Exploring lecturer preparedness to apply a critical approach to curriculum implementation: a case study
- Authors: Sathorar, Heloise Helena
- Date: 2018
- Subjects: Teacher participation in curriculum planning
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/31786 , vital:31828
- Description: This study sought to investigate lecturer preparedness to apply a critical approach to curriculum implementation and to establish their willingness or unwillingness to engage as transformative intellectuals with their students and to apply a problem-posing education in their classrooms. The study investigated lecturers’ critical pedagogy dispositions as well as their orientations towards applying a critical approach to curriculum implementation. A comprehensive literature review was done regarding the concept critical pedagogy, its tenets and principles as well as what it entails to apply a critical approach to curriculum implementation. In particular the literature review highlighted the responsibilities of a transformative intellectual as well as the requirements of applying a problem-posing education. The study was conducted through a constructivist lens and theoretically framed by referring to specific critical pedagogy concepts. The study is located in the interpretive paradigm and a qualitative research approach was followed. In particular, an instrumental case study analysis was used as research method. The sample consisted of 20 permanently employed lecturers from the School for Initial Teacher Education in the Faculty of Education at Nelson Mandela University who volunteered to participate in an online investigation regarding their critical pedagogy dispositions as well as their orientations towards applying a critical approach to curriculum implementation. The findings of the study revealed that lecturers generally have a positive disposition towards critical pedagogy as well as towards the application of a critical approach to curriculum implementation. Despite this positive picture there were pockets of resistance towards critical pedagogy and the application of a critical approach to curriculum implementation. Finally, the study proposes a critical approach model that could be employed to enhance lecturer preparedness to apply a critical approach in their classes.
- Full Text:
- Date Issued: 2018
- Authors: Sathorar, Heloise Helena
- Date: 2018
- Subjects: Teacher participation in curriculum planning
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/31786 , vital:31828
- Description: This study sought to investigate lecturer preparedness to apply a critical approach to curriculum implementation and to establish their willingness or unwillingness to engage as transformative intellectuals with their students and to apply a problem-posing education in their classrooms. The study investigated lecturers’ critical pedagogy dispositions as well as their orientations towards applying a critical approach to curriculum implementation. A comprehensive literature review was done regarding the concept critical pedagogy, its tenets and principles as well as what it entails to apply a critical approach to curriculum implementation. In particular the literature review highlighted the responsibilities of a transformative intellectual as well as the requirements of applying a problem-posing education. The study was conducted through a constructivist lens and theoretically framed by referring to specific critical pedagogy concepts. The study is located in the interpretive paradigm and a qualitative research approach was followed. In particular, an instrumental case study analysis was used as research method. The sample consisted of 20 permanently employed lecturers from the School for Initial Teacher Education in the Faculty of Education at Nelson Mandela University who volunteered to participate in an online investigation regarding their critical pedagogy dispositions as well as their orientations towards applying a critical approach to curriculum implementation. The findings of the study revealed that lecturers generally have a positive disposition towards critical pedagogy as well as towards the application of a critical approach to curriculum implementation. Despite this positive picture there were pockets of resistance towards critical pedagogy and the application of a critical approach to curriculum implementation. Finally, the study proposes a critical approach model that could be employed to enhance lecturer preparedness to apply a critical approach in their classes.
- Full Text:
- Date Issued: 2018
Assessing entrepreneurship education at secondary schools in the NMBM
- Authors: Sathorar, Heloise Helena
- Date: 2009
- Subjects: Business education -- South Africa , Entrepreneurship -- Study and teaching (Secondary) -- South Africa , Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8697 , http://hdl.handle.net/10948/1081 , Business education -- South Africa , Entrepreneurship -- Study and teaching (Secondary) -- South Africa , Curriculum planning -- South Africa
- Description: Entrepreneurship has emerged over the last two decades as arguably the most potent economic force the world has ever experienced (Kuratko, 2005: 577). Entrepreneurship has become a pressing national priority in South Africa as there are simply not enough existing jobs to absorb the influx of school leavers into the labour market (www.ssaci.org.za). The Global Entrepreneurship Monitor study has consistently highlighted the weaknesses in the education system as a factor limiting entrepreneurial activities in South Africa (Orford, 2004: 26). Entrepreneurship education was introduced into the Further Education and Training curriculum (Grades 10-12) in 2006 as part of an optional subject Business Studies (Horn, 2006: 120). Preliminary evidence suggests widespread problems across the country with the implementation of entrepreneurship education programs in schools (Isaacs, Visser, Friedrich and Brijlal, 2007: 618). The primary objective of this study is to improve entrepreneurship education at secondary school level by investigating how effective the current entrepreneurship education program is in providing school leavers with the entrepreneurial knowledge and skills required to start their own business. The study conducted a literature review to establish global trends of entrepreneurship education. Furthermore, a qualitative case study approach was used, where three schools from Nelson Mandela Bay Municipality was selected for collecting data on the progress of entrepreneurship education in secondary schools. The study found that prescribed content for entrepreneurship education is being taught at secondary schools. However, concerns were identified with the methods used to teach entrepreneurship education as it lacked practical exposure to real life situations. The study found that the way in which entrepreneurship education was taught did not motivate school leavers to start their own business. Therefore, the study recommends that entrepreneurship education should be offered as an independent subject and not as part of another subject. Furthermore, a practical approach should be followed in teaching entrepreneurship education. Finally, commitment and collaborative participation by all stakeholders are required to ensure the success of entrepreneurship education.
- Full Text:
- Date Issued: 2009
- Authors: Sathorar, Heloise Helena
- Date: 2009
- Subjects: Business education -- South Africa , Entrepreneurship -- Study and teaching (Secondary) -- South Africa , Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8697 , http://hdl.handle.net/10948/1081 , Business education -- South Africa , Entrepreneurship -- Study and teaching (Secondary) -- South Africa , Curriculum planning -- South Africa
- Description: Entrepreneurship has emerged over the last two decades as arguably the most potent economic force the world has ever experienced (Kuratko, 2005: 577). Entrepreneurship has become a pressing national priority in South Africa as there are simply not enough existing jobs to absorb the influx of school leavers into the labour market (www.ssaci.org.za). The Global Entrepreneurship Monitor study has consistently highlighted the weaknesses in the education system as a factor limiting entrepreneurial activities in South Africa (Orford, 2004: 26). Entrepreneurship education was introduced into the Further Education and Training curriculum (Grades 10-12) in 2006 as part of an optional subject Business Studies (Horn, 2006: 120). Preliminary evidence suggests widespread problems across the country with the implementation of entrepreneurship education programs in schools (Isaacs, Visser, Friedrich and Brijlal, 2007: 618). The primary objective of this study is to improve entrepreneurship education at secondary school level by investigating how effective the current entrepreneurship education program is in providing school leavers with the entrepreneurial knowledge and skills required to start their own business. The study conducted a literature review to establish global trends of entrepreneurship education. Furthermore, a qualitative case study approach was used, where three schools from Nelson Mandela Bay Municipality was selected for collecting data on the progress of entrepreneurship education in secondary schools. The study found that prescribed content for entrepreneurship education is being taught at secondary schools. However, concerns were identified with the methods used to teach entrepreneurship education as it lacked practical exposure to real life situations. The study found that the way in which entrepreneurship education was taught did not motivate school leavers to start their own business. Therefore, the study recommends that entrepreneurship education should be offered as an independent subject and not as part of another subject. Furthermore, a practical approach should be followed in teaching entrepreneurship education. Finally, commitment and collaborative participation by all stakeholders are required to ensure the success of entrepreneurship education.
- Full Text:
- Date Issued: 2009
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