A framework for continuing professional development of teachers in regular primary schools: towards the effective teaching of learners with special education needs in Zimbabwe
- Muguwe, Emely https://orcid.org/0000-0003-2156-8642
- Authors: Muguwe, Emely https://orcid.org/0000-0003-2156-8642
- Date: 2015-05
- Subjects: Teachers -- Training of , Teachers -- In-service training.
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24794 , vital:63576
- Description: This study focused on Continuing Professional Development (CPD) needs of teachers in regular primary schools for the effective teaching of learners with special education needs in Zimbabwe. The motivation of the study emerged from concerns raised by stakeholders that teachers were inadequately prepared to teach learners with special education needs in general education classrooms. This study was underpinned by the post-positivistic paradigm which takes on both quantitative and qualitative approaches. The study also employed the survey design, which utilised the mixed methods approach. The accessible population comprised 93 primary schools and 1 457 teachers, 93 school heads and all education officers in the Gweru District of Zimbabwe. The researcher used purposive and disproportional random sampling. Ten schools were purposively selected from a population of 93 schools in the Gweru District. One hundred and fifty teachers (10percent of the population) which translated into 15 teachers from each school, were selected from the 10 schools through disproportional stratified random sampling in order to include both male (n=69) and female (n=81) teachers in the study. Semi-structured questionnaires, semi-structured face- to- face interviews and focus group discussions are the data collection methods which were used in this study. Data were presented, analysed and discussed, starting with demographic data in the first section, followed by quantitative data which were presented concurrently with corresponding emerging themes from qualitative data. The data collected via the questionnaires were coded and key-punched for analysis. Data were presented in tables, bar graphs and pie charts. Findings of the study revealed that there is a dire need for knowledge and skills in SEN among teachers in regular schools. Teachers needed to be prepared for a paradigm shift of the inclusive era. Teachers also needed to identify their own needs to ensure that relevant and preferred areas were covered. Findings revealed that teachers preferred well-structured CPD which is facilitated by an expert and CPD held in their own schools, where good practices are shared with workmates. Findings also confirmed the availability of policy circulars in schools, although some teachers expressed that they were not aware of such circulars. There were no specific days allocated specifically for school CPD. Most teachers were not availed with the opportunity to attend out-of-school based workshops; and cascading of information led to dilution of original ideas. There was lack of adequate mentoring among qualified teachers. Teachers preferred the standards-based model for promotion purposes although it was limiting in terms of teachers’ learning. The training model was viewed as a productive way of quickly in-servicing teachers relative to its cost. The communities of practice model and transformative model were not being utilised in schools due to national policies that govern teachers. Findings also revealed that teachers faced major challenges such as funding of CPD, getting information on CPD opportunities and time to engage in CPD activities. Teachers reeled with a lot of pressure resulting in burn-out as a result of large classes. Although staff development meetings were held in schools, they were mostly administrative and nothing definite was being done to mitigate the challenges which teachers were facing in accessing CPD opportunities. Teachers opted for a CPD framework which would give them more information and more opportunities for CPD on SEN, better access to teaching materials and more opportunities to work with experienced practitioners in SEN. Teachers preferred a framework based on a variety of CPD models, more school-based CPD rather than out of school -based CPD. The researcher concluded that teachers in regular schools were not equipped to teach learners with special education needs in the mainstream. The Ministry of Primary and Secondary Education was not employing the best models in preparing teachers to be effective. Teachers were facing challenges such as, funding, unavailability of information and time in accessing CPD opportunities. The study recommends that The Ministry of Primary and Secondary Education should put in place provisions to meet the CPD needs of teachers. Teachers should be fully involved in the identification of CPD needs. It was also recommends that school heads needed CPD on SEN for them to be able to guide teachers properly and to be supportive of the policy. Besides national policies, schools should design CPD policies specifically for their respective schools, in line with national policies. Andragogy principles, Wenger’s social learning theory and Vygotsky’s perspective among others, should underpin the CPD framework. The study recommends an alternative CPD model which would utilise a combination of transmissive, transitional and transformative models and modes of delivery as lenses in meeting the CPD needs of teachers in the context of SEN. , Thesis (PhD) -- Faculty of Education, 2015
- Full Text:
- Date Issued: 2015-05
- Authors: Muguwe, Emely https://orcid.org/0000-0003-2156-8642
- Date: 2015-05
- Subjects: Teachers -- Training of , Teachers -- In-service training.
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24794 , vital:63576
- Description: This study focused on Continuing Professional Development (CPD) needs of teachers in regular primary schools for the effective teaching of learners with special education needs in Zimbabwe. The motivation of the study emerged from concerns raised by stakeholders that teachers were inadequately prepared to teach learners with special education needs in general education classrooms. This study was underpinned by the post-positivistic paradigm which takes on both quantitative and qualitative approaches. The study also employed the survey design, which utilised the mixed methods approach. The accessible population comprised 93 primary schools and 1 457 teachers, 93 school heads and all education officers in the Gweru District of Zimbabwe. The researcher used purposive and disproportional random sampling. Ten schools were purposively selected from a population of 93 schools in the Gweru District. One hundred and fifty teachers (10percent of the population) which translated into 15 teachers from each school, were selected from the 10 schools through disproportional stratified random sampling in order to include both male (n=69) and female (n=81) teachers in the study. Semi-structured questionnaires, semi-structured face- to- face interviews and focus group discussions are the data collection methods which were used in this study. Data were presented, analysed and discussed, starting with demographic data in the first section, followed by quantitative data which were presented concurrently with corresponding emerging themes from qualitative data. The data collected via the questionnaires were coded and key-punched for analysis. Data were presented in tables, bar graphs and pie charts. Findings of the study revealed that there is a dire need for knowledge and skills in SEN among teachers in regular schools. Teachers needed to be prepared for a paradigm shift of the inclusive era. Teachers also needed to identify their own needs to ensure that relevant and preferred areas were covered. Findings revealed that teachers preferred well-structured CPD which is facilitated by an expert and CPD held in their own schools, where good practices are shared with workmates. Findings also confirmed the availability of policy circulars in schools, although some teachers expressed that they were not aware of such circulars. There were no specific days allocated specifically for school CPD. Most teachers were not availed with the opportunity to attend out-of-school based workshops; and cascading of information led to dilution of original ideas. There was lack of adequate mentoring among qualified teachers. Teachers preferred the standards-based model for promotion purposes although it was limiting in terms of teachers’ learning. The training model was viewed as a productive way of quickly in-servicing teachers relative to its cost. The communities of practice model and transformative model were not being utilised in schools due to national policies that govern teachers. Findings also revealed that teachers faced major challenges such as funding of CPD, getting information on CPD opportunities and time to engage in CPD activities. Teachers reeled with a lot of pressure resulting in burn-out as a result of large classes. Although staff development meetings were held in schools, they were mostly administrative and nothing definite was being done to mitigate the challenges which teachers were facing in accessing CPD opportunities. Teachers opted for a CPD framework which would give them more information and more opportunities for CPD on SEN, better access to teaching materials and more opportunities to work with experienced practitioners in SEN. Teachers preferred a framework based on a variety of CPD models, more school-based CPD rather than out of school -based CPD. The researcher concluded that teachers in regular schools were not equipped to teach learners with special education needs in the mainstream. The Ministry of Primary and Secondary Education was not employing the best models in preparing teachers to be effective. Teachers were facing challenges such as, funding, unavailability of information and time in accessing CPD opportunities. The study recommends that The Ministry of Primary and Secondary Education should put in place provisions to meet the CPD needs of teachers. Teachers should be fully involved in the identification of CPD needs. It was also recommends that school heads needed CPD on SEN for them to be able to guide teachers properly and to be supportive of the policy. Besides national policies, schools should design CPD policies specifically for their respective schools, in line with national policies. Andragogy principles, Wenger’s social learning theory and Vygotsky’s perspective among others, should underpin the CPD framework. The study recommends an alternative CPD model which would utilise a combination of transmissive, transitional and transformative models and modes of delivery as lenses in meeting the CPD needs of teachers in the context of SEN. , Thesis (PhD) -- Faculty of Education, 2015
- Full Text:
- Date Issued: 2015-05
Assessing the implementation of environmental education school policy in Buffalo City Metro Education District South Africa
- Authors: Damoah, Benjamin
- Date: 2021-12
- Subjects: Environmental education , Environmental policy -- South Africa , Education and state -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21602 , vital:51703
- Description: Environmental Education (EE) is essential for addressing environmental challenges.The advantages of EE are undeniable; it might be used to address specific environmental concerns and their implications, as well as to modify behaviours that lead to environmental catastrophes.EE strengthens people's resilience to climaterelated hazards. Global environmental issues have heightened interest in educational policy outcomes and their implications for economic growth and social citizenship. It is worth noting that an effective EE policy has a significant influence on the development of learners' environmental literacy. This study assessed the implementation of environmental education school policy in the Buffalo City Metro Education District, South Africa. This study adopted the pragmatism paradigm of Mixed Method Research(MMR). Concurrent triangulation, which is a design that employs a single data collection technique in which quantitative and qualitative data gathering and analysis are carried out independently yet concurrently, was used for this study. The target population of this study involved 60,412 teachers, 1,770,289 learners in 5205 public schools, and 1 Pro-EE civil society organisation in the Eastern Cape province. This was narrowed down to over 268 public and independent schools, teachers, and principals within the enclave of the Buffalo Metropolitan education district. The study adopted stratified purposeful and simple random probability sampling. In this technique, the sampling frame of the study was divided into strata or groups (principals, teachers, learners, and CSOs) and a sample was purposefully selected from each stratum (Migiro & Magangi, 2011). The stratified purposeful random sampling techniques draw data from 10 principals, 175 teachers, 1500 learners, and 1 CSO. Structured questionnaire; Implementation of EE Policy Questionnaire (IEEPQ) whose reliability co-efficient value using Cronbach Alpha was 0.74, semi-structured interview and documents were the instruments used to collect data for this study. The data were analysed using descriptive statistics of percentage, mean, and standard deviation for the quantitative data while the thematic approach of sorting, coding, transcribing, and categorization was used for the qualitative data. The study revealed the following. When asked whether teachers had studied environmental education in tertiary institutions as part of their professional training, the majority of the teachers'respondents, 108, representing 61.7percent, disagreed with this view. On the flip side, a handful of teachers 67, (38.3percent) agreed with the view of having had some sort of EE knowledge during their professional training as teachers. With regards to the view that learners learn environmental issues through other subjects, most of the learner respondents, 1316 representing 87.7percent, agreed with this view. On the contrary, a minority of the respondents 184 (12,3percent) had a dissenting opinion. This indicates that most learners in school learn about environmental concerns through other traditional subjects. The study established that EE content is manifest in teachers' and learners' textbooks, teaching methods, and co-curricular activities. However, the study identified lapses in how teachers and learners integrate EE into their day-to-day practices. Therefore, the implementation of the EE policy seems to be an exercise in futility. The absence of a policy guideline document has made teachers and school administrators incapacitated in the implementation of EE school policy. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2021-12
- Authors: Damoah, Benjamin
- Date: 2021-12
- Subjects: Environmental education , Environmental policy -- South Africa , Education and state -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21602 , vital:51703
- Description: Environmental Education (EE) is essential for addressing environmental challenges.The advantages of EE are undeniable; it might be used to address specific environmental concerns and their implications, as well as to modify behaviours that lead to environmental catastrophes.EE strengthens people's resilience to climaterelated hazards. Global environmental issues have heightened interest in educational policy outcomes and their implications for economic growth and social citizenship. It is worth noting that an effective EE policy has a significant influence on the development of learners' environmental literacy. This study assessed the implementation of environmental education school policy in the Buffalo City Metro Education District, South Africa. This study adopted the pragmatism paradigm of Mixed Method Research(MMR). Concurrent triangulation, which is a design that employs a single data collection technique in which quantitative and qualitative data gathering and analysis are carried out independently yet concurrently, was used for this study. The target population of this study involved 60,412 teachers, 1,770,289 learners in 5205 public schools, and 1 Pro-EE civil society organisation in the Eastern Cape province. This was narrowed down to over 268 public and independent schools, teachers, and principals within the enclave of the Buffalo Metropolitan education district. The study adopted stratified purposeful and simple random probability sampling. In this technique, the sampling frame of the study was divided into strata or groups (principals, teachers, learners, and CSOs) and a sample was purposefully selected from each stratum (Migiro & Magangi, 2011). The stratified purposeful random sampling techniques draw data from 10 principals, 175 teachers, 1500 learners, and 1 CSO. Structured questionnaire; Implementation of EE Policy Questionnaire (IEEPQ) whose reliability co-efficient value using Cronbach Alpha was 0.74, semi-structured interview and documents were the instruments used to collect data for this study. The data were analysed using descriptive statistics of percentage, mean, and standard deviation for the quantitative data while the thematic approach of sorting, coding, transcribing, and categorization was used for the qualitative data. The study revealed the following. When asked whether teachers had studied environmental education in tertiary institutions as part of their professional training, the majority of the teachers'respondents, 108, representing 61.7percent, disagreed with this view. On the flip side, a handful of teachers 67, (38.3percent) agreed with the view of having had some sort of EE knowledge during their professional training as teachers. With regards to the view that learners learn environmental issues through other subjects, most of the learner respondents, 1316 representing 87.7percent, agreed with this view. On the contrary, a minority of the respondents 184 (12,3percent) had a dissenting opinion. This indicates that most learners in school learn about environmental concerns through other traditional subjects. The study established that EE content is manifest in teachers' and learners' textbooks, teaching methods, and co-curricular activities. However, the study identified lapses in how teachers and learners integrate EE into their day-to-day practices. Therefore, the implementation of the EE policy seems to be an exercise in futility. The absence of a policy guideline document has made teachers and school administrators incapacitated in the implementation of EE school policy. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2021-12
Assessing the preparation, induction and professional development experiences of teacher educators in Botswana and South Africa: recommendations for an andragogically based model
- Kasozi, Joseph Amooti https://orcid.org/0000-0002-0978-2171
- Authors: Kasozi, Joseph Amooti https://orcid.org/0000-0002-0978-2171
- Date: 2015-01
- Subjects: Teachers -- In-service training , Teachers -- Training of -- South Africa , Education -- Botswana
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24643 , vital:63388
- Description: Research evidence points to the fact that in most countries teacher educators enter the field of teacher education with little or no preparation (Abell, 1997;Ntoyi≤fuka, 2001; Robinson & Macmillan, 2006; Snoek, Swennen and van der Klink, 2009). Yet, it is argued that the teacher is the single most important factor determining the achievement of learners and the quality of education (UNESCO, 2008; Snoek, Swennen and van der Klink, 2009; Smith, 2010). Sadly, however, most countries and teacher education institutions have paid little or no attention to the preparation, induction and professional development of those who train these teachers, that is, the teacher of the teachers or the teacher educators (Martinez, 2008; Santoro, Mayer, Mitchell, & White, 2009; European Commission, 2010; van Velzen, van der Klink, Swennen, Yaffe, 2010). This situation probably arises from the general belief that good school teachers are good teacher educators and therefore there is no need to worry about their preparation, induction and professional development. This is the basis upon which this research is premised. A mixed methods approach was used to research the following questions: • How are teacher educators in Botswana and South Africa inducted and developed as teachers of adults? • How do the teacher educators (in Botswana and South Africa) adjust their teaching practice to cater for the needs of their students who are adults? • What recommendations can be made to improve the preparation, induction and professional development of teacher educators as teachers of adult student teachers? The sites for the study were four institutions (two faculties of education, one located in Botswana and another in South Africa, and two colleges of education located in Botswana). Out of a possible total of 316 teacher educators at the four institutions 128 responded to a close ended questionnaire that required them to indicate their autobiographic details, experiences as teachers and teacher educators, and their preparation, induction and professional development as teacher educators. In addition 12 teacher educators with varying experiences in teacher education were interviewed. The purpose of the interviews was to record the experiences of their preparation, induction and professional development as teacher educators. Furthermore, literature from various sources was consulted about the topic under study. The results confirmed the earlier assertion that there is very little attention paid to the preparation, induction and professional development of teacher educators in the institutions that were studied. Literature also indicated a similar pattern in most teacher education institutions in Botswana and South Africa. Based on the findings, it is recommended that the preparation, induction and professional development of teacher educators be conducted following the andragogical model. , Thesis (PhD) -- Faculty of Education, 2015
- Full Text:
- Date Issued: 2015-01
- Authors: Kasozi, Joseph Amooti https://orcid.org/0000-0002-0978-2171
- Date: 2015-01
- Subjects: Teachers -- In-service training , Teachers -- Training of -- South Africa , Education -- Botswana
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24643 , vital:63388
- Description: Research evidence points to the fact that in most countries teacher educators enter the field of teacher education with little or no preparation (Abell, 1997;Ntoyi≤fuka, 2001; Robinson & Macmillan, 2006; Snoek, Swennen and van der Klink, 2009). Yet, it is argued that the teacher is the single most important factor determining the achievement of learners and the quality of education (UNESCO, 2008; Snoek, Swennen and van der Klink, 2009; Smith, 2010). Sadly, however, most countries and teacher education institutions have paid little or no attention to the preparation, induction and professional development of those who train these teachers, that is, the teacher of the teachers or the teacher educators (Martinez, 2008; Santoro, Mayer, Mitchell, & White, 2009; European Commission, 2010; van Velzen, van der Klink, Swennen, Yaffe, 2010). This situation probably arises from the general belief that good school teachers are good teacher educators and therefore there is no need to worry about their preparation, induction and professional development. This is the basis upon which this research is premised. A mixed methods approach was used to research the following questions: • How are teacher educators in Botswana and South Africa inducted and developed as teachers of adults? • How do the teacher educators (in Botswana and South Africa) adjust their teaching practice to cater for the needs of their students who are adults? • What recommendations can be made to improve the preparation, induction and professional development of teacher educators as teachers of adult student teachers? The sites for the study were four institutions (two faculties of education, one located in Botswana and another in South Africa, and two colleges of education located in Botswana). Out of a possible total of 316 teacher educators at the four institutions 128 responded to a close ended questionnaire that required them to indicate their autobiographic details, experiences as teachers and teacher educators, and their preparation, induction and professional development as teacher educators. In addition 12 teacher educators with varying experiences in teacher education were interviewed. The purpose of the interviews was to record the experiences of their preparation, induction and professional development as teacher educators. Furthermore, literature from various sources was consulted about the topic under study. The results confirmed the earlier assertion that there is very little attention paid to the preparation, induction and professional development of teacher educators in the institutions that were studied. Literature also indicated a similar pattern in most teacher education institutions in Botswana and South Africa. Based on the findings, it is recommended that the preparation, induction and professional development of teacher educators be conducted following the andragogical model. , Thesis (PhD) -- Faculty of Education, 2015
- Full Text:
- Date Issued: 2015-01
Assessment of the role of continuing professional development on the transformation of practice: a case study of the Advanced Diploma in District Health Management and Leadership curriculum
- Authors: Ndawule, Luvuyo
- Date: 2018-06
- Subjects: Continuing education , Teachers -- Training of -- South Africa , Active learning
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26672 , vital:65848
- Description: This study is located in the field of education, within the domain of Continuing Professional Development CPD and curriculum. The study sought to assess the role of CPD in the transformation of health practice. The media’s complaints about poor service delivery within spheres of government, from local up to national level, triggered interest in a study of this nature. Since the Department of Health falls amongst the essential services, research on current public healthcare with the intention of transforming its practice was seen as imperative. An Advanced Diploma in District Health Management and Leadership ADDHM & L offered by Health Sciences at the University of Fort was used as a case. The healthcare practitioners who attended the stated programme were studied as a second case. The setting is in the public health care centres in the Department of Health within the Amathole region and Nelson Mandela Bay Metropolitan Municipality. An interpretive paradigm was used to ordain the study, the three sets of data were collected from various categories of participants such as graduates of the ADDHM & L programme, their workplace supervisors, as well as the facilitators of the programme. The last set of data was collected from the ADDHM & L documents. Interviews and questionnaires were used as data collection tools and thematic analysis was used for data analysis. The findings revealed that curriculum development and design has a strong bearing on formal continuing professional development programmes. For such programmes to be able to transform practice, the curriculum pedagogies should be designed and developed in such a way that the learning taking place is authentic in nature. It is this type of learning that will influence reflective practice and translation of knowledge. The findings also revealed that institutions of higher learning do play a crucial role in closing the gap that exists between theory and practice through designing programmes that are pedagogically aligned towards authentic learning. The learning instructions, the experiences, the expectations of the learner, the assessment forms that influence the nature of tasks and activities given by facilitators can either enable or hinder the ability to transform practice. , Thesis (PhD) -- Faculty of Education, 2018
- Full Text:
- Date Issued: 2018-06
- Authors: Ndawule, Luvuyo
- Date: 2018-06
- Subjects: Continuing education , Teachers -- Training of -- South Africa , Active learning
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26672 , vital:65848
- Description: This study is located in the field of education, within the domain of Continuing Professional Development CPD and curriculum. The study sought to assess the role of CPD in the transformation of health practice. The media’s complaints about poor service delivery within spheres of government, from local up to national level, triggered interest in a study of this nature. Since the Department of Health falls amongst the essential services, research on current public healthcare with the intention of transforming its practice was seen as imperative. An Advanced Diploma in District Health Management and Leadership ADDHM & L offered by Health Sciences at the University of Fort was used as a case. The healthcare practitioners who attended the stated programme were studied as a second case. The setting is in the public health care centres in the Department of Health within the Amathole region and Nelson Mandela Bay Metropolitan Municipality. An interpretive paradigm was used to ordain the study, the three sets of data were collected from various categories of participants such as graduates of the ADDHM & L programme, their workplace supervisors, as well as the facilitators of the programme. The last set of data was collected from the ADDHM & L documents. Interviews and questionnaires were used as data collection tools and thematic analysis was used for data analysis. The findings revealed that curriculum development and design has a strong bearing on formal continuing professional development programmes. For such programmes to be able to transform practice, the curriculum pedagogies should be designed and developed in such a way that the learning taking place is authentic in nature. It is this type of learning that will influence reflective practice and translation of knowledge. The findings also revealed that institutions of higher learning do play a crucial role in closing the gap that exists between theory and practice through designing programmes that are pedagogically aligned towards authentic learning. The learning instructions, the experiences, the expectations of the learner, the assessment forms that influence the nature of tasks and activities given by facilitators can either enable or hinder the ability to transform practice. , Thesis (PhD) -- Faculty of Education, 2018
- Full Text:
- Date Issued: 2018-06
Assuring the quality of mentoring in Malawi's 1+1 model of initial primary teacher education programme: implications for teacher development
- Authors: Mwanza, Alnord Levison Dave
- Date: 2014-09
- Subjects: Mentoring in education , Total quality management
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24632 , vital:63385
- Description: Teacher education has been the focus of numerous studies across the world. The debates revolve around what models or approaches to teacher development produce high quality teachers as measured by their ability to promote student learning. This has given rise to a continuum of models. At the one extreme there are those who advocate practice first and theory later; at the other there are those who recommend theory first and then practice. In between there is a combination of a variety of approaches. The models of teacher development, however, continue to grapple with the problem of how to balance theory and practice. In Malawi, the Ministry of Education, Science and Technology (MoEST) (MIE, 2006) came up with what they see as a balance between theory and practice when they introduced the 1 year of theory and 1 year of practice, a model referred to as the 1+1. The focus of this study was on the one year of practical teaching where mentoring is critical; hence the particular attention to examine and understand how its quality was assured from the perspective of fitness for purpose and fitness of purpose. The study was anchored mainly in the post-positivist paradigm and the methodology used was the mixed-methods approach. A mixed methods sequential explanatory design comprising a survey followed by a case study was employed. For the survey, four sets of semi-structured questionnaires whose Cronbach Alpha Reliability Coefficients, α, were 0.971, 0.827, 0.859 respectively were developed using the Tailored Design Method; these were pilot tested and then administered through a drop-and-pick strategy to a census sample of 804 respondents comprising 92 school mentors, 92 school head-teachers, 4 Teacher Training College mentoring coordinators and 616 student teachers. A total response rate of 96percent was obtained. The case study design phase comprised six one-on-one face-to-face structured interviews; five focus groups; five non-participant observations; and a review of ten documents employing interview schedules, observations and document checklists as instruments for data collection. A total of 27 participants, three of whom did not participate in the survey phase, were involved in this phase. Quantitative data collected from either phase was analyzed using IBM SPSS Statistics 20 while content analysis was used to analyse qualitative data. As a mixed-method study, some of the qualitative data was quantitized and some of the quantitative data was qualititized; and integration of data was made during the following stages: research questions formulation, data collection, data presentation, and discussion and interpretation. The study revealed several weaknesses in assuring the quality of mentoring in the 1+1 IPTE model. First, the norms and standards for mentoring designed by the Ministry of Education were not used to guide the mentoring process. Instead, they were designed to fulfil accountability requirements of the Ministry of Education and Teacher Training Colleges rather than self-improvement. Hence, the study revealed that all the 92 schools had, therefore, no policies, practice codes and standards for monitoring mentoring casting doubt on the functioning of internal quality assurance. The study further revealed that 12 of the school mentors (13percent) had lower academic qualifications than their seventy-two student teachers they were mentoring; 35 of the school mentors (38percent) were at the entry grade of their teaching career; two of the mentors (2percent) (mentoring over twelve student teachers) were within the first three years of teaching, which means that they, themselves, were in need of being mentored; and all the school mentors had full time teaching responsibilities. As such, some student teachers indicated that they were not being assessed at all by their school mentors. This situation regarding mentors raises concerns over the subject knowledge levels of the mentors, the role model functions of the mentors and their competency to effectively mentor student teachers, as well as concerns regarding the quality of the mentoring programme and its outcomes. Findings from the study also revealed little or no monitoring of mentoring in schools as schools had no structures and systems for monitoring mentoring; and heavy workloads and financial constraints prevented college lecturers from monitoring mentoring in primary schools. However, on a positive note, the study revealed that 99percent of school mentors were trained for their mentoring roles and were receiving regular training which was provided regularly on a term-basis. Based on the above findings, the 1+1 Initial Primary Teacher Education model in Malawi is undermined by weak mentoring practices which have the potential to widen the theory and practice gap, and potentially impact on the quality of teachers produced. It is further recommended that the mentoring practices move away from the technicist approach and focus on the actual processes of mentoring; that norms and standards for school mentor selection and support are developed; that there should be more workshopping, seminars and conferences for mentors; and that schools should be assisted to develop collegial-emancipatory quality assurance systems for mentoring. A rainbow model for assuring the quality of mentoring in the 1+1 IPTE mode is finally recommended. , Thesis (PhD) -- Faculty of Education, 2014
- Full Text:
- Date Issued: 2014-09
- Authors: Mwanza, Alnord Levison Dave
- Date: 2014-09
- Subjects: Mentoring in education , Total quality management
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24632 , vital:63385
- Description: Teacher education has been the focus of numerous studies across the world. The debates revolve around what models or approaches to teacher development produce high quality teachers as measured by their ability to promote student learning. This has given rise to a continuum of models. At the one extreme there are those who advocate practice first and theory later; at the other there are those who recommend theory first and then practice. In between there is a combination of a variety of approaches. The models of teacher development, however, continue to grapple with the problem of how to balance theory and practice. In Malawi, the Ministry of Education, Science and Technology (MoEST) (MIE, 2006) came up with what they see as a balance between theory and practice when they introduced the 1 year of theory and 1 year of practice, a model referred to as the 1+1. The focus of this study was on the one year of practical teaching where mentoring is critical; hence the particular attention to examine and understand how its quality was assured from the perspective of fitness for purpose and fitness of purpose. The study was anchored mainly in the post-positivist paradigm and the methodology used was the mixed-methods approach. A mixed methods sequential explanatory design comprising a survey followed by a case study was employed. For the survey, four sets of semi-structured questionnaires whose Cronbach Alpha Reliability Coefficients, α, were 0.971, 0.827, 0.859 respectively were developed using the Tailored Design Method; these were pilot tested and then administered through a drop-and-pick strategy to a census sample of 804 respondents comprising 92 school mentors, 92 school head-teachers, 4 Teacher Training College mentoring coordinators and 616 student teachers. A total response rate of 96percent was obtained. The case study design phase comprised six one-on-one face-to-face structured interviews; five focus groups; five non-participant observations; and a review of ten documents employing interview schedules, observations and document checklists as instruments for data collection. A total of 27 participants, three of whom did not participate in the survey phase, were involved in this phase. Quantitative data collected from either phase was analyzed using IBM SPSS Statistics 20 while content analysis was used to analyse qualitative data. As a mixed-method study, some of the qualitative data was quantitized and some of the quantitative data was qualititized; and integration of data was made during the following stages: research questions formulation, data collection, data presentation, and discussion and interpretation. The study revealed several weaknesses in assuring the quality of mentoring in the 1+1 IPTE model. First, the norms and standards for mentoring designed by the Ministry of Education were not used to guide the mentoring process. Instead, they were designed to fulfil accountability requirements of the Ministry of Education and Teacher Training Colleges rather than self-improvement. Hence, the study revealed that all the 92 schools had, therefore, no policies, practice codes and standards for monitoring mentoring casting doubt on the functioning of internal quality assurance. The study further revealed that 12 of the school mentors (13percent) had lower academic qualifications than their seventy-two student teachers they were mentoring; 35 of the school mentors (38percent) were at the entry grade of their teaching career; two of the mentors (2percent) (mentoring over twelve student teachers) were within the first three years of teaching, which means that they, themselves, were in need of being mentored; and all the school mentors had full time teaching responsibilities. As such, some student teachers indicated that they were not being assessed at all by their school mentors. This situation regarding mentors raises concerns over the subject knowledge levels of the mentors, the role model functions of the mentors and their competency to effectively mentor student teachers, as well as concerns regarding the quality of the mentoring programme and its outcomes. Findings from the study also revealed little or no monitoring of mentoring in schools as schools had no structures and systems for monitoring mentoring; and heavy workloads and financial constraints prevented college lecturers from monitoring mentoring in primary schools. However, on a positive note, the study revealed that 99percent of school mentors were trained for their mentoring roles and were receiving regular training which was provided regularly on a term-basis. Based on the above findings, the 1+1 Initial Primary Teacher Education model in Malawi is undermined by weak mentoring practices which have the potential to widen the theory and practice gap, and potentially impact on the quality of teachers produced. It is further recommended that the mentoring practices move away from the technicist approach and focus on the actual processes of mentoring; that norms and standards for school mentor selection and support are developed; that there should be more workshopping, seminars and conferences for mentors; and that schools should be assisted to develop collegial-emancipatory quality assurance systems for mentoring. A rainbow model for assuring the quality of mentoring in the 1+1 IPTE mode is finally recommended. , Thesis (PhD) -- Faculty of Education, 2014
- Full Text:
- Date Issued: 2014-09
Code of conduct for learners: A strategy for enhancing positive discipline in selected township schools in Durban, KwaZulu-Natal
- Zondo, Sindiswa Silindokuhle
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21711 , vital:51744
- Description: Dealing with misbehaving learners remains a significant challenge for teachers in South African schools. As the use of corporal punishment and other punitive measures to deal with misbehaving learners is now illegal, alternative positive disciplinary measures have been put in place. The prohibition of negative disciplinary measures has left teachers feeling powerless and frustrated, not knowing how to manage learner behaviour, despite the fact that they are the viable agents tasked with ensuring that positive disciplinary measures are implemented in schools. This study sought to examine how best a code of conduct for learners can be used to enhance positive discipline in schools. To that end, the study offers insights into how positive disciplinary measures may be used, in dealing with learner indiscipline. This is a qualitative study, underpinned by the interpretivist paradigm. The study employed a phenomenological design as a strategy for data collection, to examine how a code of conduct for learners can be used to enhance positive discipline in selected township schools. As this is a qualitative study concerned more with the depth than the breadth of information, the researcher deemed it necessary to focus on two schools, to obtain deep insight into the participants’ lived experiences. Two schools, in Pinetown in Durban, participated in the study. Interviews, observations and document reviews were used as data-collection instruments. In each school, interviews were conducted with the school principal, teacher representatives serving on the school governing board, disciplinary committee members, and members of the representative council for learners. Disciplinary hearings and disciplinary committee meetings were observed, and documents of relevance to the study were reviewed. The findings, as reported on here, revealed that the code of conduct is the most important strategy that schools can use to enhance positive discipline. Other strategies in enhancing positive discipline include the use of a research-based positive classroom management approach; positive reinforcement; integrating community support services; modelling good behaviour; parental involvement; preventive, supportive and corrective discipline; detention; communication (incorporating professionalism and cooperation); the creation of an environment conducive to teaching and learning; and the withdrawal or withholding of privileges. The findings further revealed that positive discipline is an alternative to negative disciplinary measures, such as corporal punishment in schools. Teachers are expected to comply with, and adhere to, disciplinary policies, and to assist learners in unlearning bad behaviours and developing the necessary life skills, values, and attitudes. The participants’ understanding of the use of a code of conduct for positive discipline successfully assisted them, as teachers, in dealing with misbehaving learners, and, in turn, in developing learners’ positive self-control and self-esteem, helping them to become responsible citizens, and courageous and respectful learners, not only in the school environment, but also as members of society at large. The research findings also revealed that many participants believed using a code of conduct (positive discipline) to enhance positive behaviour was a waste of time, and ineffective. As the findings indicate, learners were found to become impervious or immune to positive disciplinary measures put in place to assist them with behavioural problems. The findings also revealed that the ineffectiveness of such a code in enhancing positive discipline could be attributed to the fact that the teachers themselves were not, to a certain degree, fully trained with regard to positive disciplinary measures. A lack of parental support and teacher professionalism, the continued use of (the prohibited) corporal punishment, poor communication, a lack of stakeholder involvement in formulating codes of conduct, a lack of positive modelling and power struggles were found to impede the use of a code of conduct to enhance positive discipline in schools. Based on the research findings, the study recommends that schools ensure that there is a sufficiently detailed code of conduct to assist teachers in addressing learners’ bad behaviour. There should also be advocacy from the Department of Basic Education, for support programmes to be put in place to assist teachers with alternative ways of enhancing positive discipline in the classroom. Awareness of how teachers are to be upskilled as regards positive disciplinary strategies, active parental involvement, and increased support for teachers, are amongst the recommendations. Ultimately, the researcher concluded that the code of conduct was a strategy that schools can use to enhance positive discipline. To this end, teachers must adhere to that code (and other positive disciplinary measures), for positive discipline to flourish in schools. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-03
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21711 , vital:51744
- Description: Dealing with misbehaving learners remains a significant challenge for teachers in South African schools. As the use of corporal punishment and other punitive measures to deal with misbehaving learners is now illegal, alternative positive disciplinary measures have been put in place. The prohibition of negative disciplinary measures has left teachers feeling powerless and frustrated, not knowing how to manage learner behaviour, despite the fact that they are the viable agents tasked with ensuring that positive disciplinary measures are implemented in schools. This study sought to examine how best a code of conduct for learners can be used to enhance positive discipline in schools. To that end, the study offers insights into how positive disciplinary measures may be used, in dealing with learner indiscipline. This is a qualitative study, underpinned by the interpretivist paradigm. The study employed a phenomenological design as a strategy for data collection, to examine how a code of conduct for learners can be used to enhance positive discipline in selected township schools. As this is a qualitative study concerned more with the depth than the breadth of information, the researcher deemed it necessary to focus on two schools, to obtain deep insight into the participants’ lived experiences. Two schools, in Pinetown in Durban, participated in the study. Interviews, observations and document reviews were used as data-collection instruments. In each school, interviews were conducted with the school principal, teacher representatives serving on the school governing board, disciplinary committee members, and members of the representative council for learners. Disciplinary hearings and disciplinary committee meetings were observed, and documents of relevance to the study were reviewed. The findings, as reported on here, revealed that the code of conduct is the most important strategy that schools can use to enhance positive discipline. Other strategies in enhancing positive discipline include the use of a research-based positive classroom management approach; positive reinforcement; integrating community support services; modelling good behaviour; parental involvement; preventive, supportive and corrective discipline; detention; communication (incorporating professionalism and cooperation); the creation of an environment conducive to teaching and learning; and the withdrawal or withholding of privileges. The findings further revealed that positive discipline is an alternative to negative disciplinary measures, such as corporal punishment in schools. Teachers are expected to comply with, and adhere to, disciplinary policies, and to assist learners in unlearning bad behaviours and developing the necessary life skills, values, and attitudes. The participants’ understanding of the use of a code of conduct for positive discipline successfully assisted them, as teachers, in dealing with misbehaving learners, and, in turn, in developing learners’ positive self-control and self-esteem, helping them to become responsible citizens, and courageous and respectful learners, not only in the school environment, but also as members of society at large. The research findings also revealed that many participants believed using a code of conduct (positive discipline) to enhance positive behaviour was a waste of time, and ineffective. As the findings indicate, learners were found to become impervious or immune to positive disciplinary measures put in place to assist them with behavioural problems. The findings also revealed that the ineffectiveness of such a code in enhancing positive discipline could be attributed to the fact that the teachers themselves were not, to a certain degree, fully trained with regard to positive disciplinary measures. A lack of parental support and teacher professionalism, the continued use of (the prohibited) corporal punishment, poor communication, a lack of stakeholder involvement in formulating codes of conduct, a lack of positive modelling and power struggles were found to impede the use of a code of conduct to enhance positive discipline in schools. Based on the research findings, the study recommends that schools ensure that there is a sufficiently detailed code of conduct to assist teachers in addressing learners’ bad behaviour. There should also be advocacy from the Department of Basic Education, for support programmes to be put in place to assist teachers with alternative ways of enhancing positive discipline in the classroom. Awareness of how teachers are to be upskilled as regards positive disciplinary strategies, active parental involvement, and increased support for teachers, are amongst the recommendations. Ultimately, the researcher concluded that the code of conduct was a strategy that schools can use to enhance positive discipline. To this end, teachers must adhere to that code (and other positive disciplinary measures), for positive discipline to flourish in schools. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-03
Code of conduct for learners: A strategy for enhancing positive discipline in selected township schools in Durban, KwaZulu-Natal
- Zondo, Sindiswa Silindokuhle
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21736 , vital:51747
- Description: Ddeleting thos one delete 2 , Thesis (PhD) -- Faculty of Education, 2022
- Full Text: false
- Date Issued: 2022-03
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21736 , vital:51747
- Description: Ddeleting thos one delete 2 , Thesis (PhD) -- Faculty of Education, 2022
- Full Text: false
- Date Issued: 2022-03
Collegial leadership roles of teachers to manage curriculum reform in primary schools In Limpopo, South Africa
- Authors: Kgohlo, Piet Maphodisa
- Date: 2015-01
- Subjects: Limpompo (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/53349 , vital:45143
- Description: The purpose of this study was to investigate the collegial leadership roles of teachers in managing the challenges of the implementation of the CAPS curriculum in primary schools in Limpopo. Four hundred and ninety-two teachers participated in this quantitative study. The findings of this study revealed that the majority of teachers in the intermediate phase of primary schooling in Limpopo lack competence in content subjects such as mathematics, NSTECH and English as the language of teaching and learning. The findings further revealed that the lack of facilities such as libraries, media centres and computers, teacher development and support and infrastructure such as classrooms contributed to teachers’ low competencies in the use of resources to manage the challenges of the implementation of CAPS. In addition, the findings revealed that the majority of teachers experienced high levels of tobephobia. Furthermore, the findings revealed that teachers showed symptoms of stress, anxiety, tension, unhappiness, depression, pessimism and uncertainty in managing the challenges of the implementation of CAPS. However, the findings also revealed that collegial teaming is a potent strategy that could be used to reinforce the in-service training that fails to equip teachers with the requisite knowledge and skills to face up to the challenges of managing the implementation of CAPS. This research explored a new area of managing curriculum change by making use of collegial teaming to develop teachers’ professional competencies. It makes a significant contribution to the existing body of knowledge of implementing curriculum reforms in disadvantaged schools. , Thesis (PhD) -- Faculty of Humanities, Primary School Education: Intermediate Phase, 2015.
- Full Text:
- Date Issued: 2015-01
- Authors: Kgohlo, Piet Maphodisa
- Date: 2015-01
- Subjects: Limpompo (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/53349 , vital:45143
- Description: The purpose of this study was to investigate the collegial leadership roles of teachers in managing the challenges of the implementation of the CAPS curriculum in primary schools in Limpopo. Four hundred and ninety-two teachers participated in this quantitative study. The findings of this study revealed that the majority of teachers in the intermediate phase of primary schooling in Limpopo lack competence in content subjects such as mathematics, NSTECH and English as the language of teaching and learning. The findings further revealed that the lack of facilities such as libraries, media centres and computers, teacher development and support and infrastructure such as classrooms contributed to teachers’ low competencies in the use of resources to manage the challenges of the implementation of CAPS. In addition, the findings revealed that the majority of teachers experienced high levels of tobephobia. Furthermore, the findings revealed that teachers showed symptoms of stress, anxiety, tension, unhappiness, depression, pessimism and uncertainty in managing the challenges of the implementation of CAPS. However, the findings also revealed that collegial teaming is a potent strategy that could be used to reinforce the in-service training that fails to equip teachers with the requisite knowledge and skills to face up to the challenges of managing the implementation of CAPS. This research explored a new area of managing curriculum change by making use of collegial teaming to develop teachers’ professional competencies. It makes a significant contribution to the existing body of knowledge of implementing curriculum reforms in disadvantaged schools. , Thesis (PhD) -- Faculty of Humanities, Primary School Education: Intermediate Phase, 2015.
- Full Text:
- Date Issued: 2015-01
Democratic citizenship in mathematics teachers’ preparation in South African Universities
- Olawale, Babawande Emmanuel https://orcid.org/ 0000-0001-5265-1583
- Authors: Olawale, Babawande Emmanuel https://orcid.org/ 0000-0001-5265-1583
- Date: 2021-02
- Subjects: Citizenship -- Study and teaching , Authoritarianism , Mathematics -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20079 , vital:45107
- Description: Promoting a clearer understanding of the role of schools in developing democratic dispositions among young citizens is a matter of importance across the world. This is because school is believed to be the best place where future free and democratic citizens can be prepared. Similarly, it is a place where young people are equipped with the necessary skills and knowledge that will assist them in deliberating democratically, developing a better understanding of political structures and economic and world history, and learning the relevant numeracy, literacy and critical thinking skills. Unfortunately, current teacher education programmes appear to represent potential stumbling blocks to schooling playing a greater role in educating the youth for democracy and democratic citizenship. This study explored two contradictory theoretical roles for mathematics teacher education programmes, in relation to power and control in education and society. The first is that, in reality, mathematics teacher education is essentially re-productive, in that its authoritarian relationship does not encourage confrontational discussion or critique, or challenge existing and dominant practices. The second is that, in a world where democracy is increasingly becoming a global phenomenon central to development, teacher education is (or should be) essentially democratic in nature. Thus, underpinned by the interpretivist paradigm, this study employed a qualitative research approach. It also utilised a case study design as a strategy for data collection, in order to explore how the mathematics teacher education programmes in South African universities prepare learners for democratic citizenship. As such, three universities in two provinces in South Africa participated in the study, and data were collected through interviews, observation and document reviews. At each institution, interviews were carried out with mathematics teacher educators and pre-service mathematics student teachers in their second to fourth year of study. Similarly, observations took place in different teaching sessions at each institution, and in different formats. Relevant documents were also reviewed for the study. The research findings revealed that the concepts of democracy and democratic citizenship are multifaceted. The participants’ understanding of these concepts was influenced by their individual expectations, as well as their social, political and economic environments, among many other factors. In addition, it was evident that mathematics teacher education programmes play a significant role in developing socially active citizens and democratic mathematics teachers. The research findings revealed, however, that contradictions exist between pedagogical approaches that are capable of developing democratic citizens, mathematics teacher educators’ ideal image of their practices within the classroom, and the participants’ conception of mathematics. As a result, no engagement occurs in social and critical pedagogy within mathematics education classrooms, to allow learners to view mathematics as a tool for confronting issues of justice and inequality in their community and the world at large. The research findings also revealed that the practices of the main structures which are tasked with the responsibility of promoting democratic practices within higher education institutions seem ineffective, as a result of favouritism and an autocratic approach to decision making. Based on the research findings, a recommendation is made that mathematics educators democratise their classrooms, in order to develop democratic citizens who are committed to democratic principles. Another recommendation is that, in their mathematics classrooms, educators use a problem-posing pedagogical approach which is capable of challenging power structures, thereby empowering learners as users of mathematics. This will not be possible without a professional development programme guiding mathematics teacher educators in establishing and managing their democratic classrooms. Similarly, it is recommended that student representative councils, as the structures that are best known for supporting democratic citizenship at universities, strive to follow the basic principles of democratic governance. Finally, the researcher concluded that mathematics education and the task of preparing mathematics student teachers for democratic citizenship are of the utmost importance, if South Africans are to cultivate and maintain a democracy that contributes to a culture which fundamentally supports democratic principles. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-02
- Authors: Olawale, Babawande Emmanuel https://orcid.org/ 0000-0001-5265-1583
- Date: 2021-02
- Subjects: Citizenship -- Study and teaching , Authoritarianism , Mathematics -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20079 , vital:45107
- Description: Promoting a clearer understanding of the role of schools in developing democratic dispositions among young citizens is a matter of importance across the world. This is because school is believed to be the best place where future free and democratic citizens can be prepared. Similarly, it is a place where young people are equipped with the necessary skills and knowledge that will assist them in deliberating democratically, developing a better understanding of political structures and economic and world history, and learning the relevant numeracy, literacy and critical thinking skills. Unfortunately, current teacher education programmes appear to represent potential stumbling blocks to schooling playing a greater role in educating the youth for democracy and democratic citizenship. This study explored two contradictory theoretical roles for mathematics teacher education programmes, in relation to power and control in education and society. The first is that, in reality, mathematics teacher education is essentially re-productive, in that its authoritarian relationship does not encourage confrontational discussion or critique, or challenge existing and dominant practices. The second is that, in a world where democracy is increasingly becoming a global phenomenon central to development, teacher education is (or should be) essentially democratic in nature. Thus, underpinned by the interpretivist paradigm, this study employed a qualitative research approach. It also utilised a case study design as a strategy for data collection, in order to explore how the mathematics teacher education programmes in South African universities prepare learners for democratic citizenship. As such, three universities in two provinces in South Africa participated in the study, and data were collected through interviews, observation and document reviews. At each institution, interviews were carried out with mathematics teacher educators and pre-service mathematics student teachers in their second to fourth year of study. Similarly, observations took place in different teaching sessions at each institution, and in different formats. Relevant documents were also reviewed for the study. The research findings revealed that the concepts of democracy and democratic citizenship are multifaceted. The participants’ understanding of these concepts was influenced by their individual expectations, as well as their social, political and economic environments, among many other factors. In addition, it was evident that mathematics teacher education programmes play a significant role in developing socially active citizens and democratic mathematics teachers. The research findings revealed, however, that contradictions exist between pedagogical approaches that are capable of developing democratic citizens, mathematics teacher educators’ ideal image of their practices within the classroom, and the participants’ conception of mathematics. As a result, no engagement occurs in social and critical pedagogy within mathematics education classrooms, to allow learners to view mathematics as a tool for confronting issues of justice and inequality in their community and the world at large. The research findings also revealed that the practices of the main structures which are tasked with the responsibility of promoting democratic practices within higher education institutions seem ineffective, as a result of favouritism and an autocratic approach to decision making. Based on the research findings, a recommendation is made that mathematics educators democratise their classrooms, in order to develop democratic citizens who are committed to democratic principles. Another recommendation is that, in their mathematics classrooms, educators use a problem-posing pedagogical approach which is capable of challenging power structures, thereby empowering learners as users of mathematics. This will not be possible without a professional development programme guiding mathematics teacher educators in establishing and managing their democratic classrooms. Similarly, it is recommended that student representative councils, as the structures that are best known for supporting democratic citizenship at universities, strive to follow the basic principles of democratic governance. Finally, the researcher concluded that mathematics education and the task of preparing mathematics student teachers for democratic citizenship are of the utmost importance, if South Africans are to cultivate and maintain a democracy that contributes to a culture which fundamentally supports democratic principles. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-02
Effect of environmental responsible behaviour intervention programme on secondary school learners in environmental education knowledge, attitudes and practices in Nigeria
- Authors: Olagbaju, Oluwaseun Olaitan
- Date: 2021-09
- Subjects: Environmental education , Education, Secondary
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20284 , vital:45647
- Description: The depletion of the environment compelled researchers to investigate Environmental Education issues, the methods of imparting knowledge and the creation of awareness about environmental problems. However, youths have knowledge of environmental concepts but lack the skills, intentions, and action competence to exhibit positive environmentally responsible behaviour. There is, therefore, a need for a change in human behaviour to overcome current environmental problems. This study determines the effect of an environmental responsible behaviour intervention programme on Junior Secondary School learners in environmental education. It also explores the moderating effects of gender and school location. The study adopted a pre-test, post-test, control group and quasi-experimental design. A multi-stage sampling technique was employed. Eight (8) coeducational secondary schools in Ibadan, Nigeria, were selected based on environmental challenges in their immediate environment. There were four (4) schools from Ibadan city (urban area of Ibadan) and four (4) from Ibadan less city (rural area of Ibadan). Seven hypotheses were tested at a 0.05 level of significance. Five research instruments were used for this study. Analysis of Covariance (ANCOVA) was used in testing the seven formulated hypotheses. Estimated Marginal mean analysis was used to determine the source of significant effect of treatment. A significant interaction effect was described using a graphical representation. All hypotheses were tested at P< .05 level of significance. The result reveals that there was a significant main effect of treatment (Environmental responsible behaviour intervention programme on Junior Secondary School learners’ environmental knowledge (F(1,715) = 40.62, p < 0.05, Partial , 2 .054). There was also significant main effect of treatment (environmental responsible behaviour intervention programme on junior secondary school students’ environmental attitude. (F(1,715) = 32.36, p < 0.05. partial 2 = 0.043). The effect of treatment (Environmental responsible behaviour intervention programme) on students’ environmental practices was statistically significant, F(1,715) = 17.02, p < 0.05. partial 2 = 0.023). The findings shows that there was a significant main effect of school location (Urban and Rural) on Junior Secondary School students’ environmental knowledge (F(1,716) = 71.62 p< 0.05. partial 2 =0.091). There was no significant main effect of gender (male / female) F(1,715) =0.27, p> 0.05, partial 2 = 0.000. The findings further shows that there was significant main effect of school location on students’ environmental attitude, (F(1,175) =39.21, p< 0.05 partial 2 = 0.052) Shows that there was no significant main effect of gender on students’ environmental attitude F(1,715) =2.1, p> 0.05. partial 2 =0.003 There was significant main effect of school location on students’ environmental practices, F(1,715) = 17.02, p< 0.05 partial 2 = 0.019 but there was no significant main effect of gender on students’ environmental practices, (F(1,715) = 1.17, p> 0.05. partial 2 = 0.002). Based on these findings, it is recommended that teachers should use an environmental responsible behaviour intervention programme in teaching environmental concepts in the classroom. To support this, group/teamwork should be encouraged amongst students. Students should be allowed to construct knowledge in order to bring about their active participation with a view to making learning realistic and effective and to enable the exhibition of environmentally friendly behaviour. , Thesis (PhD)(Education)-- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2021-09
- Authors: Olagbaju, Oluwaseun Olaitan
- Date: 2021-09
- Subjects: Environmental education , Education, Secondary
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20284 , vital:45647
- Description: The depletion of the environment compelled researchers to investigate Environmental Education issues, the methods of imparting knowledge and the creation of awareness about environmental problems. However, youths have knowledge of environmental concepts but lack the skills, intentions, and action competence to exhibit positive environmentally responsible behaviour. There is, therefore, a need for a change in human behaviour to overcome current environmental problems. This study determines the effect of an environmental responsible behaviour intervention programme on Junior Secondary School learners in environmental education. It also explores the moderating effects of gender and school location. The study adopted a pre-test, post-test, control group and quasi-experimental design. A multi-stage sampling technique was employed. Eight (8) coeducational secondary schools in Ibadan, Nigeria, were selected based on environmental challenges in their immediate environment. There were four (4) schools from Ibadan city (urban area of Ibadan) and four (4) from Ibadan less city (rural area of Ibadan). Seven hypotheses were tested at a 0.05 level of significance. Five research instruments were used for this study. Analysis of Covariance (ANCOVA) was used in testing the seven formulated hypotheses. Estimated Marginal mean analysis was used to determine the source of significant effect of treatment. A significant interaction effect was described using a graphical representation. All hypotheses were tested at P< .05 level of significance. The result reveals that there was a significant main effect of treatment (Environmental responsible behaviour intervention programme on Junior Secondary School learners’ environmental knowledge (F(1,715) = 40.62, p < 0.05, Partial , 2 .054). There was also significant main effect of treatment (environmental responsible behaviour intervention programme on junior secondary school students’ environmental attitude. (F(1,715) = 32.36, p < 0.05. partial 2 = 0.043). The effect of treatment (Environmental responsible behaviour intervention programme) on students’ environmental practices was statistically significant, F(1,715) = 17.02, p < 0.05. partial 2 = 0.023). The findings shows that there was a significant main effect of school location (Urban and Rural) on Junior Secondary School students’ environmental knowledge (F(1,716) = 71.62 p< 0.05. partial 2 =0.091). There was no significant main effect of gender (male / female) F(1,715) =0.27, p> 0.05, partial 2 = 0.000. The findings further shows that there was significant main effect of school location on students’ environmental attitude, (F(1,175) =39.21, p< 0.05 partial 2 = 0.052) Shows that there was no significant main effect of gender on students’ environmental attitude F(1,715) =2.1, p> 0.05. partial 2 =0.003 There was significant main effect of school location on students’ environmental practices, F(1,715) = 17.02, p< 0.05 partial 2 = 0.019 but there was no significant main effect of gender on students’ environmental practices, (F(1,715) = 1.17, p> 0.05. partial 2 = 0.002). Based on these findings, it is recommended that teachers should use an environmental responsible behaviour intervention programme in teaching environmental concepts in the classroom. To support this, group/teamwork should be encouraged amongst students. Students should be allowed to construct knowledge in order to bring about their active participation with a view to making learning realistic and effective and to enable the exhibition of environmentally friendly behaviour. , Thesis (PhD)(Education)-- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2021-09
Effects of the use of manipulative materials on grade nine learners’ performance in fractions in public high schools in Chris Hani West Education District, South Africa
- Authors: Adom, George
- Date: 2020-01
- Subjects: Mathematics -- Study and teaching -- Activity programs.|0http://id.loc.gov/authorities/subjects/sh2010101041 , Acalculia in children.|0http://id.loc.gov/authorities/subjects/sh2002012422
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/19371 , vital:43058
- Description: The purpose of this study was to investigate the effects of the use of manipulative concrete materials on grade 9 learners’ performance in fractions in public high schools in Chris Hani west education district, in the Eastern Cape Province of the Republic of South Africa. Two hundred and fifty (250) grade nine (9) learners, whose ages ranged between 13-16 years, and ten (10) educators teaching grade nine mathematics, were selected from 40 public high schools with the use of stratified, systematic random sampling, convenience and purposive sampling methods. One hundred and twenty-five (125) learners were put into the experimental group, and another one hundred and twenty-five (125) learners were put into a control group through systematic random sampling method. Pre-test, Post-test, and Control group quasi-experimental design were used as research designs to collect data. Two research instruments were developed. These included: A Fractions Achievement Test (FAT), and Students Questionnaire on Manipulative Concrete Materials (SQMCM). The experimental group were taught with the Manipulative Concrete Materials (Cuisenaire rods, Fraction bar/Fraction title, Paper folding and Computer assisted manipulative), whilst the control group was taught through the lecture method. Four (4) null hypotheses were generated and tested at 0.05 level of significance. The data collected were analysed using Analysis of Covariance (ANCOVA) to find the Mean, Standard Deviation and t-test. The mean and standard deviation were used to compare the pre-test and post-test results between the Experimental group and the Control group. The analysed results of the means, standard deviations and t-tests were used to reject the null hypotheses. The analysed results were illustrated as followed: Cuisenaire rods pre-test (mean = 8.372, SD=1.770), post-test (mean = 12,428, SD=4.732), t=13,024 p< 0.05. Hypothesis (H01) was rejected : Fraction tiles/fraction bars pre-test (mean = 8.372, SD=1.770), post-test (mean = 11,42, SD=3.67), t=12,10 p< 0.05. Hypothesis (H02) was rejected : Paper folding pre-test (mean = 8.372, SD=1.770), post-test (mean = 11,792, SD=4.256), t=12,024 p< 0.05. Hypothesis (H03) was rejected : Computer assisted manipulative pre-test (mean = 8.372, SD=1.770), post-test (mean = 12,212, SD=4.569), t=12,801 p< 0.05. Hypothesis (H04) was also rejected. The comparison of the mean scores and iv standard deviation between the Experimental groups and Control groups indicated that there was no significant difference in the Pre-test in all cases. On the other hand, the mean scores and standard deviations between the Experimental group and Control group in the Post-test showed a vast difference in all cases. There were improvement in the mean scores, and slightly difference in the standard deviations in the Experimental groups, whilst there were drops in the mean scores and standard deviations of the Control groups in all cases. From the studies, there was an indication that manipulative concrete materials have significant effects on grade nine learner’s performance in fractions. It was therefore suggested that manipulative concrete materials should be incorporated into the instructions of fractions in mathematics. , Thesis (PhD) -- Faculty of Education, 2020
- Full Text:
- Date Issued: 2020-01
- Authors: Adom, George
- Date: 2020-01
- Subjects: Mathematics -- Study and teaching -- Activity programs.|0http://id.loc.gov/authorities/subjects/sh2010101041 , Acalculia in children.|0http://id.loc.gov/authorities/subjects/sh2002012422
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/19371 , vital:43058
- Description: The purpose of this study was to investigate the effects of the use of manipulative concrete materials on grade 9 learners’ performance in fractions in public high schools in Chris Hani west education district, in the Eastern Cape Province of the Republic of South Africa. Two hundred and fifty (250) grade nine (9) learners, whose ages ranged between 13-16 years, and ten (10) educators teaching grade nine mathematics, were selected from 40 public high schools with the use of stratified, systematic random sampling, convenience and purposive sampling methods. One hundred and twenty-five (125) learners were put into the experimental group, and another one hundred and twenty-five (125) learners were put into a control group through systematic random sampling method. Pre-test, Post-test, and Control group quasi-experimental design were used as research designs to collect data. Two research instruments were developed. These included: A Fractions Achievement Test (FAT), and Students Questionnaire on Manipulative Concrete Materials (SQMCM). The experimental group were taught with the Manipulative Concrete Materials (Cuisenaire rods, Fraction bar/Fraction title, Paper folding and Computer assisted manipulative), whilst the control group was taught through the lecture method. Four (4) null hypotheses were generated and tested at 0.05 level of significance. The data collected were analysed using Analysis of Covariance (ANCOVA) to find the Mean, Standard Deviation and t-test. The mean and standard deviation were used to compare the pre-test and post-test results between the Experimental group and the Control group. The analysed results of the means, standard deviations and t-tests were used to reject the null hypotheses. The analysed results were illustrated as followed: Cuisenaire rods pre-test (mean = 8.372, SD=1.770), post-test (mean = 12,428, SD=4.732), t=13,024 p< 0.05. Hypothesis (H01) was rejected : Fraction tiles/fraction bars pre-test (mean = 8.372, SD=1.770), post-test (mean = 11,42, SD=3.67), t=12,10 p< 0.05. Hypothesis (H02) was rejected : Paper folding pre-test (mean = 8.372, SD=1.770), post-test (mean = 11,792, SD=4.256), t=12,024 p< 0.05. Hypothesis (H03) was rejected : Computer assisted manipulative pre-test (mean = 8.372, SD=1.770), post-test (mean = 12,212, SD=4.569), t=12,801 p< 0.05. Hypothesis (H04) was also rejected. The comparison of the mean scores and iv standard deviation between the Experimental groups and Control groups indicated that there was no significant difference in the Pre-test in all cases. On the other hand, the mean scores and standard deviations between the Experimental group and Control group in the Post-test showed a vast difference in all cases. There were improvement in the mean scores, and slightly difference in the standard deviations in the Experimental groups, whilst there were drops in the mean scores and standard deviations of the Control groups in all cases. From the studies, there was an indication that manipulative concrete materials have significant effects on grade nine learner’s performance in fractions. It was therefore suggested that manipulative concrete materials should be incorporated into the instructions of fractions in mathematics. , Thesis (PhD) -- Faculty of Education, 2020
- Full Text:
- Date Issued: 2020-01
Enablements and constraints of articulation arrangements and agreements between technical and vocational education and training colleges and one Comprehensive University in the Eastern Cape, South Africa
- Mantashe, Lunga Xolisa https://orcid.org/0000-0003-1711-8358
- Authors: Mantashe, Lunga Xolisa https://orcid.org/0000-0003-1711-8358
- Date: 2020-01
- Subjects: Articulation (Education) , Technical education , Vocational education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21624 , vital:51736
- Description: This study explored enablements and constraints of Articulation Arrangements and Agreements (AAAs) between Technical and Vocational Education and Training Colleges (TVETs) and one Comprehensive University (CU) in the Eastern Cape, South Africa. The constructs of structure, culture, and agency as propounded by Margaret Archer were employed as the theoretical lens of the study. Each of Archer’s constructs is independent and their dynamic interplay has causal influence on whether AAAs are facilitated or hindered. A qualitative single embedded case study design was applied, owing to the interpretivist paradigm the research chose. To this end, seven participants were purposively chosen and interviewed, and two university documents were analyzed, namely the draft University Articulation Guidelines (UAGs) and the university general prospectus. It was found that there were no formal, written, or even verbal TVET-CU agreements. Articulation happened on an ad hoc basis. The change of role-players in the institutional role array played a role in the non-existence and collapse of AAAs. On admissions, challenges included disparate requirements between National Senior Certificate and National Certificate Vocational. Nevertheless, articulation-enabling practices manifested themselves in the credit transfer decisions of participants. However, the Work Integrated Learning (WIL) component of a TVET national diploma programme enjoyed no parity with non-TVET and university cosrordinated experiential learning in some departments. In addition, there were nuanced views over the (inherent) value of WIL which affected its ultimate treatment. Finally, the study found that though TVET-university national diploma programmes were somewhat similar and enabled AAAs, they were still misaligned at the level of design and interface, resulting in duplication of content, waste of time, and state resources. The university also did not have TVET programmes in mind in the design and review of programmes. The researcher deduced a conceptual framework for understanding and explaining how and why TVET-university AAAs succeed or fail. The framework touts the importance of having knowledgeable, articulation- cultured and acculturated leadership and officials (responsible for admissions, credit transfer, and RPL) as crucial for exploiting structural enablements and creatively circumventing inherent structural constraints, including challenging subtle ideas which may wittingly or unwittingly harbor views of TVET programmes as inferior. To this end, it is suggested that there be an establishment of an articulation office to coordinate AAAs that take a form of a hybrid model whereby there would be a combination of multilateral, direct in-house, and franchise TVET-CCU AAAs. The framework should also resolve programme design alignment issues by incorporating CAT and RPL principles, including other articulation instruments during curriculum analysis. RPL should equally be applied in the treatment of TVET WIL. , Thesis (PhD) -- Faculty of Education, 2020
- Full Text:
- Date Issued: 2020-01
- Authors: Mantashe, Lunga Xolisa https://orcid.org/0000-0003-1711-8358
- Date: 2020-01
- Subjects: Articulation (Education) , Technical education , Vocational education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21624 , vital:51736
- Description: This study explored enablements and constraints of Articulation Arrangements and Agreements (AAAs) between Technical and Vocational Education and Training Colleges (TVETs) and one Comprehensive University (CU) in the Eastern Cape, South Africa. The constructs of structure, culture, and agency as propounded by Margaret Archer were employed as the theoretical lens of the study. Each of Archer’s constructs is independent and their dynamic interplay has causal influence on whether AAAs are facilitated or hindered. A qualitative single embedded case study design was applied, owing to the interpretivist paradigm the research chose. To this end, seven participants were purposively chosen and interviewed, and two university documents were analyzed, namely the draft University Articulation Guidelines (UAGs) and the university general prospectus. It was found that there were no formal, written, or even verbal TVET-CU agreements. Articulation happened on an ad hoc basis. The change of role-players in the institutional role array played a role in the non-existence and collapse of AAAs. On admissions, challenges included disparate requirements between National Senior Certificate and National Certificate Vocational. Nevertheless, articulation-enabling practices manifested themselves in the credit transfer decisions of participants. However, the Work Integrated Learning (WIL) component of a TVET national diploma programme enjoyed no parity with non-TVET and university cosrordinated experiential learning in some departments. In addition, there were nuanced views over the (inherent) value of WIL which affected its ultimate treatment. Finally, the study found that though TVET-university national diploma programmes were somewhat similar and enabled AAAs, they were still misaligned at the level of design and interface, resulting in duplication of content, waste of time, and state resources. The university also did not have TVET programmes in mind in the design and review of programmes. The researcher deduced a conceptual framework for understanding and explaining how and why TVET-university AAAs succeed or fail. The framework touts the importance of having knowledgeable, articulation- cultured and acculturated leadership and officials (responsible for admissions, credit transfer, and RPL) as crucial for exploiting structural enablements and creatively circumventing inherent structural constraints, including challenging subtle ideas which may wittingly or unwittingly harbor views of TVET programmes as inferior. To this end, it is suggested that there be an establishment of an articulation office to coordinate AAAs that take a form of a hybrid model whereby there would be a combination of multilateral, direct in-house, and franchise TVET-CCU AAAs. The framework should also resolve programme design alignment issues by incorporating CAT and RPL principles, including other articulation instruments during curriculum analysis. RPL should equally be applied in the treatment of TVET WIL. , Thesis (PhD) -- Faculty of Education, 2020
- Full Text:
- Date Issued: 2020-01
Evaluation of teachers perceptions towards the implementation of inclusive education in Quantile 3 schools: A case of four subdistrictsin the Eastern Cape
- Authors: Hlatini-Mpomane, N W
- Date: 2020-05
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21613 , vital:51710
- Description: This study investigated the perceptions of teachers on inclusive education. Four sub districts in Eastern Cape Province were purposively selected and used as a case study approach. These assisted the researcher to enter the world of teachers (by interviewing SMTs and Office-Based educators/Inclusive Education Specialists). The Inclusive Education Specialist and SMTs ideas, suggestion and recommendations on inclusive education classrooms implementation were explored deeply. The research paradigm which the study adopted was qualitative, which centres on understanding the subjective world of human experiences. The qualitative research approach was adopted whereby interviews, observations of learners and their documents analysis were used to collect data. The findings of the study revealed that the all-Inclusive Education District of the sub-districts is between 9 and 10 years of experience implementing inclusive education instead of 17 years as stipulated in the WP6. It emerged that the involvement of SMTs in monitoring the Individual Support Plan (ISPs) in Public Ordinary School (POS) is not prioritized. There is more emphasis and involvement in Full-Service Schools since 2015. The findings further revealed that the teachers find it difficult to implement ISPs due to overload and overcrowding more especially in POS. All learners were declared as benefiting more when individual teaching is done, which is rare due to overload and overcrowding in both Full Service Schools and Public Service Schools. The study recommends that they should be extensive policy evaluation processes that should be done to measure the effectiveness of the Inclusive Education Policy. The perceptions and experiences of teachers should be captured and be utilized when evaluating the policy. The latter will not be achieved in isolation by teachers only, but with collaboration from learners, parents, community members and the entire education department in the Eastern Cape in line with the Ecological Systems’ theory. , Thesis (PhD) -- Faculty of Education, 2020
- Full Text:
- Date Issued: 2020-05
- Authors: Hlatini-Mpomane, N W
- Date: 2020-05
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21613 , vital:51710
- Description: This study investigated the perceptions of teachers on inclusive education. Four sub districts in Eastern Cape Province were purposively selected and used as a case study approach. These assisted the researcher to enter the world of teachers (by interviewing SMTs and Office-Based educators/Inclusive Education Specialists). The Inclusive Education Specialist and SMTs ideas, suggestion and recommendations on inclusive education classrooms implementation were explored deeply. The research paradigm which the study adopted was qualitative, which centres on understanding the subjective world of human experiences. The qualitative research approach was adopted whereby interviews, observations of learners and their documents analysis were used to collect data. The findings of the study revealed that the all-Inclusive Education District of the sub-districts is between 9 and 10 years of experience implementing inclusive education instead of 17 years as stipulated in the WP6. It emerged that the involvement of SMTs in monitoring the Individual Support Plan (ISPs) in Public Ordinary School (POS) is not prioritized. There is more emphasis and involvement in Full-Service Schools since 2015. The findings further revealed that the teachers find it difficult to implement ISPs due to overload and overcrowding more especially in POS. All learners were declared as benefiting more when individual teaching is done, which is rare due to overload and overcrowding in both Full Service Schools and Public Service Schools. The study recommends that they should be extensive policy evaluation processes that should be done to measure the effectiveness of the Inclusive Education Policy. The perceptions and experiences of teachers should be captured and be utilized when evaluating the policy. The latter will not be achieved in isolation by teachers only, but with collaboration from learners, parents, community members and the entire education department in the Eastern Cape in line with the Ecological Systems’ theory. , Thesis (PhD) -- Faculty of Education, 2020
- Full Text:
- Date Issued: 2020-05
Examining the realisation of the Multisectoral Early Childhood Development Policy short-term goals in the Eastern Cape Province, South Africa
- Kula, Nonkqubela Carvie https://orcid.org/0000-0002-0770-919X
- Authors: Kula, Nonkqubela Carvie https://orcid.org/0000-0002-0770-919X
- Date: 2022-03
- Subjects: Early childhood education -- South Africa , Child development , Education, Preschool
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21646 , vital:51739
- Description: This study was triggered by global concerns about poor early childhood development (ECD) policy implementation. A similar situation existed in South Africa in respect of the implementation of the National Integrated Early Childhood Development (NIECD) policy. This study was undertaken to examine the realisation of the short-term goals of the NIECD policy in the Eastern Cape province, South Africa. Through this study, the researcher hoped to propose an appropriate framework that can be adopted by the Eastern Cape provincial government to realise the short-term goals. A qualitative study was undertaken using the purposive sampling method to identify managers who are knowledgeable on ECD in the three lead departments (DSD, DOH, DBE) at provincial, district, and local levels. Twelve participants (N=12) were identified: three ECD directors from the provincial departments, three district ECD managers from each municipal district, namely, OR Tambo, Sarah Baartman and Buffalo City. Semi-structured interviews based on the study objectives were carried out on the ECD directors from the provincial departments. Three focus group interviews were carried out on the district ECD managers from each municipal district, also based on the study objectives. Each interview was transcribed verbatim by the researcher. Interviewees were coded to ensure confidentiality. The four study objectives were used as themes for data analysis. The findings of the study showed a poor understanding of the NIECD policy at the district level and a lack of a provincial multisectoral implementation strategy. Staff shortage, lack of multisectoral ECD coordination, fragmentation of ECD services, high numbers of unregistered ECD centres and inadequate ECD funding were the main barriers to policy implementation. The study recommends that the Eastern Cape provincial government uses systems theory to develop its provincial ECD implementation strategy. The framework of the ECD strategy should focus on the inputs, processes, outputs, and feedback process map. In this regard, inputs include human resources, infrastructure, funding, leadership and governance, data management, systems technology, and service delivery. Outputs, on the other hand, comprise service delivery (universally accessible ECD services, universal coverage of ECD services, parent participation, multisectoral ECD services and quality ECD services). Feedback indicates whether all infants, young children and their families are living in environments that are conducive to their optimal development or not. Should the implementation of the policy fail, corrections need to be made in the input or process stage or both stages. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-03
- Authors: Kula, Nonkqubela Carvie https://orcid.org/0000-0002-0770-919X
- Date: 2022-03
- Subjects: Early childhood education -- South Africa , Child development , Education, Preschool
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21646 , vital:51739
- Description: This study was triggered by global concerns about poor early childhood development (ECD) policy implementation. A similar situation existed in South Africa in respect of the implementation of the National Integrated Early Childhood Development (NIECD) policy. This study was undertaken to examine the realisation of the short-term goals of the NIECD policy in the Eastern Cape province, South Africa. Through this study, the researcher hoped to propose an appropriate framework that can be adopted by the Eastern Cape provincial government to realise the short-term goals. A qualitative study was undertaken using the purposive sampling method to identify managers who are knowledgeable on ECD in the three lead departments (DSD, DOH, DBE) at provincial, district, and local levels. Twelve participants (N=12) were identified: three ECD directors from the provincial departments, three district ECD managers from each municipal district, namely, OR Tambo, Sarah Baartman and Buffalo City. Semi-structured interviews based on the study objectives were carried out on the ECD directors from the provincial departments. Three focus group interviews were carried out on the district ECD managers from each municipal district, also based on the study objectives. Each interview was transcribed verbatim by the researcher. Interviewees were coded to ensure confidentiality. The four study objectives were used as themes for data analysis. The findings of the study showed a poor understanding of the NIECD policy at the district level and a lack of a provincial multisectoral implementation strategy. Staff shortage, lack of multisectoral ECD coordination, fragmentation of ECD services, high numbers of unregistered ECD centres and inadequate ECD funding were the main barriers to policy implementation. The study recommends that the Eastern Cape provincial government uses systems theory to develop its provincial ECD implementation strategy. The framework of the ECD strategy should focus on the inputs, processes, outputs, and feedback process map. In this regard, inputs include human resources, infrastructure, funding, leadership and governance, data management, systems technology, and service delivery. Outputs, on the other hand, comprise service delivery (universally accessible ECD services, universal coverage of ECD services, parent participation, multisectoral ECD services and quality ECD services). Feedback indicates whether all infants, young children and their families are living in environments that are conducive to their optimal development or not. Should the implementation of the policy fail, corrections need to be made in the input or process stage or both stages. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-03
Examining trainee teacher preparation for inclusive education in Zimbambwe
- Authors: Chikwaka, Miriam
- Date: 2021-06
- Subjects: Inclusive education , Teaching , Education--Zimbabwe--History
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20046 , vital:45091
- Description: The research examined trainee teachers’ preparation for inclusive education in two teacher training colleges in Zimbabwe. Concerns are being raised that teacher preparation programmes are not adequately preparing trainee teachers for a holistic practice-based inclusive education. There is no agreement on the meaning of the concept of inclusive education. While some teacher educators resort to the traditional special needs education, others have adopted a paradigm shift to holistic inclusive education. The teacher education curriculum has not been aligned to teacher preparation for inclusive education. Trainee teachers go for teaching practice up to certification as qualified teachers without having acquired the skills and competencies for handling classrooms of learners with diverse educational needs. The study adopted pragmatism as the research paradigm, mixed-methods approach and QUAN-QUAL sequential explanatory triangulation of research designs; data collection instruments, data analysis and presentation of results were adopted. The researcher used stratified random sampling for quantitative data collection; and purposive, convenience, and snowball sampling for qualitative data collection. The total sample size was 210 trainee teachers and 20 teacher educators. Research instruments pilot-tested semi-structured questionnaires, semi-structured interviews, and documentary analysis. The internal consistency and validity of the instruments was checked using Cronbach’s alpha test and coefficients above 0.8 were obtained showing that the instruments were reliable and trustworthy. The results were that trainee teachers were inadequately prepared for inclusive educational practice. Teacher educators do not have the adequate subject and pedagogical content knowledge to prepare trainee teachers for inclusive education. Both teacher educators and their trainee teachers do not understand holistic practice-based inclusive education. The challenges in preparing trainee teachers for inclusive education include ignorance of inclusive education legislation, non-inclusive teacher education curriculum, and teacher educators’ lack of inclusive teacher preparation competencies, and shortage of financial and inclusive education material resources. Strategies to improve the quality of teacher preparation for inclusive education practices include policy and teacher education curriculum reforms, teacher educator empowerment, funding, and infrastructure development. The success of inclusive education largely depends on the collaboration between intellectuals, academia industry, governments and the community at large. The keywords are teacher preparation, inclusive education, teacher educator, and trainee teacher. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-06
- Authors: Chikwaka, Miriam
- Date: 2021-06
- Subjects: Inclusive education , Teaching , Education--Zimbabwe--History
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20046 , vital:45091
- Description: The research examined trainee teachers’ preparation for inclusive education in two teacher training colleges in Zimbabwe. Concerns are being raised that teacher preparation programmes are not adequately preparing trainee teachers for a holistic practice-based inclusive education. There is no agreement on the meaning of the concept of inclusive education. While some teacher educators resort to the traditional special needs education, others have adopted a paradigm shift to holistic inclusive education. The teacher education curriculum has not been aligned to teacher preparation for inclusive education. Trainee teachers go for teaching practice up to certification as qualified teachers without having acquired the skills and competencies for handling classrooms of learners with diverse educational needs. The study adopted pragmatism as the research paradigm, mixed-methods approach and QUAN-QUAL sequential explanatory triangulation of research designs; data collection instruments, data analysis and presentation of results were adopted. The researcher used stratified random sampling for quantitative data collection; and purposive, convenience, and snowball sampling for qualitative data collection. The total sample size was 210 trainee teachers and 20 teacher educators. Research instruments pilot-tested semi-structured questionnaires, semi-structured interviews, and documentary analysis. The internal consistency and validity of the instruments was checked using Cronbach’s alpha test and coefficients above 0.8 were obtained showing that the instruments were reliable and trustworthy. The results were that trainee teachers were inadequately prepared for inclusive educational practice. Teacher educators do not have the adequate subject and pedagogical content knowledge to prepare trainee teachers for inclusive education. Both teacher educators and their trainee teachers do not understand holistic practice-based inclusive education. The challenges in preparing trainee teachers for inclusive education include ignorance of inclusive education legislation, non-inclusive teacher education curriculum, and teacher educators’ lack of inclusive teacher preparation competencies, and shortage of financial and inclusive education material resources. Strategies to improve the quality of teacher preparation for inclusive education practices include policy and teacher education curriculum reforms, teacher educator empowerment, funding, and infrastructure development. The success of inclusive education largely depends on the collaboration between intellectuals, academia industry, governments and the community at large. The keywords are teacher preparation, inclusive education, teacher educator, and trainee teacher. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-06
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
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
Integrating Indigenous Ugandan social ethics into an education foundations curriculum: teacher educator’s perspectives
- Authors: Nampijja, Florence Kirabo
- Date: 2021-04
- Subjects: Indigenous peoples – Education--Africa , Decolonization Africa-Uganda , Curriculum change
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/53552 , vital:45436
- Description: The research claims that curriculum in Uganda is too westernized to the extent that indigenous Ugandan social ethics which informed pre- colonial curriculum have been totally neglected. Consequently, there are many learned but few socially educated persons in the country. Findings highlighted that teacher educators supported the integration of relevant indigenous knowledges into curriculum because indigenous knowledge is directly linked to the environment within which Ugandan students live, studies and operates after studies. They also believed that IUSEs provides a bedrock for professional conduct to flourish and thus, must be treated as an important component of the curriculum. However, though participants acknowledged the advantages of integrating IUSE into curriculum, they identified a number of obstacles to the integration of IUSEs. For instance: lack of consensus of IUSEs among the fifty-six tribes in Uganda; lack of support by the civil service deployment policy. Some confessed to the lack of adequate knowledge about IUSEs; the feeling of cognitive imperialism that is still possessed by some teacher educators and others. Among the strategies to be used for successful integration, teacher educators highlighted the need for collaborative efforts among all stakeholders, adopting the use of local languages as a medium of instruction and others. Data also revealed that the EFC currently aims at professional mentorship and giving employable skills to the students. The Such a situation manifests itself in the degeneration of ethical values by many Ugandans. This study examined teacher educators’ perspectives on integrating IUSEs in an Education Foundations curriculum (EFC). I used the decolonization theory, anti-colonial theory and indigenous knowledge discursive framework as lenses that framed the study. The findings from the study have implications for formulation of an education philosophy that is anchored in a national philosophy should be designed to guide curriculum designers in Uganda. The study further recommended that NCHE should compel all universities to integrate IUSEs into curriculum treating IUSEs as part of the minimum standards that must be satisfied before program accreditation. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Nampijja, Florence Kirabo
- Date: 2021-04
- Subjects: Indigenous peoples – Education--Africa , Decolonization Africa-Uganda , Curriculum change
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/53552 , vital:45436
- Description: The research claims that curriculum in Uganda is too westernized to the extent that indigenous Ugandan social ethics which informed pre- colonial curriculum have been totally neglected. Consequently, there are many learned but few socially educated persons in the country. Findings highlighted that teacher educators supported the integration of relevant indigenous knowledges into curriculum because indigenous knowledge is directly linked to the environment within which Ugandan students live, studies and operates after studies. They also believed that IUSEs provides a bedrock for professional conduct to flourish and thus, must be treated as an important component of the curriculum. However, though participants acknowledged the advantages of integrating IUSE into curriculum, they identified a number of obstacles to the integration of IUSEs. For instance: lack of consensus of IUSEs among the fifty-six tribes in Uganda; lack of support by the civil service deployment policy. Some confessed to the lack of adequate knowledge about IUSEs; the feeling of cognitive imperialism that is still possessed by some teacher educators and others. Among the strategies to be used for successful integration, teacher educators highlighted the need for collaborative efforts among all stakeholders, adopting the use of local languages as a medium of instruction and others. Data also revealed that the EFC currently aims at professional mentorship and giving employable skills to the students. The Such a situation manifests itself in the degeneration of ethical values by many Ugandans. This study examined teacher educators’ perspectives on integrating IUSEs in an Education Foundations curriculum (EFC). I used the decolonization theory, anti-colonial theory and indigenous knowledge discursive framework as lenses that framed the study. The findings from the study have implications for formulation of an education philosophy that is anchored in a national philosophy should be designed to guide curriculum designers in Uganda. The study further recommended that NCHE should compel all universities to integrate IUSEs into curriculum treating IUSEs as part of the minimum standards that must be satisfied before program accreditation. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-04
Leadership experiences of six female deans in South African universities
- Mankayi, Mandisa https://orcid.org/0000-0002-6732-8559
- Authors: Mankayi, Mandisa https://orcid.org/0000-0002-6732-8559
- Date: 2021-06
- Subjects: Women in higher education , Educational leadership
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26197 , vital:64957
- Description: The leadership of universities should be aware of and acknowledge the needs of female academics in order to facilitate the creation of an atmosphere that is welcoming to women. Currently, the needs of female academics are not being met by universities. In this study, the experiences of women from the Eastern Cape Province who have held positions as faculty deans in South African universities are investigated from the perspective of leadership. The interpretive paradigm was utilised throughout this qualitative research project. As a means of gathering information for the study, an interview guide with a structured format was combined with personal diaries. The questioning during the interview itself was unstructured because it was determined by the responses received from the people being interviewed. Interviews were conducted with six female deans from three different universities, using a technique called convenience sampling. After finishing the interview using an audio recorder, the recording was transcribed, and a technique called thematic analysis was applied to it. Because the study used theoretical lenses, the standpoint theory and feminist empiricism were both used in its analysis. According to the findings, despite the fact that South Africa has taken steps to ensure that men and women have equal opportunities and that legislation such as the Employment Act has been passed, women continue to face obstacles when trying to occupy higher leadership positions. Even though the study was not explicit in terms of the support they get from their colleagues, they mentioned the lack of support from their male counterparts. They experienced some major challenges as a result of the interaction between their leadership roles and the roles they held in their organisations. The participants suggested the underlying masculine conceptualization of leadership in their day-to-day interactions, such as working after hours and extensive travel, both of which were in conflict with their roles as mothers. According to the suggestions that have been made, the execution of the leadership roles and responsibilities shouldn't just be seen from a man's point of view. The performance of these roles ought to take into account gender sensitivity at every stage. Since things have not really moved in the direction that was anticipated, the government of South Africa ought to move more quickly to implement the equality law. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-06
- Authors: Mankayi, Mandisa https://orcid.org/0000-0002-6732-8559
- Date: 2021-06
- Subjects: Women in higher education , Educational leadership
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26197 , vital:64957
- Description: The leadership of universities should be aware of and acknowledge the needs of female academics in order to facilitate the creation of an atmosphere that is welcoming to women. Currently, the needs of female academics are not being met by universities. In this study, the experiences of women from the Eastern Cape Province who have held positions as faculty deans in South African universities are investigated from the perspective of leadership. The interpretive paradigm was utilised throughout this qualitative research project. As a means of gathering information for the study, an interview guide with a structured format was combined with personal diaries. The questioning during the interview itself was unstructured because it was determined by the responses received from the people being interviewed. Interviews were conducted with six female deans from three different universities, using a technique called convenience sampling. After finishing the interview using an audio recorder, the recording was transcribed, and a technique called thematic analysis was applied to it. Because the study used theoretical lenses, the standpoint theory and feminist empiricism were both used in its analysis. According to the findings, despite the fact that South Africa has taken steps to ensure that men and women have equal opportunities and that legislation such as the Employment Act has been passed, women continue to face obstacles when trying to occupy higher leadership positions. Even though the study was not explicit in terms of the support they get from their colleagues, they mentioned the lack of support from their male counterparts. They experienced some major challenges as a result of the interaction between their leadership roles and the roles they held in their organisations. The participants suggested the underlying masculine conceptualization of leadership in their day-to-day interactions, such as working after hours and extensive travel, both of which were in conflict with their roles as mothers. According to the suggestions that have been made, the execution of the leadership roles and responsibilities shouldn't just be seen from a man's point of view. The performance of these roles ought to take into account gender sensitivity at every stage. Since things have not really moved in the direction that was anticipated, the government of South Africa ought to move more quickly to implement the equality law. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-06
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