Teacher educators' interpretation and practice of learner-centred pedagogy : a case study
- Authors: Nyambe, Kamwi John
- Date: 2013-07-16
- Subjects: Bernstein, Basil B Education -- Philosophy Education (Higher) -- Namibia Teacher educators -- Namibia -- Case studies Universities and colleges -- Namibia -- Case studies Teachers -- Traning of -- Namibia -- Case studies Teachers -- In-service training -- Namibia Student-centered learning -- Namibia
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1954 , http://hdl.handle.net/10962/d1008260
- Description: The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated that, at the level of description, teacher educators interpreted leamercentred pedagogy as a pedagogic practice based on weak rules of regulative discourse, or a weak power relation between themselves and their student teachers. The weakening of the rules of regulative discourse and the waning of educator authority were indicated in the interview narratives, which evoked a pedagogic context characterized by a repositioning of the student teacher from the margins to the centre of the classroom, where he or she enjoyed a more active and visible pedagogic position. Contrary to the dis empowering dynamic within classroom practice under the apartheid dispensation, the repositioning of the student teacher suggested a shift of power towards him or her. Similarly, the identification of the teacher educator as afacilitator, which featured prominently in the interview narratives, further suggested a weakening or diminishing of the pedagogic authority of the teacher educator. With regard to rules pertaining to the instructional discourse, the data revealed an interpretation of leamer-centred pedagogy as a pedagogic practice based on strong framing over the selection of discourses, weak framing over pacing, and strong framing over sequencing and criteria for evaluation. When correlated with the interview data, the data generated through lesson observation and teacher educator prepared documents such as lesson plans revealed a disjuncture between teacher educators' ideas about leamer-centred pedagogy and their practice of it. Contrary to the interviews, lesson observation data revealed that teacher educators implemented leamer-centred pedagogy as a pedagogic practice based on strong internal framing over rules of the regulative discourse. Data further indicated strong internal framing over the selection, sequencing, pacing and evaluation. The study concluded that while some teacher educators could produce an accurate interpretation oflearner-centred pedagogy at the level of description, most of them did not do so at the level of practice. Findings revealed structural and personal-psychological factors that constrained teacher educators' recontextualization of the new pedagogy. A narrow understanding of leamercentred pedagogy that concentrated only on changing teacher educators' pedagogical approaches from teacher-centred to learner-centred, while ignoring structural and systematic factors, tended to dominate not only the interview narratives but also official texts. Learner-centred pedagogy was understood as a matter of changing from teachercentredness to leamer-centredness while frame factors, for instance regarding the selection, pacing or sequencing of discourses, still followed the traditional approach. The study recommends the adoption of a systematic and deliberate approach to address the multiplicity of factors involved in enabling teacher educators to interpret and implement leamer-centred pedagogy at the micro-level of their classrooms. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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- Authors: Nyambe, Kamwi John
- Date: 2013-07-16
- Subjects: Bernstein, Basil B Education -- Philosophy Education (Higher) -- Namibia Teacher educators -- Namibia -- Case studies Universities and colleges -- Namibia -- Case studies Teachers -- Traning of -- Namibia -- Case studies Teachers -- In-service training -- Namibia Student-centered learning -- Namibia
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1954 , http://hdl.handle.net/10962/d1008260
- Description: The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated that, at the level of description, teacher educators interpreted leamercentred pedagogy as a pedagogic practice based on weak rules of regulative discourse, or a weak power relation between themselves and their student teachers. The weakening of the rules of regulative discourse and the waning of educator authority were indicated in the interview narratives, which evoked a pedagogic context characterized by a repositioning of the student teacher from the margins to the centre of the classroom, where he or she enjoyed a more active and visible pedagogic position. Contrary to the dis empowering dynamic within classroom practice under the apartheid dispensation, the repositioning of the student teacher suggested a shift of power towards him or her. Similarly, the identification of the teacher educator as afacilitator, which featured prominently in the interview narratives, further suggested a weakening or diminishing of the pedagogic authority of the teacher educator. With regard to rules pertaining to the instructional discourse, the data revealed an interpretation of leamer-centred pedagogy as a pedagogic practice based on strong framing over the selection of discourses, weak framing over pacing, and strong framing over sequencing and criteria for evaluation. When correlated with the interview data, the data generated through lesson observation and teacher educator prepared documents such as lesson plans revealed a disjuncture between teacher educators' ideas about leamer-centred pedagogy and their practice of it. Contrary to the interviews, lesson observation data revealed that teacher educators implemented leamer-centred pedagogy as a pedagogic practice based on strong internal framing over rules of the regulative discourse. Data further indicated strong internal framing over the selection, sequencing, pacing and evaluation. The study concluded that while some teacher educators could produce an accurate interpretation oflearner-centred pedagogy at the level of description, most of them did not do so at the level of practice. Findings revealed structural and personal-psychological factors that constrained teacher educators' recontextualization of the new pedagogy. A narrow understanding of leamercentred pedagogy that concentrated only on changing teacher educators' pedagogical approaches from teacher-centred to learner-centred, while ignoring structural and systematic factors, tended to dominate not only the interview narratives but also official texts. Learner-centred pedagogy was understood as a matter of changing from teachercentredness to leamer-centredness while frame factors, for instance regarding the selection, pacing or sequencing of discourses, still followed the traditional approach. The study recommends the adoption of a systematic and deliberate approach to address the multiplicity of factors involved in enabling teacher educators to interpret and implement leamer-centred pedagogy at the micro-level of their classrooms. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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'Committed, motivated and joyful?'Job satisfaction and organisational commitment of managers at a South African public utility:
- Authors: Snowball, Jeanette D
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/70495 , vital:29667 , https://doi.org/10.1080/09548963.2017.1380706
- Description: The cultural and creative industries (CCIs) have been hailed as offering great potential to create jobs and to be socially inclusive. Since artistic success is defined by individual talent, or merit, the CCIs should be one sector that is especially open to, and appreciative of, social diversity in terms of race, class, cultural group and gender. However, as expected, recent studies in both the UK and the US have revealed that employment in the CCIs is heavily dominated by the middle classes, and is not as diverse in terms of other characteristics. Since the advent of democracy in South Africa in 1994, transformation of firm ownership, previously dominated by white people, to include more black, coloured and Indian/Asian-origin South Africans, has been an important part of achieving greater economic equality and social cohesion, as well as being more representative of the cultures of the majority of the population. Using data from a survey of 2400 CCIs firms in South Africa, this paper examines the extent to which the CCIs in South Africa have transformed in terms of ownership and employment. Comparisons are also made across the six UNESCO [(2009). Framework for cultural statistics. UNESCO Institute for Statistics. Retrieved from http://www.uis.unesco.org/culture/Pages/framework-cultural-statistics.aspx] “Cultural Domains” in terms of ownership, average monthly turnover and the number of full-time, part-time and contract employees. Results show some diversity in the industry, but significant differences between the Domains. Statistical analysis demonstrates that CCI funding policy in South Africa is sensitive to advancing the transformation agenda in that more transformed firms were shown to be more likely to have received some form of government grant as part of their income.
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- Date Issued: 2017
- Authors: Snowball, Jeanette D
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/70495 , vital:29667 , https://doi.org/10.1080/09548963.2017.1380706
- Description: The cultural and creative industries (CCIs) have been hailed as offering great potential to create jobs and to be socially inclusive. Since artistic success is defined by individual talent, or merit, the CCIs should be one sector that is especially open to, and appreciative of, social diversity in terms of race, class, cultural group and gender. However, as expected, recent studies in both the UK and the US have revealed that employment in the CCIs is heavily dominated by the middle classes, and is not as diverse in terms of other characteristics. Since the advent of democracy in South Africa in 1994, transformation of firm ownership, previously dominated by white people, to include more black, coloured and Indian/Asian-origin South Africans, has been an important part of achieving greater economic equality and social cohesion, as well as being more representative of the cultures of the majority of the population. Using data from a survey of 2400 CCIs firms in South Africa, this paper examines the extent to which the CCIs in South Africa have transformed in terms of ownership and employment. Comparisons are also made across the six UNESCO [(2009). Framework for cultural statistics. UNESCO Institute for Statistics. Retrieved from http://www.uis.unesco.org/culture/Pages/framework-cultural-statistics.aspx] “Cultural Domains” in terms of ownership, average monthly turnover and the number of full-time, part-time and contract employees. Results show some diversity in the industry, but significant differences between the Domains. Statistical analysis demonstrates that CCI funding policy in South Africa is sensitive to advancing the transformation agenda in that more transformed firms were shown to be more likely to have received some form of government grant as part of their income.
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- Date Issued: 2017
A win-win situation in workplace participation by means of employee share ownership scheme
- Authors: Mazibuko, Noxolo Ellen
- Subjects: Employee ownership -- South Africa , Employee stock options -- South Africa
- Language: English
- Type: text , Lectures
- Identifier: http://hdl.handle.net/10948/21877 , vital:29797
- Description: This paper outlines the concept of Employee Share Ownership Participation Schemes known as ESOPs. An ESOP is not a simple concept and briefly entails that through ESOPs shares are made available to all employees who wish to participate in company decision-making and the company helps them to obtain the shares. South African share schemes are linked to economic empowerment. Some researchers emphasize that ESOPs in particular, hold the promise that employees will develop a sense of loyalty to their company because their material interest will coincide with those of the company (Maller, 1987; and Ottinger, 2008).
- Full Text: false
- Authors: Mazibuko, Noxolo Ellen
- Subjects: Employee ownership -- South Africa , Employee stock options -- South Africa
- Language: English
- Type: text , Lectures
- Identifier: http://hdl.handle.net/10948/21877 , vital:29797
- Description: This paper outlines the concept of Employee Share Ownership Participation Schemes known as ESOPs. An ESOP is not a simple concept and briefly entails that through ESOPs shares are made available to all employees who wish to participate in company decision-making and the company helps them to obtain the shares. South African share schemes are linked to economic empowerment. Some researchers emphasize that ESOPs in particular, hold the promise that employees will develop a sense of loyalty to their company because their material interest will coincide with those of the company (Maller, 1987; and Ottinger, 2008).
- Full Text: false
ETV Loreal Awards
- Authors: Nyokong, Tebello
- Identifier: vital:7167 , http://hdl.handle.net/10962/d1005919
- Description: ETV (2009 Loreal awards)
- Full Text: false
- Authors: Nyokong, Tebello
- Identifier: vital:7167 , http://hdl.handle.net/10962/d1005919
- Description: ETV (2009 Loreal awards)
- Full Text: false
Instruments available to the public to assess audit quality
- Authors: Prinsloo, Frans
- Subjects: Auditing -- South Africa , Quality control -- Auditing , f-sa
- Language: English
- Type: text , Lectures
- Identifier: http://hdl.handle.net/10948/21928 , vital:29802
- Description: With the separation of ownership from day-to-day management that began to characterise many businesses following the industrial revolution, concern arose whether the day-to-day management (as agents) would bias information flows to the business owners (as principals) in order to enhance, say, their remuneration and their reputations as managers (AQF, 2005a: 6). To address these concerns, business owners require mechanisms, such as the external audit, to enable the effective assessment of the stewardship of the agents. Currently the role of the external auditor is to express an opinion on the fair representation of the annual financial statements prepared by management for the business owners.
- Full Text: false
- Authors: Prinsloo, Frans
- Subjects: Auditing -- South Africa , Quality control -- Auditing , f-sa
- Language: English
- Type: text , Lectures
- Identifier: http://hdl.handle.net/10948/21928 , vital:29802
- Description: With the separation of ownership from day-to-day management that began to characterise many businesses following the industrial revolution, concern arose whether the day-to-day management (as agents) would bias information flows to the business owners (as principals) in order to enhance, say, their remuneration and their reputations as managers (AQF, 2005a: 6). To address these concerns, business owners require mechanisms, such as the external audit, to enable the effective assessment of the stewardship of the agents. Currently the role of the external auditor is to express an opinion on the fair representation of the annual financial statements prepared by management for the business owners.
- Full Text: false
L’Oreal UNESCO Award for “Women in Science”
- Authors: Nyokong, Tebello
- Identifier: vital:7220 , http://hdl.handle.net/10962/d1005897
- Description: L’Oreal UNESCO Award for “Women in Science” as a Laureate representing Africa & the Arab States.
- Full Text: false
- Authors: Nyokong, Tebello
- Identifier: vital:7220 , http://hdl.handle.net/10962/d1005897
- Description: L’Oreal UNESCO Award for “Women in Science” as a Laureate representing Africa & the Arab States.
- Full Text: false
Rhodes University Chemistry Professor Tebello Nyokong Receives The 2009 L'oreal-Unesco Award For Women In Science
- Authors: Limson, Janice L
- Language: English
- Type: Article
- Identifier: vital:7200 , http://hdl.handle.net/10962/d1006365
- Description: Professor Tebella Nyokong has become the first South African scientist to win the L'OREAL-UNESCO award for women in science, for physical sciences. The awards honour exceptional women in science. Each year one laureate is selected from five world regions. Professor Nyokong is the laureate for Africa and the Arab states for 2009.
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- Authors: Limson, Janice L
- Language: English
- Type: Article
- Identifier: vital:7200 , http://hdl.handle.net/10962/d1006365
- Description: Professor Tebella Nyokong has become the first South African scientist to win the L'OREAL-UNESCO award for women in science, for physical sciences. The awards honour exceptional women in science. Each year one laureate is selected from five world regions. Professor Nyokong is the laureate for Africa and the Arab states for 2009.
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