Teachers' experiences of teacher-led professional development programs :an exploratory study of two clusters in the Mthatha district
- Authors: Zide, Lulama
- Date: 2016
- Subjects: Teachers -- In-service training -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/10394 , vital:35444
- Description: Professional growth of teachers is not new, but in recent years, the way in which it is structured and delivered has been reconceptualised. As part of the education reform process, many nations are investing in teacher education as a major engine for driving the changes in the classrooms to ensure learners’ academic success. South Africa is no exclusion to this trend of education reforms, hence, the founding of many professional growth initiatives. Most of these initiatives are aimed at Science and Maths teachers. This was mostly because the majority of Science and Maths teachers in South Africa are considered either under-qualified or not qualified to teach the subject. Yet, despite the efforts and enthusiasm, very little seems to have shifted in the teachers’ practices. Much of the literature still shows that even clusters are not effective in changing the situation completely. Using a qualitative case study design, the researcher explored teachers’ views on their clustering experience, and the benefits such participation and experience brings to their classroom instruction. The major findings of the study show that teachers find clustering as a tool that enriches their teaching, thus, both the content knowledge as well as their pedagogical strategies. The findings also show a consensus of teachers who need the cluster programs done continuously. The researcher concludes that teachers are still not happy with the professional development that is offered to them, and therefore recommends that such programs be offered according to teacher’s need.
- Full Text:
- Date Issued: 2016
- Authors: Zide, Lulama
- Date: 2016
- Subjects: Teachers -- In-service training -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/10394 , vital:35444
- Description: Professional growth of teachers is not new, but in recent years, the way in which it is structured and delivered has been reconceptualised. As part of the education reform process, many nations are investing in teacher education as a major engine for driving the changes in the classrooms to ensure learners’ academic success. South Africa is no exclusion to this trend of education reforms, hence, the founding of many professional growth initiatives. Most of these initiatives are aimed at Science and Maths teachers. This was mostly because the majority of Science and Maths teachers in South Africa are considered either under-qualified or not qualified to teach the subject. Yet, despite the efforts and enthusiasm, very little seems to have shifted in the teachers’ practices. Much of the literature still shows that even clusters are not effective in changing the situation completely. Using a qualitative case study design, the researcher explored teachers’ views on their clustering experience, and the benefits such participation and experience brings to their classroom instruction. The major findings of the study show that teachers find clustering as a tool that enriches their teaching, thus, both the content knowledge as well as their pedagogical strategies. The findings also show a consensus of teachers who need the cluster programs done continuously. The researcher concludes that teachers are still not happy with the professional development that is offered to them, and therefore recommends that such programs be offered according to teacher’s need.
- Full Text:
- Date Issued: 2016
Pedagogical practices of teachers in under resourced school: a case study of two rural schools in Mqanduli District of the Eastern Cape Province
- Authors: Zide, Lulama
- Date: 2013
- Subjects: Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16185 , http://hdl.handle.net/10353/d1006245 , Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Description: The South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane (2005:5) deduces that despite rapid recent urbanization, half of South Africa’s learners still attend schools in theses rural under resourced areas. The Eastern Cape is one of the provinces that have saturated the media with a discrepancy of having a lot of under resourced schools especially in rural areas. This study, therefore, investigated pedagogical strategies used by teachers in under resourced schools - how teachers teach to ensure that teaching and learning occurs under such dire circumstances. The study followed a qualitative approach under an interpretive paradigm with a case study research design. Furthermore, the data collection techniques involved semi-structured interviews, focus group discussions and documentary analysis. This study revealed that all the respondents from both schools seemed to have a common understanding of what a school resource means though put in different statements. The findings also revealed that all the respondents were silent in mentioning parents as school resources. From the documents analysed, it however, came to view that it is expected of the teachers to use a learner centred approach kind of teaching, where learners are mostly used. Responding on parents the teachers alleged a lack of involvement of parents in their children’s learning and other activities run in their school. The study recommends that the Department of Education officials need to make regular visits on schools for the betterment of teaching and learning standard, regular improvement on school facilities and handling of finances.
- Full Text:
- Date Issued: 2013
- Authors: Zide, Lulama
- Date: 2013
- Subjects: Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16185 , http://hdl.handle.net/10353/d1006245 , Education and state -- South Africa -- Eastern Cape , Rural schools -- South Africa -- Eastern Cape -- Evaluation , School management and organization -- South Africa -- Eastern Cape , Rural children -- Education -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape -- Attitudes , Teaching -- South Africa -- Eastern Cape
- Description: The South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane (2005:5) deduces that despite rapid recent urbanization, half of South Africa’s learners still attend schools in theses rural under resourced areas. The Eastern Cape is one of the provinces that have saturated the media with a discrepancy of having a lot of under resourced schools especially in rural areas. This study, therefore, investigated pedagogical strategies used by teachers in under resourced schools - how teachers teach to ensure that teaching and learning occurs under such dire circumstances. The study followed a qualitative approach under an interpretive paradigm with a case study research design. Furthermore, the data collection techniques involved semi-structured interviews, focus group discussions and documentary analysis. This study revealed that all the respondents from both schools seemed to have a common understanding of what a school resource means though put in different statements. The findings also revealed that all the respondents were silent in mentioning parents as school resources. From the documents analysed, it however, came to view that it is expected of the teachers to use a learner centred approach kind of teaching, where learners are mostly used. Responding on parents the teachers alleged a lack of involvement of parents in their children’s learning and other activities run in their school. The study recommends that the Department of Education officials need to make regular visits on schools for the betterment of teaching and learning standard, regular improvement on school facilities and handling of finances.
- Full Text:
- Date Issued: 2013
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