rewards suggesting that the academic staffs‟ managers in the surveyed institutions did not use a variety of performance rewards to compensate for the academic staffs‟ performance. In addition, the average factor score for teaching skills was 94.8%, while perceived teaching abilities were 95.1% high on average. Besides, the factor score analysis results showed that teaching skills were 84.81% and 86.34%, respectively. Only 29.1% of the academic staffs from both public and private universities had high research skills. The results suggested that the academic staffs‟ teaching skills were high while their research skills were low. The findings thus suggested that the academic staffs in Ugandan public and private universities were highly involved in teaching activities, but their involvement in research activities was low. Similarly, results from testing hypotheses suggested that academic staffs in the surveyed Ugandan public and private universities rated PA criteria and PFPS higher than the PMS process. The study results indicated that self-performance planning and supervisors‟ involvement in performance feedback improved academic staffs‟ teaching skills. In contrast, performance planning, review, clarity on feedback, evaluation and rewards increased academic staffs‟ performance in perceived teaching abilities. In addition, an increase in the research workload contributed to an increase in the academic staffs‟ perception of their research knowledge and skills. The study made major conclusions regarding academic staffs‟ PM in Ugandan public and private universities. First, correlation results on performance planning and teaching skills and abilities for public and private universities were statistically significant (p < 0.001). Therefore, the study concludes that the academic staffs‟ performance planning in the selected Ugandan HEIs positively affected the academic staffs‟ performance in teaching. In addition, correlation results for supervisor involvement in feedback and teaching skills for both public and private universities were statistically significant (p < 0.001). Thus, the study concludes that supervisors‟ involvement in feedback improved academic staffs‟ performance in teaching skills. In addition, correlation results showed that performance reviews and teaching abilities were statistically significant for public universities (p=0.001), and (p=0.034) for private universities. Thus, the study concludes that the academic staffs‟ performance reviews improved academic staffs‟ teaching abilities in selected public and private universities. Equally, correlation results for performance evaluation and perceived teaching abilities for public universities was statistically significant (p< 0.001) for public universities, and (p=0.006) for private universities. Therefore, the study concludes that performance evaluation increased xxi teaching abilities of the academic staffs in both Ugandan public and private universities. In addition, rewards significantly impacted academic staffs‟ perceived teaching abilities in private universities. Correlation results for rewards and perceived teaching abilities for private universities was statistically significant (p< 0.011). Therefore, the study concludes that the more academic staffs were rewarded, the more they participated in setting, administering and marking tests, assisgnments and examinations, and adhering to deadlines set for administering tests and assignments. Similarly, the study made various recommendations to improve academic staffs‟ performance in teaching and research in Ugandan public and private universities. To achieve the required performance in teaching and research, the study recommends that the academic staffs be involved in the entire planning process to be aware of the required performance and the kind of results expected from their performance and work towards achieving the set performance in teaching and research. Additionally, performance reviews and feedback should be one-on-one discussions between the managers and the academic staffs to identify how far the staffs are performing towards the set goals. The study recommends that the academic staffs need information regarding their performance for feedback to be effective. In addition, the study recommends that the academic staffs‟ managers should increase financial and non-financial rewards to motivate the academic staffs to increase their performance in teaching. Correlation results showed that rewards had a significant impact on teaching abilities (p=0.011). Thus, rewards should as well be increased to improve academic staffs‟ teaching abilities. , Thesis (PhD) -- Faculty of Education, School of Research and Engagement, 2023
- Full Text:
- Date Issued: 2023-04
- Authors: Kansiime, Grace
- Date: 2023-04
- Subjects: Performance--Management , Academic staff , Higher education institutions -- Uganda
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60938 , vital:69246
- Description: This study, at the outset, seeks to assess the effectiveness of a performance management system (PMS) in determining the academic staffs‟ performance in teaching and research in selected Ugandan public and private universities. The participants of this study comprised full-time and parttime academic staffs from public and private universities located in the four regions in Uganda. The purposive sampling method was used to select the universities for this study. Convenient sampling was used to select the academic staffs in the universities. An online structured questionnaire collected quantitative data and analysed it using descriptive and inferential statistics. The quantitative analysis of the responses showed that many participants were made up of public university academic staffs, lecturers, assistant lecturers, master‟s degree holders and permanent fulltime staffs. Factor analyses were run for each section and sub-section within the questionnaire to explore the dimensionality of the scales and generate composite factor scores to be used for further analyses. While, internal consistency was examined using Cronbach‟s alpha. In addition, descriptive statistics for the factors within sections were determined. Pearson‟s correlation coefficients were calculated for each pair of factor scores for each section and sub-section to explore the relationships between the factors identified in this study. Additionally, the comparison of factor scores across selected demographic variables and independent samples t-tests for the equality of means was used to establish whether there were significant differences between the factor scores of various demographic variables. Finally, one-way ANOVAs were considered to compare the composite factor scores across various demographic variables. Factor score analysis showed that 44.9% of the academic staffs had a moderate attitude towards the PMS process; whereas 84.9% had a high attitude towards PA criteria and 64.2% had a high attitude towards PFPS. The results of the study suggest a high attitude of the academic staffs towards PA and PFP in teaching and research. In addition, the majority (78.0%) of the academic staffs had a high attitude towards their self-performance planning in their institution. The results of the study suggest a high level of self-performance planning of the academic staffs in teaching and research in the selected Ugandan HEIs. A reasonable number (45.4%) of the academic staffs from public universities and 49.1% from private universities had a high attitude towards supervisors‟ participation in performance planning and performance feedback. Moreover, 44.0% of the academic staffs from public universities and 66.7% of the academic staffs from private universities rated the workload as high. The results of the study suggest that the academic staffs‟ workload was high. In xx addition, factor score analysis showed that the academic staffs‟ performance rewards were low. Only 24.9% of the academic staffs had received more than 67% of the available rewards suggesting that the academic staffs‟ managers in the surveyed institutions did not use a variety of performance rewards to compensate for the academic staffs‟ performance. In addition, the average factor score for teaching skills was 94.8%, while perceived teaching abilities were 95.1% high on average. Besides, the factor score analysis results showed that teaching skills were 84.81% and 86.34%, respectively. Only 29.1% of the academic staffs from both public and private universities had high research skills. The results suggested that the academic staffs‟ teaching skills were high while their research skills were low. The findings thus suggested that the academic staffs in Ugandan public and private universities were highly involved in teaching activities, but their involvement in research activities was low. Similarly, results from testing hypotheses suggested that academic staffs in the surveyed Ugandan public and private universities rated PA criteria and PFPS higher than the PMS process. The study results indicated that self-performance planning and supervisors‟ involvement in performance feedback improved academic staffs‟ teaching skills. In contrast, performance planning, review, clarity on feedback, evaluation and rewards increased academic staffs‟ performance in perceived teaching abilities. In addition, an increase in the research workload contributed to an increase in the academic staffs‟ perception of their research knowledge and skills. The study made major conclusions regarding academic staffs‟ PM in Ugandan public and private universities. First, correlation results on performance planning and teaching skills and abilities for public and private universities were statistically significant (p < 0.001). Therefore, the study concludes that the academic staffs‟ performance planning in the selected Ugandan HEIs positively affected the academic staffs‟ performance in teaching. In addition, correlation results for supervisor involvement in feedback and teaching skills for both public and private universities were statistically significant (p < 0.001). Thus, the study concludes that supervisors‟ involvement in feedback improved academic staffs‟ performance in teaching skills. In addition, correlation results showed that performance reviews and teaching abilities were statistically significant for public universities (p=0.001), and (p=0.034) for private universities. Thus, the study concludes that the academic staffs‟ performance reviews improved academic staffs‟ teaching abilities in selected public and private universities. Equally, correlation results for performance evaluation and perceived teaching abilities for public universities was statistically significant (p< 0.001) for public universities, and (p=0.006) for private universities. Therefore, the study concludes that performance evaluation increased xxi teaching abilities of the academic staffs in both Ugandan public and private universities. In addition, rewards significantly impacted academic staffs‟ perceived teaching abilities in private universities. Correlation results for rewards and perceived teaching abilities for private universities was statistically significant (p< 0.011). Therefore, the study concludes that the more academic staffs were rewarded, the more they participated in setting, administering and marking tests, assisgnments and examinations, and adhering to deadlines set for administering tests and assignments. Similarly, the study made various recommendations to improve academic staffs‟ performance in teaching and research in Ugandan public and private universities. To achieve the required performance in teaching and research, the study recommends that the academic staffs be involved in the entire planning process to be aware of the required performance and the kind of results expected from their performance and work towards achieving the set performance in teaching and research. Additionally, performance reviews and feedback should be one-on-one discussions between the managers and the academic staffs to identify how far the staffs are performing towards the set goals. The study recommends that the academic staffs need information regarding their performance for feedback to be effective. In addition, the study recommends that the academic staffs‟ managers should increase financial and non-financial rewards to motivate the academic staffs to increase their performance in teaching. Correlation results showed that rewards had a significant impact on teaching abilities (p=0.011). Thus, rewards should as well be increased to improve academic staffs‟ teaching abilities. , Thesis (PhD) -- Faculty of Education, School of Research and Engagement, 2023
- Full Text:
- Date Issued: 2023-04
Play-based approaches in teaching and learning in selected early childhood development centres in Buffalo City
- November-Mbebe, Faith Bulelwa https://orcid.org/0000-0002-6192-785X
- Authors: November-Mbebe, Faith Bulelwa https://orcid.org/0000-0002-6192-785X
- Date: 2023-04
- Subjects: Early childhood education -- Activity programs , Play
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26042 , vital:64785
- Description: This study endeavoured to investigate the perspectives of principals and practitioners working in selected early childhood development (ECD) centres in the Buffalo Municipal District in the Eastern Cape, on the use of play-based techniques in educational and pedagogical practices of 3 to 4 years age group. Although most practitioners are aware of the significance of play-based learning, many report experiencing challenges when attempting to incorporate play-based strategies into their teaching of, and lessons aimed at, young children ages 3 to 4 years. For the purpose of ECD, it is recommended that the teaching of, and learning by, young children take the form of play (NCF, DBE, 2015). In this particular research undertaking, a qualitative design approach was adopted. A descriptive case study approach with semi-structured interviews as the key method of data generation was used to study play-based approaches between practitioners and children ages birth to four years at three ECD centres located within the Buffalo City Municipality District. Face-to-face interviews were conducted with the three principals of the ECD centres and six practitioners, during the data-collection phase. Recording of the interviews was done then they were transcribed and thematic coding employed before the data were analysed for themes. The study participants’ responses revealed that the insufficient professional training of practitioners, on play-based approaches, presented a challenge. Play as a way of teaching and developing young children is further hampered by a variety of issues such as poor infrastructure, unqualified practitioners, funding of the ECD centres and lack of relevant resources prevalent in the ECD sector. As the findings indicate, government intervention will facilitate the training of practitioners for in-depth knowledge and understanding of play methodology in ECD, while the sector will benefit from additional funding and infrastructure provision as this has impact on indoor and outdoor play-based activities, as well as the appointment of qualified human resources instead of job seekers. , Thesis (MEd) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-04
- Authors: November-Mbebe, Faith Bulelwa https://orcid.org/0000-0002-6192-785X
- Date: 2023-04
- Subjects: Early childhood education -- Activity programs , Play
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26042 , vital:64785
- Description: This study endeavoured to investigate the perspectives of principals and practitioners working in selected early childhood development (ECD) centres in the Buffalo Municipal District in the Eastern Cape, on the use of play-based techniques in educational and pedagogical practices of 3 to 4 years age group. Although most practitioners are aware of the significance of play-based learning, many report experiencing challenges when attempting to incorporate play-based strategies into their teaching of, and lessons aimed at, young children ages 3 to 4 years. For the purpose of ECD, it is recommended that the teaching of, and learning by, young children take the form of play (NCF, DBE, 2015). In this particular research undertaking, a qualitative design approach was adopted. A descriptive case study approach with semi-structured interviews as the key method of data generation was used to study play-based approaches between practitioners and children ages birth to four years at three ECD centres located within the Buffalo City Municipality District. Face-to-face interviews were conducted with the three principals of the ECD centres and six practitioners, during the data-collection phase. Recording of the interviews was done then they were transcribed and thematic coding employed before the data were analysed for themes. The study participants’ responses revealed that the insufficient professional training of practitioners, on play-based approaches, presented a challenge. Play as a way of teaching and developing young children is further hampered by a variety of issues such as poor infrastructure, unqualified practitioners, funding of the ECD centres and lack of relevant resources prevalent in the ECD sector. As the findings indicate, government intervention will facilitate the training of practitioners for in-depth knowledge and understanding of play methodology in ECD, while the sector will benefit from additional funding and infrastructure provision as this has impact on indoor and outdoor play-based activities, as well as the appointment of qualified human resources instead of job seekers. , Thesis (MEd) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-04
The Living Archive as Pedagogy: A Conceptual Case Study of Northern Uganda
- Authors: Munene, Anne Wambui
- Date: 2023-04
- Subjects: Archives , Education -- Study and teaching , Case Study -- Northern Uganda
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60927 , vital:69226
- Description: The Living Archive as Pedagogy emerges from Northern Uganda’s experience of war 1986- 2008, between the Lord’s Resistance Army and the Uganda People’s Defense Force previously named the National Resistance Army. This period of war and post-war has been a difficult experience where finding solutions and mechanisms for transition or justice remain complex, restricted, delayed and consequently concealing the reality of lived marginalization from below. The Acholi of Northern Uganda went through predatory atrocities, painful humiliation and unwilled cohabitations with their oppressors during war and post-war. The study explores how the interlinking of archives and pedagogy as independent disciplines can extend possibilities for more transformative education horizons in bottom-up, post-conflict expressions. The study is immersed through a conceptual and theoretical framing in the boundaries of archiving and pedagogy, to understand how the war constructs Acholi’s lived experience in multiple complex ways. While the Acholi re-orient their lives post- war, we recognize their attention in affirming their human agency, ordering of new and different meanings, desiring a different liberation in post-conflict where responsibility in contexts of “up againstness” validates their dwelling and being in spaces that exclude them. The research acknowledges that pedagogy and archiving studies in post-conflict, needs restructuring to challenge the preserving of external and dominant epistemological purviews that order post-conflict reconstruction life. These traditions exclude the experiences of survivor-victims, are tone deaf to community-based groups articulations of post-conflict repair, and neither does lived experiences of the everyday gets organized as an outcome for knowledge. This is discussed at length, as the research responds to its central question of how living archive as pedagogy can offer a transformative education discourse. The conclusion of the study emphasizes self-representation through transformative knowledge positions of I am whom I am, Where I am, Where I Speak, and Where I think. These positions articulate a self-understanding that supports rehistrocizing of post-conflict society as a body resisting exclusion in dominant knowledge formation and institutional omissions. There is evidence of the research foregrounding the formation of person-hood from experiences of ‘up againstness” and knowledge/under-stand[ing] from below. The research facilitates a hermeneutical encounter with specific inscribed bodies of post-conflict experience, the Acholi and Wanjiku whose bodies archive a horizon of possibilities if a different and difficult reading vii of the world is done from locations of struggle to produce consciousness of re-becoming, or returning to the human. These pedagogical experience positions Acholi and Wanjiku as educators, and their lives a living archive. We the readers are invited to a learning process as willing ‘hearers’ of Acholi and Wanjiku testimony, to own responsibility as our practice to ensure they appear in the world to say their truth, as they defy conditions of their oppression. , Thesis (PhD) -- Faculty of Education, School of Education Research and Engagement, 2023
- Full Text:
- Date Issued: 2023-04
- Authors: Munene, Anne Wambui
- Date: 2023-04
- Subjects: Archives , Education -- Study and teaching , Case Study -- Northern Uganda
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60927 , vital:69226
- Description: The Living Archive as Pedagogy emerges from Northern Uganda’s experience of war 1986- 2008, between the Lord’s Resistance Army and the Uganda People’s Defense Force previously named the National Resistance Army. This period of war and post-war has been a difficult experience where finding solutions and mechanisms for transition or justice remain complex, restricted, delayed and consequently concealing the reality of lived marginalization from below. The Acholi of Northern Uganda went through predatory atrocities, painful humiliation and unwilled cohabitations with their oppressors during war and post-war. The study explores how the interlinking of archives and pedagogy as independent disciplines can extend possibilities for more transformative education horizons in bottom-up, post-conflict expressions. The study is immersed through a conceptual and theoretical framing in the boundaries of archiving and pedagogy, to understand how the war constructs Acholi’s lived experience in multiple complex ways. While the Acholi re-orient their lives post- war, we recognize their attention in affirming their human agency, ordering of new and different meanings, desiring a different liberation in post-conflict where responsibility in contexts of “up againstness” validates their dwelling and being in spaces that exclude them. The research acknowledges that pedagogy and archiving studies in post-conflict, needs restructuring to challenge the preserving of external and dominant epistemological purviews that order post-conflict reconstruction life. These traditions exclude the experiences of survivor-victims, are tone deaf to community-based groups articulations of post-conflict repair, and neither does lived experiences of the everyday gets organized as an outcome for knowledge. This is discussed at length, as the research responds to its central question of how living archive as pedagogy can offer a transformative education discourse. The conclusion of the study emphasizes self-representation through transformative knowledge positions of I am whom I am, Where I am, Where I Speak, and Where I think. These positions articulate a self-understanding that supports rehistrocizing of post-conflict society as a body resisting exclusion in dominant knowledge formation and institutional omissions. There is evidence of the research foregrounding the formation of person-hood from experiences of ‘up againstness” and knowledge/under-stand[ing] from below. The research facilitates a hermeneutical encounter with specific inscribed bodies of post-conflict experience, the Acholi and Wanjiku whose bodies archive a horizon of possibilities if a different and difficult reading vii of the world is done from locations of struggle to produce consciousness of re-becoming, or returning to the human. These pedagogical experience positions Acholi and Wanjiku as educators, and their lives a living archive. We the readers are invited to a learning process as willing ‘hearers’ of Acholi and Wanjiku testimony, to own responsibility as our practice to ensure they appear in the world to say their truth, as they defy conditions of their oppression. , Thesis (PhD) -- Faculty of Education, School of Education Research and Engagement, 2023
- Full Text:
- Date Issued: 2023-04
The dynamics in implementing Inclusive Education in South Africa: Case studies of four Primary Schools in KwaZulu-Natal
- Authors: Nzuza, Zakhele Dennis
- Date: 2023
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26219 , vital:64974
- Description: The study explored the implemention of inclusive education in primary schools in the uMgungundlovu area, in the province of KwaZulu-Natal, South Africa. Locally and globally, the notion of inclusive education has presented various difficulties relating to the understanding stakeholders have of inclusive education and also in terms of embracing it and implementing it in schools. Stakeholders in South Africa have experienced similar challenges regarding a clear and common understanding of inclusive education and ensuring effective implementation. Despite various reforms adopted by the South African government, learners experiencing barriers to learning have persistently suffered inadequate access to quality education and equal learning opportunities. The reviewed literature has highlighted numerous challenges that have constrained effective implementation of inclusive education in South African schools. The reviewed literature also indicated that some teachers had negative attitudes towards inclusive education, and that such attitudes were linked to the lack of clear understanding of what inclusive education was about. At the core of this study is the fact that very little is known in South Africa about the implementation of inclusive education. Therefore, this study sought to unravel how chools implement inclusive education and, in that process, contribute to a deeper understanding of this phenomenon. The study utilised the Theory of Planned Behaviour as a theoretical framework and inclusive pedagogy as a conceptual framework to explore the implementation of inclusive education in four study schools. A qualitative approach underpinned by an interpretive research paradigm was adopted. Purposive sampling techniques were used to select twenty educators, four learners experiencing barriers to learning and four parents of learners experiencing barriers to learning to participate in this study. Four techniques were used to produce qualitative data, namely, semi-structured interviews, observations, documents’ review, and focus group discussions. Semi-structured interviews with educators and learners experiencing barriers to learning were utilised to generate data in the four selected primary schools. In addition to semi structured interviews, learners were also observed during lessons. Relevant documents kept in the schools were also reviewed to augment data generated through interviews. Focus group discussions were held with four parents of the learners experiencing barriers to learning. Data were analysed employing qualitative content analysis to come up with themes. The findings revealed that there was no common understanding amongst the teachers about what constituted inclusive education. Most educators understood inclusive education as referring to accommodating all learners in the classroom to reach their potential. These educators would help all learners, including those with barriers to learning thus contributing to the implementation of inclusive education in their schools. However, the findings also revealed that some educators understood inclusive education as referring to a situation where all learners received quality education, but those with barriers to learning being accommodated in special schools or special classrooms separate from their counterparts. The findings indicated that there was a lack of knowledge about inclusive education and such a lack contributed to misunderstandings about the essence of inclusive education. In addition, teachers lacked skills in dealing with learners experiencing barriers to learning, resulting in inefficient and ineffective implementation of inclusive education. It was evident from the findings that the curriculum was inflexible and the teachers lacked capacity to customise the content to the needs of all the learners, especially those experiencing learning barriers. Therefore, for teachers to implement inclusive education, it was necessary that content had to be flexible to meet the educational needs of all learners. The findings further revealed that using various teaching methods, such as visual objects and demonstrations was helpful in adapting the rigid curriculum and making it user friendly for learners experiencing barriers to learning. In addition, the research findings revealed that group work and peer learning assisted educators to implement inclusive education. Research findings also revealed that implementing inclusive education was hindered by various systematic factors, such as lack of parental support, overcrowding in classrooms, and socioeconomic challenges. I concluded that there is a remarkable knowledge deficit that can be addressed by training, including pre-service and ongoing professional development activities for teachers. I can also conclude that based on the findings educators require training on inclusive education, beginning with teachers currently in the system. The training can then be included in the curriculum of pre-service educators so that they can obtain a clear understanding of inclusive education and thus develop positive attitudes towards inclusive education. Similarly, school management teams require training on their own so that they can be able to provide adequate and effective support to the teachers in the classrooms. Another recommendation is that educators should be capacitated and developed in inclusive education to enhance their confidence in delivering the curriculum and to handle learners experiencing barriers to learning. Similarly, it is recommended that there be a collaboration between schools, homes, and other stakeholders to assist learners experiencing barriers to learning on their education journey, thus effectively implementing inclusive education in schools. Finally, a model for the improvement of inclusive education is proposed. , Thesis (PhD) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023
- Authors: Nzuza, Zakhele Dennis
- Date: 2023
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26219 , vital:64974
- Description: The study explored the implemention of inclusive education in primary schools in the uMgungundlovu area, in the province of KwaZulu-Natal, South Africa. Locally and globally, the notion of inclusive education has presented various difficulties relating to the understanding stakeholders have of inclusive education and also in terms of embracing it and implementing it in schools. Stakeholders in South Africa have experienced similar challenges regarding a clear and common understanding of inclusive education and ensuring effective implementation. Despite various reforms adopted by the South African government, learners experiencing barriers to learning have persistently suffered inadequate access to quality education and equal learning opportunities. The reviewed literature has highlighted numerous challenges that have constrained effective implementation of inclusive education in South African schools. The reviewed literature also indicated that some teachers had negative attitudes towards inclusive education, and that such attitudes were linked to the lack of clear understanding of what inclusive education was about. At the core of this study is the fact that very little is known in South Africa about the implementation of inclusive education. Therefore, this study sought to unravel how chools implement inclusive education and, in that process, contribute to a deeper understanding of this phenomenon. The study utilised the Theory of Planned Behaviour as a theoretical framework and inclusive pedagogy as a conceptual framework to explore the implementation of inclusive education in four study schools. A qualitative approach underpinned by an interpretive research paradigm was adopted. Purposive sampling techniques were used to select twenty educators, four learners experiencing barriers to learning and four parents of learners experiencing barriers to learning to participate in this study. Four techniques were used to produce qualitative data, namely, semi-structured interviews, observations, documents’ review, and focus group discussions. Semi-structured interviews with educators and learners experiencing barriers to learning were utilised to generate data in the four selected primary schools. In addition to semi structured interviews, learners were also observed during lessons. Relevant documents kept in the schools were also reviewed to augment data generated through interviews. Focus group discussions were held with four parents of the learners experiencing barriers to learning. Data were analysed employing qualitative content analysis to come up with themes. The findings revealed that there was no common understanding amongst the teachers about what constituted inclusive education. Most educators understood inclusive education as referring to accommodating all learners in the classroom to reach their potential. These educators would help all learners, including those with barriers to learning thus contributing to the implementation of inclusive education in their schools. However, the findings also revealed that some educators understood inclusive education as referring to a situation where all learners received quality education, but those with barriers to learning being accommodated in special schools or special classrooms separate from their counterparts. The findings indicated that there was a lack of knowledge about inclusive education and such a lack contributed to misunderstandings about the essence of inclusive education. In addition, teachers lacked skills in dealing with learners experiencing barriers to learning, resulting in inefficient and ineffective implementation of inclusive education. It was evident from the findings that the curriculum was inflexible and the teachers lacked capacity to customise the content to the needs of all the learners, especially those experiencing learning barriers. Therefore, for teachers to implement inclusive education, it was necessary that content had to be flexible to meet the educational needs of all learners. The findings further revealed that using various teaching methods, such as visual objects and demonstrations was helpful in adapting the rigid curriculum and making it user friendly for learners experiencing barriers to learning. In addition, the research findings revealed that group work and peer learning assisted educators to implement inclusive education. Research findings also revealed that implementing inclusive education was hindered by various systematic factors, such as lack of parental support, overcrowding in classrooms, and socioeconomic challenges. I concluded that there is a remarkable knowledge deficit that can be addressed by training, including pre-service and ongoing professional development activities for teachers. I can also conclude that based on the findings educators require training on inclusive education, beginning with teachers currently in the system. The training can then be included in the curriculum of pre-service educators so that they can obtain a clear understanding of inclusive education and thus develop positive attitudes towards inclusive education. Similarly, school management teams require training on their own so that they can be able to provide adequate and effective support to the teachers in the classrooms. Another recommendation is that educators should be capacitated and developed in inclusive education to enhance their confidence in delivering the curriculum and to handle learners experiencing barriers to learning. Similarly, it is recommended that there be a collaboration between schools, homes, and other stakeholders to assist learners experiencing barriers to learning on their education journey, thus effectively implementing inclusive education in schools. Finally, a model for the improvement of inclusive education is proposed. , Thesis (PhD) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023
The Training of pre-service science teachers in the integration of Information and Communication Technology integration in Science teaching: A case of two colleges of education in The Volta Region of Ghana
- Authors: Ofori, Mac-Jones
- Date: 2023
- Subjects: Teachers -- Training of , Science -- Study and teaching , Information technology -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27898 , vital:70467
- Description: The study was carried out to investigate the training of pre-service Science teachers in the integration of Information and Communication Technology (ICT) in Science teaching at two colleges of education in the Volta region of Ghana. The study aimed to recommend a framework that can be used to enhance the training in ICT integration competencies of pre-service Science teachers at colleges of education in the country. The study was underpinned by two theoretical frameworks: Rogan and Grayson’s curriculum implementation framework and Guzman and Nussbaum’s ICT integration framework and was located within the interpretive paradigm. The qualitative research approach was adopted to generate data on the types of ICT integration competences that pre-service Science teachers are trained in, the pedagogical strategies used, the support provided, and the challenges faced during the training. The study adopted the explanatory case study design. Convenience and purposive sampling were used to select the study sites and participants respectively, which consisted of two teacher education colleges, two heads of Science department, ten lecturers, and 20 pre-service Science teachers. The study’s data collection methods were semi-structured face-to-face interviews with the lecturers, focus group discussions with the pre-service Science teachers, non-participatory lesson observation, and document analysis. The data was analysed using thematic approach. The study established that pre-service Science teachers at the two colleges received training in mastering the usage of ICT tools, relating ICT to teaching; using ICT for assessment and providing feedback, creating an appropriate environment for ICT integration, and developing positive attitudes toward ICT usage. The study revealed the pedagogical strategies used for training the pre-service Science teachers in ICT integration competencies to include a standalone ICT course, demonstration, group work, self-learning and how assessment is carried out. The study also established that there was support from both within and without the college environment in training pre-service Science teachers, although this was inadequate. The major challenges found by the study to be hindering effective pre-service teacher training in ICT integration competencies were lack of technical know-how among lecturers, poor pre-service Science teachers’ backgrounds in ICT, inadequate ICT resources and infrastructure, prolonged organisational and management bureaucracy, and insufficient funding of ICT. The recommendations made included the need for upgrading infrastructure in the colleges while also upgrading lecturers’ competencies in handling ICT in the colleges. An alternative training framework for preparing pre-service Science teachers in ICT integration competencies was also proposed. , Thesis (MEd) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023
- Authors: Ofori, Mac-Jones
- Date: 2023
- Subjects: Teachers -- Training of , Science -- Study and teaching , Information technology -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27898 , vital:70467
- Description: The study was carried out to investigate the training of pre-service Science teachers in the integration of Information and Communication Technology (ICT) in Science teaching at two colleges of education in the Volta region of Ghana. The study aimed to recommend a framework that can be used to enhance the training in ICT integration competencies of pre-service Science teachers at colleges of education in the country. The study was underpinned by two theoretical frameworks: Rogan and Grayson’s curriculum implementation framework and Guzman and Nussbaum’s ICT integration framework and was located within the interpretive paradigm. The qualitative research approach was adopted to generate data on the types of ICT integration competences that pre-service Science teachers are trained in, the pedagogical strategies used, the support provided, and the challenges faced during the training. The study adopted the explanatory case study design. Convenience and purposive sampling were used to select the study sites and participants respectively, which consisted of two teacher education colleges, two heads of Science department, ten lecturers, and 20 pre-service Science teachers. The study’s data collection methods were semi-structured face-to-face interviews with the lecturers, focus group discussions with the pre-service Science teachers, non-participatory lesson observation, and document analysis. The data was analysed using thematic approach. The study established that pre-service Science teachers at the two colleges received training in mastering the usage of ICT tools, relating ICT to teaching; using ICT for assessment and providing feedback, creating an appropriate environment for ICT integration, and developing positive attitudes toward ICT usage. The study revealed the pedagogical strategies used for training the pre-service Science teachers in ICT integration competencies to include a standalone ICT course, demonstration, group work, self-learning and how assessment is carried out. The study also established that there was support from both within and without the college environment in training pre-service Science teachers, although this was inadequate. The major challenges found by the study to be hindering effective pre-service teacher training in ICT integration competencies were lack of technical know-how among lecturers, poor pre-service Science teachers’ backgrounds in ICT, inadequate ICT resources and infrastructure, prolonged organisational and management bureaucracy, and insufficient funding of ICT. The recommendations made included the need for upgrading infrastructure in the colleges while also upgrading lecturers’ competencies in handling ICT in the colleges. An alternative training framework for preparing pre-service Science teachers in ICT integration competencies was also proposed. , Thesis (MEd) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023
A co-constructed understanding of teachers’ experiences in a community of practice within a community-university engagement project
- Authors: Newton, Tracey
- Date: 2022-12
- Subjects: To be assigned
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/60559 , vital:65839
- Description: Abstract. , Thesis (MSc) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-12
- Authors: Newton, Tracey
- Date: 2022-12
- Subjects: To be assigned
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/60559 , vital:65839
- Description: Abstract. , Thesis (MSc) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-12
Exploring a humanising pedagogy in the teaching of mathematics in engineering related subjects at TVET colleges
- Vimbelo, Siphokazi Winniefred
- Authors: Vimbelo, Siphokazi Winniefred
- Date: 2022-12
- Subjects: Mathematics--Study and teaching--Research , Mathematics--engineering , Pepagogy
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60523 , vital:65641
- Description: Technical Vocational Education and Training (TVET) is the practical avenue for acquiring employability skills for the world of work. Employability skills can be acquired through engineering programmes as engineering programmes at TVET colleges are amongst those in the highest demand category of employability. Mathematics is the fundamental subject for engineering. However, the learning environment at TVET colleges is not suitable for vocational students. The mathematics curriculum at TVET is also less related to real-life vocational education and the teaching approaches are not conducive to TVET students’ needs. Teaching approaches employed are often not positioned in a socially just way in that lecturers focus more on what is important for the examinations rather than using the students’ background as a resource. These challenges can be related to the kind of pedagogies employed by TVET college lecturers in the teaching of mathematics. The current study investigates this essential space by focusing on exploring a Humanising Pedagogy (HP) in the teaching of mathematics at a TVET college. A HP was used to explore current pedagogies employed by TVET lecturers in their mathematics classroom at South West Gauteng College (SWGC) – Molapo Campus in Gauteng, South Africa. A qualitative approach was used, and data was collected through lesson observations and narratives obtained from the lecturers. Narrative inquiry was also used as the research design, as well as Interpretivism which is the research paradigm for this study. The data were collected from ten TVET mathematics lecturers. Five lecturers were from the National Certificate Vocational (NCV) and the other five from the NATED programmes. Lesson observations were analysed using deductive thematic analysis and paradigmatic analysis was used for narratives. The findings revealed that TVET college lecturers use a traditional approach in a sense that they are the only ones doing the talking. Student engagement is minimal as they do not relate mathematical principles under study to students’ lives. However, the results after exploring a HP revealed that teaching transformed from the teacher-centred approach to the humanistic student-centred approach which related mathematical principles to students’ real lived experience. A HP mathematics approach was taught using a social justice lens. Lecturers experienced HP as the approach that enhances mathematics understanding, values students’ voices, is relevant to vocational students, and is student-centred. , Thesis (PhD) -- Faculty of Education, School of Post Graduate Education, 2022
- Full Text:
- Date Issued: 2022-12
- Authors: Vimbelo, Siphokazi Winniefred
- Date: 2022-12
- Subjects: Mathematics--Study and teaching--Research , Mathematics--engineering , Pepagogy
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60523 , vital:65641
- Description: Technical Vocational Education and Training (TVET) is the practical avenue for acquiring employability skills for the world of work. Employability skills can be acquired through engineering programmes as engineering programmes at TVET colleges are amongst those in the highest demand category of employability. Mathematics is the fundamental subject for engineering. However, the learning environment at TVET colleges is not suitable for vocational students. The mathematics curriculum at TVET is also less related to real-life vocational education and the teaching approaches are not conducive to TVET students’ needs. Teaching approaches employed are often not positioned in a socially just way in that lecturers focus more on what is important for the examinations rather than using the students’ background as a resource. These challenges can be related to the kind of pedagogies employed by TVET college lecturers in the teaching of mathematics. The current study investigates this essential space by focusing on exploring a Humanising Pedagogy (HP) in the teaching of mathematics at a TVET college. A HP was used to explore current pedagogies employed by TVET lecturers in their mathematics classroom at South West Gauteng College (SWGC) – Molapo Campus in Gauteng, South Africa. A qualitative approach was used, and data was collected through lesson observations and narratives obtained from the lecturers. Narrative inquiry was also used as the research design, as well as Interpretivism which is the research paradigm for this study. The data were collected from ten TVET mathematics lecturers. Five lecturers were from the National Certificate Vocational (NCV) and the other five from the NATED programmes. Lesson observations were analysed using deductive thematic analysis and paradigmatic analysis was used for narratives. The findings revealed that TVET college lecturers use a traditional approach in a sense that they are the only ones doing the talking. Student engagement is minimal as they do not relate mathematical principles under study to students’ lives. However, the results after exploring a HP revealed that teaching transformed from the teacher-centred approach to the humanistic student-centred approach which related mathematical principles to students’ real lived experience. A HP mathematics approach was taught using a social justice lens. Lecturers experienced HP as the approach that enhances mathematics understanding, values students’ voices, is relevant to vocational students, and is student-centred. , Thesis (PhD) -- Faculty of Education, School of Post Graduate Education, 2022
- Full Text:
- Date Issued: 2022-12
Main thesis title
- Authors: Tsamago, Hodi, Elias
- Date: 2022-12
- Subjects: Technology integration , SOLEs pedagogy , Metacognitive
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60549 , vital:65833
- Description: The study was carried out to investigate the effect of the use of technology in self-organised learning environments (SOLEs) (in Physical Sciences classrooms) on learners’ metacognitive skills. The study contributes by identifying a technology-enhanced pedagogy that can effectively equip learners with metacognitive skills, which many studies have reported as having an effect on Physical Sciences learners’ conceptual understanding. The study followed an experimental (control group quasi-experimental) methods design, in which both qualitative and quantitative data were collected and analysed. A multistep stratified sampling method (which caters for both quantitative and qualitative facets) was employed to choose four schools (two rural and two urban) to participate in the study. These schools were randomly chosen from the population of all schools offering Physical Sciences in Grade 11 in the Capricorn District of Limpopo Province, South Africa were assigned to urban experimental group and rural experimental group (UEG and REG) and urban control group and rural control group (UCG and RCG) using geographical demographics. The participants were selected using both simple random sampling (for quantitative methods) and purposive sampling (for qualitative methods). The experimental groups were taught by the researcher using self-organised learning environments (SOLEs) pedagogy, while control groups were taught (also by the researcher of the study) using a traditional chalk-and-talk approach. A Physical Sciences concepts pre-/post-test and the Metacognitive Self-Assessment Scale (MSAS) questionnaire were used to glean the quantitative data, while focus group interviews (FGIs) were used to obtain the qualitative data. The analysis of the quantitative data employed both descriptive (mean, standard deviation and graphs) and inferential (both parametric t-test and non-parametric Kruskal-Wallis and Wilcoxon signed-rank tests) statistics computed using the SPSS package version 22, while qualitative data were analysed thematically using coding techniques (applied on a sentence-by-sentence basis) after the transcription of the recorded FGIs. The study found that SOLEs pedagogy improves learners’ metacognitive skills, leading to better Physical Sciences conceptual understanding. In addition, the results indicate that all v aspects of metacognitive skills improved in experimental groups; however, certain aspects exhibited outstanding improvement such as “Respect shown to myself”; “Respect shown to others”; “Respect shown for empathy towards others” and “Respect shown towards problem solving”. Furthermore, the results of the FGIs revealed that a plausible explanation for the ability of SOLEs pedagogy to enhance metacognitive skills lies in its effortlessness to enable learners to link their classroom experiences to real-life experiences; simulate practical work; adapt to collaborative learning; use multiple channels for receiving information; and reducing learners’ reliance on the teacher. Hence, this study recommends the implementation of SOLEs pedagogy in the Physical Sciences classroom to improve learners’ metacognitive skills and conceptual understanding. However, the study had limitations, some of which included the sample size (which has an effect on the degree of generalisability of the research findings) and the period during which SOLEs pedagogy was implemented which might not have been long enough to exhaust its effect on metacognitive skills. Accordingly, further studies employing a longitudinal study design with a sample size bigger than 350 participants would be useful in understanding the effects of SOLEs pedagogy on metacognitive skills and improving the generalisability of research findings , Thesis (PhD) -- Faculty of education, 2022
- Full Text:
- Date Issued: 2022-12
- Authors: Tsamago, Hodi, Elias
- Date: 2022-12
- Subjects: Technology integration , SOLEs pedagogy , Metacognitive
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60549 , vital:65833
- Description: The study was carried out to investigate the effect of the use of technology in self-organised learning environments (SOLEs) (in Physical Sciences classrooms) on learners’ metacognitive skills. The study contributes by identifying a technology-enhanced pedagogy that can effectively equip learners with metacognitive skills, which many studies have reported as having an effect on Physical Sciences learners’ conceptual understanding. The study followed an experimental (control group quasi-experimental) methods design, in which both qualitative and quantitative data were collected and analysed. A multistep stratified sampling method (which caters for both quantitative and qualitative facets) was employed to choose four schools (two rural and two urban) to participate in the study. These schools were randomly chosen from the population of all schools offering Physical Sciences in Grade 11 in the Capricorn District of Limpopo Province, South Africa were assigned to urban experimental group and rural experimental group (UEG and REG) and urban control group and rural control group (UCG and RCG) using geographical demographics. The participants were selected using both simple random sampling (for quantitative methods) and purposive sampling (for qualitative methods). The experimental groups were taught by the researcher using self-organised learning environments (SOLEs) pedagogy, while control groups were taught (also by the researcher of the study) using a traditional chalk-and-talk approach. A Physical Sciences concepts pre-/post-test and the Metacognitive Self-Assessment Scale (MSAS) questionnaire were used to glean the quantitative data, while focus group interviews (FGIs) were used to obtain the qualitative data. The analysis of the quantitative data employed both descriptive (mean, standard deviation and graphs) and inferential (both parametric t-test and non-parametric Kruskal-Wallis and Wilcoxon signed-rank tests) statistics computed using the SPSS package version 22, while qualitative data were analysed thematically using coding techniques (applied on a sentence-by-sentence basis) after the transcription of the recorded FGIs. The study found that SOLEs pedagogy improves learners’ metacognitive skills, leading to better Physical Sciences conceptual understanding. In addition, the results indicate that all v aspects of metacognitive skills improved in experimental groups; however, certain aspects exhibited outstanding improvement such as “Respect shown to myself”; “Respect shown to others”; “Respect shown for empathy towards others” and “Respect shown towards problem solving”. Furthermore, the results of the FGIs revealed that a plausible explanation for the ability of SOLEs pedagogy to enhance metacognitive skills lies in its effortlessness to enable learners to link their classroom experiences to real-life experiences; simulate practical work; adapt to collaborative learning; use multiple channels for receiving information; and reducing learners’ reliance on the teacher. Hence, this study recommends the implementation of SOLEs pedagogy in the Physical Sciences classroom to improve learners’ metacognitive skills and conceptual understanding. However, the study had limitations, some of which included the sample size (which has an effect on the degree of generalisability of the research findings) and the period during which SOLEs pedagogy was implemented which might not have been long enough to exhaust its effect on metacognitive skills. Accordingly, further studies employing a longitudinal study design with a sample size bigger than 350 participants would be useful in understanding the effects of SOLEs pedagogy on metacognitive skills and improving the generalisability of research findings , Thesis (PhD) -- Faculty of education, 2022
- Full Text:
- Date Issued: 2022-12
Implementing mathematics intervention strategies to enhance understanding of number sense: an informative framework for the Ekurhuleni North District, Gauteng province, South Africa
- Authors: Hove, Netsai
- Date: 2022-11
- Subjects: Number concept , Mathematics -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26085 , vital:64835
- Description: This study was prompted by the observation that learners’ performance in mathematics is low in South Africa. Several factors such as teachers’ qualifications, demotivated learners, and limited school resources have been raised and considered. Although number sense forms the foundation blocks for mathematics understanding, limited academic work has been done to explore implementable mathematics instructional interventions for the enhancement of understanding number sense. The purpose of this study was to contribute an implementable mathematics intervention framework for understanding number sense. Since the study focused on exploring intervention activities, it was guided by the pragmatism research philosophy. Data were captured from purposive samples of teachers and stratified samples of 1050 learners from schools in the Ekurhuleni North district in South Africa. The research design comprises the following sequence: survey, pre-test, intervention, post-test, and evaluation by teachers’ focus group discussion. These activities were carried out parallel to document analysis, which provided bench marks. The main data-capturing instruments were the questionnaires, learners’ test, interview, and document analysis guides. Factors analysis to establish associations, differences, and regression was carried out using SPSS and Excel. The study found that: almost all teachers implemented some form of mathematics interventions. Continuous assessment was the main intervention, followed by problem-solving, and the use of games (which was least preferred). Teachers shunned games because they require more time and management skills. Challenges that teachers experienced when implementing mathematics interventions include their limited knowledge and the lack of resources and support from education authorities who expect and emphasise high pass rates in mathematics. The teachers’ focus group discussions evaluated the intervention and proposed the following sequence for instructional intervention on number sense: Stage 1: parroting of number names, for example, six, two, nine and seven Stage 2: symbolic identification, for example, the symbol 6, 2, 9 and 7 Stage 3: association where a learner group six stones, shows two fingers, etc. Stage 4: seriating or ordering done through oral counting and use of inequality symbols: () to compare and estimate values in problems Stage 5: the four operations for addition (+), subtraction (-), multiplication (x) and division (÷) emphasizing estimation and application. The study recommends the adoption, modification and implementation of mathematics intervention framework to enhance number sense. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-11
- Authors: Hove, Netsai
- Date: 2022-11
- Subjects: Number concept , Mathematics -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26085 , vital:64835
- Description: This study was prompted by the observation that learners’ performance in mathematics is low in South Africa. Several factors such as teachers’ qualifications, demotivated learners, and limited school resources have been raised and considered. Although number sense forms the foundation blocks for mathematics understanding, limited academic work has been done to explore implementable mathematics instructional interventions for the enhancement of understanding number sense. The purpose of this study was to contribute an implementable mathematics intervention framework for understanding number sense. Since the study focused on exploring intervention activities, it was guided by the pragmatism research philosophy. Data were captured from purposive samples of teachers and stratified samples of 1050 learners from schools in the Ekurhuleni North district in South Africa. The research design comprises the following sequence: survey, pre-test, intervention, post-test, and evaluation by teachers’ focus group discussion. These activities were carried out parallel to document analysis, which provided bench marks. The main data-capturing instruments were the questionnaires, learners’ test, interview, and document analysis guides. Factors analysis to establish associations, differences, and regression was carried out using SPSS and Excel. The study found that: almost all teachers implemented some form of mathematics interventions. Continuous assessment was the main intervention, followed by problem-solving, and the use of games (which was least preferred). Teachers shunned games because they require more time and management skills. Challenges that teachers experienced when implementing mathematics interventions include their limited knowledge and the lack of resources and support from education authorities who expect and emphasise high pass rates in mathematics. The teachers’ focus group discussions evaluated the intervention and proposed the following sequence for instructional intervention on number sense: Stage 1: parroting of number names, for example, six, two, nine and seven Stage 2: symbolic identification, for example, the symbol 6, 2, 9 and 7 Stage 3: association where a learner group six stones, shows two fingers, etc. Stage 4: seriating or ordering done through oral counting and use of inequality symbols: () to compare and estimate values in problems Stage 5: the four operations for addition (+), subtraction (-), multiplication (x) and division (÷) emphasizing estimation and application. The study recommends the adoption, modification and implementation of mathematics intervention framework to enhance number sense. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-11
The effects of school violence on teaching and learning in selected schools in Amatole West District, Eastern Cape
- Poswa, S
- Authors: Poswa, S
- Date: 2022-11
- Subjects: School violence , Violence in children
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26075 , vital:64788
- Description: The purpose of this study was to look at the effects of school violence on teaching and learning in three selected schools in the Amathole West education district. The objectives of the study guided the entire project and the theory of socio-ecology by Benbenishty and Astor (2005) underpinned and guided the study. Different forms of school violence, causes of school violence, its effects and measures to curb its spread were discussed. The study made use of the pragmatic paradigm which allowed the researcher to make use of both quantitative and qualitative approaches. The data collection instruments consisted of questionnaires and semi-structured interviews. Three high schools were selected purposively with a sample of 75 respondents. Three principals, five teachers (school management team) and 7 learners (school representative council) participated in the semi-structured interview and 60 learners were randomly selected to take part in the questionnaire completion. Data analysis included coding of questionnaires and running the codes on the SPSS package. There after, results were presented using tables and descriptive analysis. Percentages and numeric figures of different forms of school violence were analysed. Data collected from the semi-interviews was coded according to different themes and categories and presented in form of discussions. Thematic analysis was applied in this regard. Therefore, the themes that emerged from the findings of the study were linked to the reviewed literature and research questions. The researcher cross-checked with the participants whether their responses were captured correctly before drawing any conclusions. The major findings of the study revealed that school violence is very much prevalent in the three selected schools. However, the severity of the problem varies from one school to another. Learners indicated that they experience bullying, verbal abuse, corporal punishment, cyberbullying, theft of property, gang-related violence and sexual harassment. Bullying, verbal abuse, cyberbullying and corporal punishment were rated as the most common and frequent forms of violence. In addition to the findings above, some causes of school violence noted by the respondents included peer pressure, poor parental care, exposure to violence at home or communities, unguided exposure to media, easy access to drugs, alcohol and weapons and teacher absenteeism. Effects of school violence included loss of concentration in class, poor academic results, class disruptions and depression or suicidal thoughts. All participants were allowed to say what they think should be done to curb the spread of school violence. Reasons given included that of ensuring that other departments are included in the committees that deal directly with school violence cases, strict and consistent enforcement of the school code of conduct and the department’s policies on school violence. Most learners and teachers indicated that parents are not present in the lives of their children. Thus, parental involvement was strongly recommended by most participants. The researcher had some recommendations to make. It was recommended that communities should take an active part in fighting drug and alcohol abuse by learners in communities. This could be done by reporting people who sell these drugs and alcohol to persons who are under the age of 18. It was further recommended that the department of education should understand and take advantage of technology. School violence apps can be developed specifically for teenagers. These will ensure that knowledge about school violence is spread to most learners. Lastly, workshops should be conducted with both teachers and learners to equip them more about school violence. The conclusion of the study highlighted some important points to be taken into consideration. One of the points was that a failure to implement the strategies outlined in the study will result in the department spending millions of Rands in repairing and replacing what has been lost in schools. This lose will be due to theft and vandalism, high rate of teachers resigning because of stress-related problems. In addition, the economy will be characterised by a high rate of unemployment due to learners who drop out of school, overcrowded classes will continue to affect teaching and learning. Ultimately, there will be a continuous decrease in the NSC results of entire District of Amathole West. For further or future research studies, the researcher suggested that studies on the department’s policies on school violence are needed. These studies can focus on what the policy entails, and the implementation and effectiveness of such policies. In addition to these studies, a study that closely looks at parents as contributing factors to school violence is needed. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-11
- Authors: Poswa, S
- Date: 2022-11
- Subjects: School violence , Violence in children
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26075 , vital:64788
- Description: The purpose of this study was to look at the effects of school violence on teaching and learning in three selected schools in the Amathole West education district. The objectives of the study guided the entire project and the theory of socio-ecology by Benbenishty and Astor (2005) underpinned and guided the study. Different forms of school violence, causes of school violence, its effects and measures to curb its spread were discussed. The study made use of the pragmatic paradigm which allowed the researcher to make use of both quantitative and qualitative approaches. The data collection instruments consisted of questionnaires and semi-structured interviews. Three high schools were selected purposively with a sample of 75 respondents. Three principals, five teachers (school management team) and 7 learners (school representative council) participated in the semi-structured interview and 60 learners were randomly selected to take part in the questionnaire completion. Data analysis included coding of questionnaires and running the codes on the SPSS package. There after, results were presented using tables and descriptive analysis. Percentages and numeric figures of different forms of school violence were analysed. Data collected from the semi-interviews was coded according to different themes and categories and presented in form of discussions. Thematic analysis was applied in this regard. Therefore, the themes that emerged from the findings of the study were linked to the reviewed literature and research questions. The researcher cross-checked with the participants whether their responses were captured correctly before drawing any conclusions. The major findings of the study revealed that school violence is very much prevalent in the three selected schools. However, the severity of the problem varies from one school to another. Learners indicated that they experience bullying, verbal abuse, corporal punishment, cyberbullying, theft of property, gang-related violence and sexual harassment. Bullying, verbal abuse, cyberbullying and corporal punishment were rated as the most common and frequent forms of violence. In addition to the findings above, some causes of school violence noted by the respondents included peer pressure, poor parental care, exposure to violence at home or communities, unguided exposure to media, easy access to drugs, alcohol and weapons and teacher absenteeism. Effects of school violence included loss of concentration in class, poor academic results, class disruptions and depression or suicidal thoughts. All participants were allowed to say what they think should be done to curb the spread of school violence. Reasons given included that of ensuring that other departments are included in the committees that deal directly with school violence cases, strict and consistent enforcement of the school code of conduct and the department’s policies on school violence. Most learners and teachers indicated that parents are not present in the lives of their children. Thus, parental involvement was strongly recommended by most participants. The researcher had some recommendations to make. It was recommended that communities should take an active part in fighting drug and alcohol abuse by learners in communities. This could be done by reporting people who sell these drugs and alcohol to persons who are under the age of 18. It was further recommended that the department of education should understand and take advantage of technology. School violence apps can be developed specifically for teenagers. These will ensure that knowledge about school violence is spread to most learners. Lastly, workshops should be conducted with both teachers and learners to equip them more about school violence. The conclusion of the study highlighted some important points to be taken into consideration. One of the points was that a failure to implement the strategies outlined in the study will result in the department spending millions of Rands in repairing and replacing what has been lost in schools. This lose will be due to theft and vandalism, high rate of teachers resigning because of stress-related problems. In addition, the economy will be characterised by a high rate of unemployment due to learners who drop out of school, overcrowded classes will continue to affect teaching and learning. Ultimately, there will be a continuous decrease in the NSC results of entire District of Amathole West. For further or future research studies, the researcher suggested that studies on the department’s policies on school violence are needed. These studies can focus on what the policy entails, and the implementation and effectiveness of such policies. In addition to these studies, a study that closely looks at parents as contributing factors to school violence is needed. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-11
Grade four teachers’ experiences on using English as a medium of instruction: case study of two primary schools in Mdantsane Township
- Authors: Ngozi, Moyisi Victor
- Date: 2022-10
- Subjects: English language -- Study and teaching , English language -- Study and teaching (Elementary)|
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26064 , vital:64787
- Description: Learners in South African schools are reportedly struggling with literacy when they reach grade four (PIRLS, 2016). This is attributed to instructional language transition between grades three and four that is underpinned by Language in Education policy (LiEP), whic9h enforces language transition from mother tongue instruction to English medium of instruction. Hence, the study focused on the grade four teachers’ experiences on using English as medium of instruction. The study used a qualitative research approach and adopted the interpretivism paradigm as well as a case study research design. A small target sample of the study included 15 participants sampled in two primary schools of Mdantsane Township in the Eastern Cape Province. Participants who are grade four teachers’, one of which is Head of the department (HOD) were selected through a purposive sampling technique. Semi-structured interviews and observations were used as methods of collecting data. The data were analysed through a thematic approach according to the themes taken from the sub research questions that were formulated to guide the study The study found that the learners’ transition from to grade four is a multifaceted one and presented teachers with a burden of having to deal with second language instructional issues among learners. There are no clearly defined guidelines to facilitate smooth language transition from grade three and four. There is lack of teacher involvement on language policy development and implementation. Furthermore, there are misconceptions regarding the use of code switching as a method of teaching and learning. The study recommended that the language transtion from mother tongue instruction to English medium of instruction should be separated from the multifaceted phase transition. Learners should be introduced to English medium of instruction earlier than grade four. The department should establish guidelines to manage the transition. The departmental approach to language policy development should take into consideration the views of teachers. The department should regularly organise sufficient teacher workshops aimed at addressing teachers’ second language instructional ability issues. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-10
- Authors: Ngozi, Moyisi Victor
- Date: 2022-10
- Subjects: English language -- Study and teaching , English language -- Study and teaching (Elementary)|
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26064 , vital:64787
- Description: Learners in South African schools are reportedly struggling with literacy when they reach grade four (PIRLS, 2016). This is attributed to instructional language transition between grades three and four that is underpinned by Language in Education policy (LiEP), whic9h enforces language transition from mother tongue instruction to English medium of instruction. Hence, the study focused on the grade four teachers’ experiences on using English as medium of instruction. The study used a qualitative research approach and adopted the interpretivism paradigm as well as a case study research design. A small target sample of the study included 15 participants sampled in two primary schools of Mdantsane Township in the Eastern Cape Province. Participants who are grade four teachers’, one of which is Head of the department (HOD) were selected through a purposive sampling technique. Semi-structured interviews and observations were used as methods of collecting data. The data were analysed through a thematic approach according to the themes taken from the sub research questions that were formulated to guide the study The study found that the learners’ transition from to grade four is a multifaceted one and presented teachers with a burden of having to deal with second language instructional issues among learners. There are no clearly defined guidelines to facilitate smooth language transition from grade three and four. There is lack of teacher involvement on language policy development and implementation. Furthermore, there are misconceptions regarding the use of code switching as a method of teaching and learning. The study recommended that the language transtion from mother tongue instruction to English medium of instruction should be separated from the multifaceted phase transition. Learners should be introduced to English medium of instruction earlier than grade four. The department should establish guidelines to manage the transition. The departmental approach to language policy development should take into consideration the views of teachers. The department should regularly organise sufficient teacher workshops aimed at addressing teachers’ second language instructional ability issues. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-10
Factors contributing to the speaking of English in Grade 4 literacy: Case studies of two schools in Chris Hani West District
- Authors: Kleinbooi, Cingile
- Date: 2022-09
- Subjects: English language -- Study and teaching , Language and languages -- Study and teaching , English teachers
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26018 , vital:64781
- Description: The teachers and the learners have difficulties using English as a medium of instruction. In the classroom lessons, IsiXhosa dominated natural dialogues across everybody in the class. There was minimal use of English. The findings revealed that some teachers and learners struggle to speak fluently in English as their second language. This led to mother tongue usage in many grade 4 classes that is isiXhosa. This triggered the researcher to embark on this study since both teachers and learners lack the motivation to speak English. This is because most teachers are not qualified. They are allowed to teach without the teaching qualifications due to a shortage of teaching staff and over-grounded learners. In this view, code-switching is one of the dominant factors in helping learners understand English instructions better. The study adopted a qualitative research approach. The interviews for the teachers, focus groups for the learners, and document analysis were used to collect data, whereby the purposive sampling technique was used to identify the participants. A case study approach was also adopted as the data was collected from schools. The inductive analysis was adopted for data analysis. The constructivism paradigm was also adopted since it uses the experiences of humans in their settings or circumstances. Classroom observations were also used to get in-depth information on the ground. The study recommends an extensive evaluation and review of the Language policy of South Africa to measure the effectiveness of English as a medium of instruction in public schools. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-09
- Authors: Kleinbooi, Cingile
- Date: 2022-09
- Subjects: English language -- Study and teaching , Language and languages -- Study and teaching , English teachers
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26018 , vital:64781
- Description: The teachers and the learners have difficulties using English as a medium of instruction. In the classroom lessons, IsiXhosa dominated natural dialogues across everybody in the class. There was minimal use of English. The findings revealed that some teachers and learners struggle to speak fluently in English as their second language. This led to mother tongue usage in many grade 4 classes that is isiXhosa. This triggered the researcher to embark on this study since both teachers and learners lack the motivation to speak English. This is because most teachers are not qualified. They are allowed to teach without the teaching qualifications due to a shortage of teaching staff and over-grounded learners. In this view, code-switching is one of the dominant factors in helping learners understand English instructions better. The study adopted a qualitative research approach. The interviews for the teachers, focus groups for the learners, and document analysis were used to collect data, whereby the purposive sampling technique was used to identify the participants. A case study approach was also adopted as the data was collected from schools. The inductive analysis was adopted for data analysis. The constructivism paradigm was also adopted since it uses the experiences of humans in their settings or circumstances. Classroom observations were also used to get in-depth information on the ground. The study recommends an extensive evaluation and review of the Language policy of South Africa to measure the effectiveness of English as a medium of instruction in public schools. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-09
Developing metacognition through the use of Technology in self-organised learning environments in grade 11 Physical Sciences
- Authors: Tsamago, Hodi Elias
- Date: 2022-06
- Subjects: Metacognition , Technology
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/59910 , vital:62687
- Description: The study was carried out to investigate the effect of the use of technology in self-organised learning environments (SOLEs) (in Physical Sciences classrooms) on learners’ metacognitive skills. The study contributes by identifying a technology-enhanced pedagogy that can effectively equip learners with metacognitive skills, which many studies have reported as having an effect on Physical Sciences learners’ conceptual understanding. The study followed an experimental (control group quasi-experimental) methods design, in which both qualitative and quantitative data were collected and analysed. A multistep stratified sampling method (which caters for both quantitative and qualitative facets) was employed to choose four schools (two rural and two urban) to participate in the study. These schools were randomly chosen from the population of all schools offering Physical Sciences in Grade 11 in the Capricorn District of Limpopo Province, South Africa were assigned to urban experimental group and rural experimental group (UEG and REG) and urban control group and rural control group (UCG and RCG) using geographical demographics. The participants were selected using both simple random sampling (for quantitative methods) and purposive sampling (for qualitative methods). The experimental groups were taught by the researcher using self-organised learning environments (SOLEs) pedagogy, while control groups were taught (also by the researcher of the study) using a traditional chalk-and-talk approach. A Physical Sciences concepts pre-/post-test and the Metacognitive Self-Assessment Scale (MSAS) questionnaire were used to glean the quantitative data, while focus group interviews (FGIs) were used to obtain the qualitative data. The analysis of the quantitative data employed both descriptive (mean, standard deviation and graphs) and inferential (both parametric t-test and non-parametric Kruskal-Wallis and Wilcoxon signed-rank tests) statistics computed using the SPSS package version 22, while qualitative data were analysed thematically using coding techniques (applied on a sentence-by-sentence basis) after the transcription of the recorded FGIs. The study found that SOLEs pedagogy improves learners’ metacognitive skills, leading to better Physical Sciences conceptual understanding. In addition, the results indicate that all v aspects of metacognitive skills improved in experimental groups; however, certain aspects exhibited outstanding improvement such as “Respect shown to myself”; “Respect shown to others”; “Respect shown for empathy towards others” and “Respect shown towards problem solving”. Furthermore, the results of the FGIs revealed that a plausible explanation for the ability of SOLEs pedagogy to enhance metacognitive skills lies in its effortlessness to enable learners to link their classroom experiences to real-life experiences; simulate practical work; adapt to collaborative learning; use multiple channels for receiving information; and reducing learners’ reliance on the teacher. Hence, this study recommends the implementation of SOLEs pedagogy in the Physical Sciences classroom to improve learners’ metacognitive skills and conceptual understanding. However, the study had limitations, some of which included the sample size (which has an effect on the degree of generalisability of the research findings) and the period during which SOLEs pedagogy was implemented which might not have been long enough to exhaust its effect on metacognitive skills. Accordingly, further studies employing a longitudinal study design with a sample size bigger than 350 participants would be useful in understanding the effects of SOLEs pedagogy on metacognitive skills and improving the generalisability of research findings. , Thesis (PHD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
- Authors: Tsamago, Hodi Elias
- Date: 2022-06
- Subjects: Metacognition , Technology
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/59910 , vital:62687
- Description: The study was carried out to investigate the effect of the use of technology in self-organised learning environments (SOLEs) (in Physical Sciences classrooms) on learners’ metacognitive skills. The study contributes by identifying a technology-enhanced pedagogy that can effectively equip learners with metacognitive skills, which many studies have reported as having an effect on Physical Sciences learners’ conceptual understanding. The study followed an experimental (control group quasi-experimental) methods design, in which both qualitative and quantitative data were collected and analysed. A multistep stratified sampling method (which caters for both quantitative and qualitative facets) was employed to choose four schools (two rural and two urban) to participate in the study. These schools were randomly chosen from the population of all schools offering Physical Sciences in Grade 11 in the Capricorn District of Limpopo Province, South Africa were assigned to urban experimental group and rural experimental group (UEG and REG) and urban control group and rural control group (UCG and RCG) using geographical demographics. The participants were selected using both simple random sampling (for quantitative methods) and purposive sampling (for qualitative methods). The experimental groups were taught by the researcher using self-organised learning environments (SOLEs) pedagogy, while control groups were taught (also by the researcher of the study) using a traditional chalk-and-talk approach. A Physical Sciences concepts pre-/post-test and the Metacognitive Self-Assessment Scale (MSAS) questionnaire were used to glean the quantitative data, while focus group interviews (FGIs) were used to obtain the qualitative data. The analysis of the quantitative data employed both descriptive (mean, standard deviation and graphs) and inferential (both parametric t-test and non-parametric Kruskal-Wallis and Wilcoxon signed-rank tests) statistics computed using the SPSS package version 22, while qualitative data were analysed thematically using coding techniques (applied on a sentence-by-sentence basis) after the transcription of the recorded FGIs. The study found that SOLEs pedagogy improves learners’ metacognitive skills, leading to better Physical Sciences conceptual understanding. In addition, the results indicate that all v aspects of metacognitive skills improved in experimental groups; however, certain aspects exhibited outstanding improvement such as “Respect shown to myself”; “Respect shown to others”; “Respect shown for empathy towards others” and “Respect shown towards problem solving”. Furthermore, the results of the FGIs revealed that a plausible explanation for the ability of SOLEs pedagogy to enhance metacognitive skills lies in its effortlessness to enable learners to link their classroom experiences to real-life experiences; simulate practical work; adapt to collaborative learning; use multiple channels for receiving information; and reducing learners’ reliance on the teacher. Hence, this study recommends the implementation of SOLEs pedagogy in the Physical Sciences classroom to improve learners’ metacognitive skills and conceptual understanding. However, the study had limitations, some of which included the sample size (which has an effect on the degree of generalisability of the research findings) and the period during which SOLEs pedagogy was implemented which might not have been long enough to exhaust its effect on metacognitive skills. Accordingly, further studies employing a longitudinal study design with a sample size bigger than 350 participants would be useful in understanding the effects of SOLEs pedagogy on metacognitive skills and improving the generalisability of research findings. , Thesis (PHD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
Emergent literacy skills in isiXhosa in selected Early Childhood Development Centres in the Mthatha District
- Authors: Mpondwana, Gloria Nonzukiso
- Date: 2022-06
- Subjects: Literacy , Child development , Language arts (Early childhood)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/27864 , vital:70233
- Description: The study sought to establish how ECD practitioners understood emergent literacy skills in young children, examine how practitioners engage young learners in promoting emergent literacy skills in isiXhosa, document and analyse materials practitioners use to promote emergent literacy skills in young learners, and examine challenges practitioners come across in promoting emergent literacy skills. The study used the interpretivist research paradigm, which seeks a holistic understanding of an issue under investigation. A qualitative research approach was followed, and a case study design was utilised. Six purposefully selected ECD centres in the Mthatha urban district of the Eastern Cape province were studied. Six ECD practitioners, one from each of the selected centres, participated in the study. An in-depth individual interview was carried out with each of the ECD practitioners. Follow-up interviews were made to clarify issues that emanated from the initial interviews. The study found that the practitioners had different ways of how they understood the concept of emergent literacy. The practitioners emphasised the development of four language skills namely reading, writing, speaking, and listening in their understanding of emergent literacy. The study further found that the practitioners also included in their understanding of emergent literacy skills, the importance of dealing with sounds in the isiXhosa language. The study revealed several ways in which the practitioners engaged young learners in promoting emergent literacy skills in IsiXhosa. The storytelling approach was utilised by the practitioners as they used IsiXhosa stories and folktales in class. Picture books and posters were used by the practitioners to assist in developing emergent literacy skills. It was also found that the practitioners engaged the young children using songs and games in developing emergent literacy skills. Drama and role-play were also used to engage the children in promoting emergent literacy skills. The practitioners also made use of different materials to engage the children in the promotion of early literacy skills. They used storybooks, colouring and painting, as well as cartoons. There were many challenges that the practitioners encountered in the promotion of emergent literacy skills in young children, and these ranged from the use of ineffective teaching and learning approaches to the lack of professional development support for the practitioners. The study concludes that the understanding of emergent literacy as a concept varied from ECD practitioner to practitioner. While other practitioners appeared to have a broad and clear understanding of the concept others had a limited one. The promotion of emergent literacy skills varied but there were attempts to utilise different approaches and materials. There were also numerous challenges associated with the promotion of emergent literacy skills in isiXhosa. The study recommends the inclusion of emergent skills development in ECD practitioners' training and professional development programmes. Support programmes should be put in place to assist the ECD practitioners. More appropriate materials should be developed in the isiXhosa language for use in promoting emergent literacy skills. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
- Authors: Mpondwana, Gloria Nonzukiso
- Date: 2022-06
- Subjects: Literacy , Child development , Language arts (Early childhood)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/27864 , vital:70233
- Description: The study sought to establish how ECD practitioners understood emergent literacy skills in young children, examine how practitioners engage young learners in promoting emergent literacy skills in isiXhosa, document and analyse materials practitioners use to promote emergent literacy skills in young learners, and examine challenges practitioners come across in promoting emergent literacy skills. The study used the interpretivist research paradigm, which seeks a holistic understanding of an issue under investigation. A qualitative research approach was followed, and a case study design was utilised. Six purposefully selected ECD centres in the Mthatha urban district of the Eastern Cape province were studied. Six ECD practitioners, one from each of the selected centres, participated in the study. An in-depth individual interview was carried out with each of the ECD practitioners. Follow-up interviews were made to clarify issues that emanated from the initial interviews. The study found that the practitioners had different ways of how they understood the concept of emergent literacy. The practitioners emphasised the development of four language skills namely reading, writing, speaking, and listening in their understanding of emergent literacy. The study further found that the practitioners also included in their understanding of emergent literacy skills, the importance of dealing with sounds in the isiXhosa language. The study revealed several ways in which the practitioners engaged young learners in promoting emergent literacy skills in IsiXhosa. The storytelling approach was utilised by the practitioners as they used IsiXhosa stories and folktales in class. Picture books and posters were used by the practitioners to assist in developing emergent literacy skills. It was also found that the practitioners engaged the young children using songs and games in developing emergent literacy skills. Drama and role-play were also used to engage the children in promoting emergent literacy skills. The practitioners also made use of different materials to engage the children in the promotion of early literacy skills. They used storybooks, colouring and painting, as well as cartoons. There were many challenges that the practitioners encountered in the promotion of emergent literacy skills in young children, and these ranged from the use of ineffective teaching and learning approaches to the lack of professional development support for the practitioners. The study concludes that the understanding of emergent literacy as a concept varied from ECD practitioner to practitioner. While other practitioners appeared to have a broad and clear understanding of the concept others had a limited one. The promotion of emergent literacy skills varied but there were attempts to utilise different approaches and materials. There were also numerous challenges associated with the promotion of emergent literacy skills in isiXhosa. The study recommends the inclusion of emergent skills development in ECD practitioners' training and professional development programmes. Support programmes should be put in place to assist the ECD practitioners. More appropriate materials should be developed in the isiXhosa language for use in promoting emergent literacy skills. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
The role of principals in supporting the use of ICT for teaching and learning in five primary schools in the Amathole West District, Eastern Cape
- Authors: Sazi, Ndileka Christina
- Date: 2022-06
- Subjects: Computer-assisted instruction , Educational technology , Internet in education
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/27876 , vital:70237
- Description: While some South African policies such as E-Education Policy of 2004 advocate for use of Information and Communication Technology in teaching and learning in schools as a strategy to meet the needs of the 21st Century and for improving the quality of educational outcomes. Principals as school leaders and managers ought to play a pivotal role in making links with different stakeholders to provide an enabling environment for learning as outlined in the South African Standards for Principal ship of 2015. This study sought how Principals are supporting the use of ICT for teaching and learning in five primary schools in the Amathole West District, Eastern Cape. The study was guided by Lee’s (2000) framework on technological leadership. The study was grounded in interpretive paradigm, employing qualitative approach to elicit Principals’ insights on ICT support approaches they employed in their respective workstations. Each of the five Principals was conveniently selected and participated in semi structured interviews, school plans and inventories corroborating findings from interviews. Principals heavily relied on the Department of Basic Education to provide ICT infrastructure and related tools. The study recommends that ICT leadership be a component of Principals’ continuous professional development plans. Approaches for supporting teachers and provision of workshops by the Department of basic education, but little encouragement on forming communities of practice within and outside the school as promoted by SASP. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
- Authors: Sazi, Ndileka Christina
- Date: 2022-06
- Subjects: Computer-assisted instruction , Educational technology , Internet in education
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/27876 , vital:70237
- Description: While some South African policies such as E-Education Policy of 2004 advocate for use of Information and Communication Technology in teaching and learning in schools as a strategy to meet the needs of the 21st Century and for improving the quality of educational outcomes. Principals as school leaders and managers ought to play a pivotal role in making links with different stakeholders to provide an enabling environment for learning as outlined in the South African Standards for Principal ship of 2015. This study sought how Principals are supporting the use of ICT for teaching and learning in five primary schools in the Amathole West District, Eastern Cape. The study was guided by Lee’s (2000) framework on technological leadership. The study was grounded in interpretive paradigm, employing qualitative approach to elicit Principals’ insights on ICT support approaches they employed in their respective workstations. Each of the five Principals was conveniently selected and participated in semi structured interviews, school plans and inventories corroborating findings from interviews. Principals heavily relied on the Department of Basic Education to provide ICT infrastructure and related tools. The study recommends that ICT leadership be a component of Principals’ continuous professional development plans. Approaches for supporting teachers and provision of workshops by the Department of basic education, but little encouragement on forming communities of practice within and outside the school as promoted by SASP. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
Challenges experienced by Economics teachers without specialization in the subject in Amathole West Education District
- Williams, Thandile https://orcid.org/0009-0005-4143-4248
- Authors: Williams, Thandile https://orcid.org/0009-0005-4143-4248
- Date: 2022-05
- Subjects: Economics -- Study and teaching (Secondary) , Economics -- Study and teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26007 , vital:64780
- Description: The purpose of the study was to investigate the challenges experienced by senior secondary school teachers teaching Economics without specialization in the subject. The study was done in three senior secondary schools in the Amathole West Education District in the Eastern Cape Province in South Africa. The intention of the study was to ascertain the challenges these teachers faced in teaching the subject and come up with strategies that can be used to support them. The study adopted a qualitative research approach that used face-to-face interviews and document reviews to collect the required data. Purposive sampling was used to select those who participated in the study. The participants were four educators who teach Economics without specialization, one School Management Team (SMT) member, one principal, and one subject advisor. Semi-structured interviews were used to collect required data from all the participants. Systems Theory and Pedagogical Content Knowledge are the Theoretical Frameworks that this study aligned itself with and relevant literature was also reviewed in the study. The study revealed reasons for teachers to teach Economics without specialization, challenges faced by these teachers, how these teachers cope with the challenges they face, and the support provided to these teachers. Based on the findings revealed by the study, some recommendations have been made. The major ones are: teachers teaching subjects without specialization in the subject should be reallocated to teach the subjects they specialized in, and/or the teachers should enrol for a study course(s) specially designed for them to capacitate themselves, and the Department of Education must fund these courses for these teachers. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-05
- Authors: Williams, Thandile https://orcid.org/0009-0005-4143-4248
- Date: 2022-05
- Subjects: Economics -- Study and teaching (Secondary) , Economics -- Study and teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26007 , vital:64780
- Description: The purpose of the study was to investigate the challenges experienced by senior secondary school teachers teaching Economics without specialization in the subject. The study was done in three senior secondary schools in the Amathole West Education District in the Eastern Cape Province in South Africa. The intention of the study was to ascertain the challenges these teachers faced in teaching the subject and come up with strategies that can be used to support them. The study adopted a qualitative research approach that used face-to-face interviews and document reviews to collect the required data. Purposive sampling was used to select those who participated in the study. The participants were four educators who teach Economics without specialization, one School Management Team (SMT) member, one principal, and one subject advisor. Semi-structured interviews were used to collect required data from all the participants. Systems Theory and Pedagogical Content Knowledge are the Theoretical Frameworks that this study aligned itself with and relevant literature was also reviewed in the study. The study revealed reasons for teachers to teach Economics without specialization, challenges faced by these teachers, how these teachers cope with the challenges they face, and the support provided to these teachers. Based on the findings revealed by the study, some recommendations have been made. The major ones are: teachers teaching subjects without specialization in the subject should be reallocated to teach the subjects they specialized in, and/or the teachers should enrol for a study course(s) specially designed for them to capacitate themselves, and the Department of Education must fund these courses for these teachers. , Thesis (MEd) -- Faculty of Education, 2022
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- Date Issued: 2022-05
Exploring the adaptation challenges faced by novice foundation phase teachers in the Nelson Mandela Metropole
- Authors: Grimbeek, Michelle Louise
- Date: 2022-04
- Subjects: First year teachers , Teachers -- Training of – South Africa – Nelson Mandela Municipality , Education, Primary -- South Africa -- Nelson Mandela Municipality
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/56034 , vital:54941
- Description: The challenges faced by novice teachers have been widely discussed in the last decade (Caspersen & Raaen, 2014; Burkman, 2012). It is believed that the first year of teaching is found to be exceedingly challenging to the novice teacher due to the complex demands of the profession, as well as a result of a lack of training and induction into the work environment (Burkman, 2012). Researchers highlight that some of the many challenges that novice teachers experience are shortcomings in curricular planning, classroom management and discipline, instructional techniques, access to materials, and dealing with parents (Burkman, 2012). These challenges, along with feelings of inadequacy due to lack of experience in the working world, often have a negative effect on novice teachers and their ability to cope, subsequently resulting in high stress levels and burnout (Caspersen & Raaen, 2014). This qualitative study incorporated an interpretivist paradigm and used both semistructured interviews and a focus group discussion to explore the adaptation challenges experienced by novice Foundation Phase teachers in the Nelson Mandela Metropole. Grossman‟s Teacher Knowledge Theory and Vygotsky‟s Social Constructivist Theory were used to frame and make meaning of the findings of this study. The findings of this study indicate that novice teachers experience a range of challenges upon entering the working world. The numerous factors influencing these challenges experienced by novices include: the work environment; prior training and education; personal knowledge, values and attitudes toward teaching; and professional and social support received within the workplace. These findings were used to formulate guidelines to help support novice teachers in their adaptation from university to the professional work environment. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
- Authors: Grimbeek, Michelle Louise
- Date: 2022-04
- Subjects: First year teachers , Teachers -- Training of – South Africa – Nelson Mandela Municipality , Education, Primary -- South Africa -- Nelson Mandela Municipality
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/56034 , vital:54941
- Description: The challenges faced by novice teachers have been widely discussed in the last decade (Caspersen & Raaen, 2014; Burkman, 2012). It is believed that the first year of teaching is found to be exceedingly challenging to the novice teacher due to the complex demands of the profession, as well as a result of a lack of training and induction into the work environment (Burkman, 2012). Researchers highlight that some of the many challenges that novice teachers experience are shortcomings in curricular planning, classroom management and discipline, instructional techniques, access to materials, and dealing with parents (Burkman, 2012). These challenges, along with feelings of inadequacy due to lack of experience in the working world, often have a negative effect on novice teachers and their ability to cope, subsequently resulting in high stress levels and burnout (Caspersen & Raaen, 2014). This qualitative study incorporated an interpretivist paradigm and used both semistructured interviews and a focus group discussion to explore the adaptation challenges experienced by novice Foundation Phase teachers in the Nelson Mandela Metropole. Grossman‟s Teacher Knowledge Theory and Vygotsky‟s Social Constructivist Theory were used to frame and make meaning of the findings of this study. The findings of this study indicate that novice teachers experience a range of challenges upon entering the working world. The numerous factors influencing these challenges experienced by novices include: the work environment; prior training and education; personal knowledge, values and attitudes toward teaching; and professional and social support received within the workplace. These findings were used to formulate guidelines to help support novice teachers in their adaptation from university to the professional work environment. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04