The integration of mapwork and environmental issues using local context in FET Geography: an investigation of current pedagogic practices to inform professional development
- Authors: Batyi, Kekeletso Rejoyce
- Date: 2012
- Subjects: Geography -- South Africa -- Grahamstown -- Study and teaching (Secondary) Maps -- Study and teaching (Secondary) -- South Africa -- Grahamstown Environmental education -- Study and teaching (Secondary) -- South Africa -- Grahamstown Teachers -- Training of -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1580 , http://hdl.handle.net/10962/d1003462
- Description: This is an interpretative case study of four Grahamstown Education District Further Education and Training (FET) schools. The study sets out to investigate how Geography teachers integrate mapwork and environmental issues using local context, with the intention of providing insights for future professional development. Data for this study were generated using qualitative methods such as document analysis, semi-structured interviews and lesson observations. Interviews were conducted with geography teachers, the subject advisor and a workshop facilitator. The evidence generated in the study revealed that contrary to the integrative design of the curriculum, there is a superficial integration of mapwork and environmental issues as well as a cursory reference to and use of local context. This was noted in both professional development support workshops and classroom practice. The study finds that efforts to improve performance in geography need to pay closer attention to curriculum policy that calls for an integration and localization of knowledge and skills for coherence and relevance. It also notes that there is a need for a focus on real-world problem solving in social, economic, cultural and physical environments through the use of inquiry-based local fieldwork. Local investigations provide an integrative space for content and skills as well as being an important point of reference from which learners can compare and contrast issues in other places such as provincial, national, continental, and global locations. A professional development programme that emphasizes integration and contextualization alongside the current focus on basic skills training is proposed to improve what teachers are delivering in the classroom and to support enquiry-based fieldwork and research to strengthen a place-based relevance in local, national and international contexts. Finally an exemplar for professional development is briefly developed for the topic of soil erosion.
- Full Text:
- Date Issued: 2012
- Authors: Batyi, Kekeletso Rejoyce
- Date: 2012
- Subjects: Geography -- South Africa -- Grahamstown -- Study and teaching (Secondary) Maps -- Study and teaching (Secondary) -- South Africa -- Grahamstown Environmental education -- Study and teaching (Secondary) -- South Africa -- Grahamstown Teachers -- Training of -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1580 , http://hdl.handle.net/10962/d1003462
- Description: This is an interpretative case study of four Grahamstown Education District Further Education and Training (FET) schools. The study sets out to investigate how Geography teachers integrate mapwork and environmental issues using local context, with the intention of providing insights for future professional development. Data for this study were generated using qualitative methods such as document analysis, semi-structured interviews and lesson observations. Interviews were conducted with geography teachers, the subject advisor and a workshop facilitator. The evidence generated in the study revealed that contrary to the integrative design of the curriculum, there is a superficial integration of mapwork and environmental issues as well as a cursory reference to and use of local context. This was noted in both professional development support workshops and classroom practice. The study finds that efforts to improve performance in geography need to pay closer attention to curriculum policy that calls for an integration and localization of knowledge and skills for coherence and relevance. It also notes that there is a need for a focus on real-world problem solving in social, economic, cultural and physical environments through the use of inquiry-based local fieldwork. Local investigations provide an integrative space for content and skills as well as being an important point of reference from which learners can compare and contrast issues in other places such as provincial, national, continental, and global locations. A professional development programme that emphasizes integration and contextualization alongside the current focus on basic skills training is proposed to improve what teachers are delivering in the classroom and to support enquiry-based fieldwork and research to strengthen a place-based relevance in local, national and international contexts. Finally an exemplar for professional development is briefly developed for the topic of soil erosion.
- Full Text:
- Date Issued: 2012
The participation of teachers in the management and decision-making of three schools in the Kavango region of Namibia: a case study
- Authors: Muronga, Michael Muduva
- Date: 2012
- Subjects: Educational leadership -- Namibia -- Kavango School management and organization -- Namibia -- Kavango Teachers -- Namibia -- Kavango Teacher participation in administration -- Namibia -- Kavango Teachers -- Training of -- Namibia -- Kavango
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1688 , http://hdl.handle.net/10962/d1003571
- Description: The purpose of the research was to investigate stakeholders’ perceptions and experiences of teachers’ participation in school management and decision-making. Teachers’ involvement is a contested issue in schools. The goal was to find out to what extent and in what way teachers participate in school issues, as well as gain insight and understanding on the effects of participation of teachers in schools and how principals enhance democratic practice for quality education. The research was a case study conducted within the interpretive qualitative paradigm. I used document analysis, semi-structured interviews and observation to collect data for validity purposes and to counter subjectivity. The findings revealed at least a significant progress in terms of the Education Act, no 16 of 2001 requirement, of teachers’ participation in management and decision-making in schools, which has been an issue in the past. The study revealed that decisions are taken after consultation through consensus. The study revealed that the participation approach promotes ownership and commitment of staff to higher performance and common goals. The findings emerged that participative management has advantages for achieving higher performance through collaboration, consultation, and broader participation. The foremost findings include school principals’ roles in enhancing a collegial management approach by delegating, sharing leadership and responsibilities, and establishing organisation structures and committees involving teachers. Meetings serve as a platform for communication and sharing of information with stakeholders. However, there were also signs of tensions amid school management teams (SMTs) and teachers on participation in school matters in all aspects. Furthermore, its time-consuming nature, authoritarianism and accountability emerged as major challenges affecting the implementation of the participative approach. In addition to that, the study revealed that lack of knowledge and skills, unwillingness to involve others and to participate affects the implementation of the theory. As a result, the study recommends to the policies makers and the Ministry of Education to organize training for all stakeholders on participative management to empower them. Moreover, the study recommends to regional managers, inspectors, and advisory teachers (AT) to provide information to institutions responsible for teacher training to accommodate the theory into their curriculum. School principals should undergo training programmes or in-service training for participative leadership purposes to enhance their leadership capacity and to carry out their responsibilities effectively.
- Full Text:
- Date Issued: 2012
- Authors: Muronga, Michael Muduva
- Date: 2012
- Subjects: Educational leadership -- Namibia -- Kavango School management and organization -- Namibia -- Kavango Teachers -- Namibia -- Kavango Teacher participation in administration -- Namibia -- Kavango Teachers -- Training of -- Namibia -- Kavango
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1688 , http://hdl.handle.net/10962/d1003571
- Description: The purpose of the research was to investigate stakeholders’ perceptions and experiences of teachers’ participation in school management and decision-making. Teachers’ involvement is a contested issue in schools. The goal was to find out to what extent and in what way teachers participate in school issues, as well as gain insight and understanding on the effects of participation of teachers in schools and how principals enhance democratic practice for quality education. The research was a case study conducted within the interpretive qualitative paradigm. I used document analysis, semi-structured interviews and observation to collect data for validity purposes and to counter subjectivity. The findings revealed at least a significant progress in terms of the Education Act, no 16 of 2001 requirement, of teachers’ participation in management and decision-making in schools, which has been an issue in the past. The study revealed that decisions are taken after consultation through consensus. The study revealed that the participation approach promotes ownership and commitment of staff to higher performance and common goals. The findings emerged that participative management has advantages for achieving higher performance through collaboration, consultation, and broader participation. The foremost findings include school principals’ roles in enhancing a collegial management approach by delegating, sharing leadership and responsibilities, and establishing organisation structures and committees involving teachers. Meetings serve as a platform for communication and sharing of information with stakeholders. However, there were also signs of tensions amid school management teams (SMTs) and teachers on participation in school matters in all aspects. Furthermore, its time-consuming nature, authoritarianism and accountability emerged as major challenges affecting the implementation of the participative approach. In addition to that, the study revealed that lack of knowledge and skills, unwillingness to involve others and to participate affects the implementation of the theory. As a result, the study recommends to the policies makers and the Ministry of Education to organize training for all stakeholders on participative management to empower them. Moreover, the study recommends to regional managers, inspectors, and advisory teachers (AT) to provide information to institutions responsible for teacher training to accommodate the theory into their curriculum. School principals should undergo training programmes or in-service training for participative leadership purposes to enhance their leadership capacity and to carry out their responsibilities effectively.
- Full Text:
- Date Issued: 2012
Using language as a resource: strategies to teach mathematics in multilingual classes
- Authors: Whale, Susan Gaye
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Code switching (Linguistics) -- South Africa , Education, Bilingual -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Blacks -- Education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9469 , http://hdl.handle.net/10948/1669 , Mathematics -- Study and teaching (Elementary) -- South Africa , Code switching (Linguistics) -- South Africa , Education, Bilingual -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Blacks -- Education -- South Africa -- Eastern Cape
- Description: South Africa is a complex multilingual country. In the majority of schools in the Eastern Cape, a province in South Africa, the teachers and learners share the same home language, isiXhosa, but teach and learn mathematics in English. The purpose of this study was to encourage teachers to use the home language as a resource to teach mathematics in multilingual classes. The study follows a mixed method design, using both qualitative and quantitative data. Qualitative data were collected from a survey and poetry, which teachers crafted, in which they highlighted their perceptions about language in their lives. They also reflected on their practices and submitted pieces of contemplative writing. Quantitative data were collected from participating teachers who administered a pre-test to their learners as well as a post- test approximately nine months later after conducting an intervention. The results showed that where strategies, such as the implementation of exploratory talk and code switching which used language as a resource, had been introduced mathematical reasoning improved and classroom climate became more positive. The learners’ lack of confidence in being able to express their reasoning in English was prevalent throughout the reflective writing. By enabling learners to use isiXhosa in discussions the teachers felt that the learners gained in both confidence and mathematical understanding. This study has demonstrated that using the learners’ and teachers’ home language unlocks doors to communication and spotlights mathematical reasoning, but there is still an urgency to encourage learners to become fluent in Mathematical English. It is important to note that a positive classroom climate is essential for learners to build confidence and to encourage them to attempt to formulate sentences in English - to start on the journey from informal to formal usage of language as advocated by Setati and Adler (2001:250). My main conclusion is that an intervention that develops exploratory talk by using language as a resource can improve learners’ mathematical reasoning. I wish to emphasise that I am not advocating teaching mathematics in isiXhosa only, but the research has shown the advantages of using the home language as a resource together with English in Eastern Cape multilingual mathematics classes. Learners need to be able to express themselves in English, written and spoken, in order to achieve mathematically. This study therefore shows that teachers can gauge their learners’ improvement in mathematical reasoning after an intervention that develops exploratory talk in class by using the home language as a resource.
- Full Text:
- Date Issued: 2012
- Authors: Whale, Susan Gaye
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Code switching (Linguistics) -- South Africa , Education, Bilingual -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Blacks -- Education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9469 , http://hdl.handle.net/10948/1669 , Mathematics -- Study and teaching (Elementary) -- South Africa , Code switching (Linguistics) -- South Africa , Education, Bilingual -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Blacks -- Education -- South Africa -- Eastern Cape
- Description: South Africa is a complex multilingual country. In the majority of schools in the Eastern Cape, a province in South Africa, the teachers and learners share the same home language, isiXhosa, but teach and learn mathematics in English. The purpose of this study was to encourage teachers to use the home language as a resource to teach mathematics in multilingual classes. The study follows a mixed method design, using both qualitative and quantitative data. Qualitative data were collected from a survey and poetry, which teachers crafted, in which they highlighted their perceptions about language in their lives. They also reflected on their practices and submitted pieces of contemplative writing. Quantitative data were collected from participating teachers who administered a pre-test to their learners as well as a post- test approximately nine months later after conducting an intervention. The results showed that where strategies, such as the implementation of exploratory talk and code switching which used language as a resource, had been introduced mathematical reasoning improved and classroom climate became more positive. The learners’ lack of confidence in being able to express their reasoning in English was prevalent throughout the reflective writing. By enabling learners to use isiXhosa in discussions the teachers felt that the learners gained in both confidence and mathematical understanding. This study has demonstrated that using the learners’ and teachers’ home language unlocks doors to communication and spotlights mathematical reasoning, but there is still an urgency to encourage learners to become fluent in Mathematical English. It is important to note that a positive classroom climate is essential for learners to build confidence and to encourage them to attempt to formulate sentences in English - to start on the journey from informal to formal usage of language as advocated by Setati and Adler (2001:250). My main conclusion is that an intervention that develops exploratory talk by using language as a resource can improve learners’ mathematical reasoning. I wish to emphasise that I am not advocating teaching mathematics in isiXhosa only, but the research has shown the advantages of using the home language as a resource together with English in Eastern Cape multilingual mathematics classes. Learners need to be able to express themselves in English, written and spoken, in order to achieve mathematically. This study therefore shows that teachers can gauge their learners’ improvement in mathematical reasoning after an intervention that develops exploratory talk in class by using the home language as a resource.
- Full Text:
- Date Issued: 2012
Why do learners and teachers experience problems with the concept of zero?
- Authors: Jooste, Zonia
- Date: 2012
- Subjects: Numbers, Divisibility of -- Study and teaching (Primary) -- South Africa Numbers, Divisibility of -- Study and teaching (Secondary) -- South Africa Mathematics teachers -- Training of -- South Africa -- Eastern Cape Mathematics teachers -- Training of -- South Africa -- Western Cape Education, Primary -- Curricula -- South Africa Education, Secondary -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1906 , http://hdl.handle.net/10962/d1006764
- Description: The controversy around the inclusion of zero in the number system has been widely documented. Influential mathematicians in various ancient cultures did not accept zero as a number. The idea of the empty set was too abstract and they could not conceptualise division by zero. Surprisingly, understanding of the concept is still a matter of concern today. In spite of expansive reports on and recommendations for developing conceptualisation of the concept, learners and teachers still experience problems similar to those that ancient mathematicians struggled with. The study was initiated by an observation of Grade 7 learners' inability to solve the problems 4 × 0 and 0 ÷ 7 effectively or at all. I investigated why Grade 3 to 6 learners and mathematics teachers on a BEd (in-service) course and an accredited ACE course experience problems with the concept of zero. I was especially interested in the understanding of multiplication and division by zero. I investigated teachers' knowledge of zero's characteristics as a number, the history of zero and how they teach the concept, in order to support my assumptions. The data production process was performed over a period of two years. It involved a multi-case opportunity sample approach embedded in the empirical field that formed the backdrop of my involvement as mathematics education specialist in schools in the Western and Eastern Cape. The interpretative orientation of the study allowed me to conduct inquiries that served to confirm or challenge my assumptions and enabled me to construct generalisations that depict learners' and teachers' knowledge construction. The qualitative data analysis informed the presentation and discussion of the findings. The single most important message conveyed to readers of this study is that the value of zero as a number, its importance in the number system, its properties and its behaviour in calculations, should not be underrated. Teaching of this abstract concept requires competent teachers who are able to mediate understanding in the most effective and innovative manner. Professional development programmes should orchestrate this competence and curriculum developers and textbook authors should acknowledge the significance of learning and teaching the concept of zero.
- Full Text:
- Date Issued: 2012
- Authors: Jooste, Zonia
- Date: 2012
- Subjects: Numbers, Divisibility of -- Study and teaching (Primary) -- South Africa Numbers, Divisibility of -- Study and teaching (Secondary) -- South Africa Mathematics teachers -- Training of -- South Africa -- Eastern Cape Mathematics teachers -- Training of -- South Africa -- Western Cape Education, Primary -- Curricula -- South Africa Education, Secondary -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1906 , http://hdl.handle.net/10962/d1006764
- Description: The controversy around the inclusion of zero in the number system has been widely documented. Influential mathematicians in various ancient cultures did not accept zero as a number. The idea of the empty set was too abstract and they could not conceptualise division by zero. Surprisingly, understanding of the concept is still a matter of concern today. In spite of expansive reports on and recommendations for developing conceptualisation of the concept, learners and teachers still experience problems similar to those that ancient mathematicians struggled with. The study was initiated by an observation of Grade 7 learners' inability to solve the problems 4 × 0 and 0 ÷ 7 effectively or at all. I investigated why Grade 3 to 6 learners and mathematics teachers on a BEd (in-service) course and an accredited ACE course experience problems with the concept of zero. I was especially interested in the understanding of multiplication and division by zero. I investigated teachers' knowledge of zero's characteristics as a number, the history of zero and how they teach the concept, in order to support my assumptions. The data production process was performed over a period of two years. It involved a multi-case opportunity sample approach embedded in the empirical field that formed the backdrop of my involvement as mathematics education specialist in schools in the Western and Eastern Cape. The interpretative orientation of the study allowed me to conduct inquiries that served to confirm or challenge my assumptions and enabled me to construct generalisations that depict learners' and teachers' knowledge construction. The qualitative data analysis informed the presentation and discussion of the findings. The single most important message conveyed to readers of this study is that the value of zero as a number, its importance in the number system, its properties and its behaviour in calculations, should not be underrated. Teaching of this abstract concept requires competent teachers who are able to mediate understanding in the most effective and innovative manner. Professional development programmes should orchestrate this competence and curriculum developers and textbook authors should acknowledge the significance of learning and teaching the concept of zero.
- Full Text:
- Date Issued: 2012
Women leadership: a case study in the Otjozondjupa Region, Namibia
- Authors: Araes, Cornelia
- Date: 2012
- Subjects: Women -- Education (Primary) -- Namibia Leadership in women -- Education (Primary) -- Namibia Management -- Education (Primary) -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1825 , http://hdl.handle.net/10962/d1003711
- Description: Empowerment of women in leadership and in particular, school leadership has been the focus of the Namibian government and the country since independence in 1990. Different policies and laws, post‐independence, make provision for women empowerment and leadership in a range of organisations and institutions throughout the country. However, reports on gender equity in leadership positions suggest that Namibia is not really moving towards these policy goals at a sufficiently quick pace. A lot still needs to be achieved in terms of transforming the gender stereotyping in Namibia, which still suffers from the legacy of gender discrimination of the apartheid era. Modern‐day academic authors and journalists portray an increasing interest in an awareness of the advantages of women leadership. Women are increasingly perceived to have leadership styles more suitable for contemporary conditions than men. It is against this backdrop that this study sought to investigate women leadership in the Otjiwarongo circuit in the Otjozondjupa educational region in Namibia. The study used a qualitative, interpretive research paradigm. It adopted a case study approach. The primary participants consisted of four women principals in the Otjiwarongo circuit and the secondary participants included four women education officers from the same circuit. Semi‐structured interviews, a focus group interview and observation were applied as methods for collecting data and the data collection period was just over six weeks. Data analysis was done through coding and identification of categories. The findings revealed that women principals possessed the qualities of commitment, good communication and are passionate about their work, which are qualities normally associated with effective leadership. In terms of their role in their schools, they emerged as democratic leaders who involved all stakeholders in the decision making process through consensus. In addition, they demonstrated distributive and servant leadership in their interactions with stakeholders. The main challenge to the leadership position of these women principals seemed to be the stereotypical view held, that as women, they had to work twice as hard as men at leading schools. The study recommended that people oriented leadership styles, such as the ones enacted by the women principals in this study, are highly recommended for effective leadership in the 21st century.
- Full Text:
- Date Issued: 2012
- Authors: Araes, Cornelia
- Date: 2012
- Subjects: Women -- Education (Primary) -- Namibia Leadership in women -- Education (Primary) -- Namibia Management -- Education (Primary) -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1825 , http://hdl.handle.net/10962/d1003711
- Description: Empowerment of women in leadership and in particular, school leadership has been the focus of the Namibian government and the country since independence in 1990. Different policies and laws, post‐independence, make provision for women empowerment and leadership in a range of organisations and institutions throughout the country. However, reports on gender equity in leadership positions suggest that Namibia is not really moving towards these policy goals at a sufficiently quick pace. A lot still needs to be achieved in terms of transforming the gender stereotyping in Namibia, which still suffers from the legacy of gender discrimination of the apartheid era. Modern‐day academic authors and journalists portray an increasing interest in an awareness of the advantages of women leadership. Women are increasingly perceived to have leadership styles more suitable for contemporary conditions than men. It is against this backdrop that this study sought to investigate women leadership in the Otjiwarongo circuit in the Otjozondjupa educational region in Namibia. The study used a qualitative, interpretive research paradigm. It adopted a case study approach. The primary participants consisted of four women principals in the Otjiwarongo circuit and the secondary participants included four women education officers from the same circuit. Semi‐structured interviews, a focus group interview and observation were applied as methods for collecting data and the data collection period was just over six weeks. Data analysis was done through coding and identification of categories. The findings revealed that women principals possessed the qualities of commitment, good communication and are passionate about their work, which are qualities normally associated with effective leadership. In terms of their role in their schools, they emerged as democratic leaders who involved all stakeholders in the decision making process through consensus. In addition, they demonstrated distributive and servant leadership in their interactions with stakeholders. The main challenge to the leadership position of these women principals seemed to be the stereotypical view held, that as women, they had to work twice as hard as men at leading schools. The study recommended that people oriented leadership styles, such as the ones enacted by the women principals in this study, are highly recommended for effective leadership in the 21st century.
- Full Text:
- Date Issued: 2012