Exploring self-directed continuous professional development for English Language teachers in selected Namibian secondary schools
- Amakutuwa, Hilma Ndesheetelwa Mwalengwa
- Authors: Amakutuwa, Hilma Ndesheetelwa Mwalengwa
- Date: 2024-10-11
- Subjects: English language Study and teaching Namibia , English teachers Namibia , Continuing professional development , Self-managed learning , Reflective practice
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463538 , vital:76418
- Description: Continuous professional development (CPD) for teachers, with all its diverse notions, has been noted and articulated in various policy documents in Namibia, and is understood as in-service training and professional development for teachers to improve learning outcomes. In Namibia, challenges have been experienced with the performance of learners in English as a Second Language (ESL) at the national level, and teacher professional development could be one way of changing the status quo. However, in answer to the call from the Namibian Ministry of Education Arts and Culture for a more idiosyncratic orientation, limited literature was found on how ESL teachers use self-directed learning (SDL) to shape their CPD activities. Thus, the purpose of this study was to address this gap by exploring the self-directed CPD needs of English Language teachers in selected Namibian secondary schools. The study was oriented to theoretical insights from SDL, reflective practice and social constructivism. Through the use of a qualitative approach, the study employed an exploratory case study research design. Semi-structured interviews and focus group discussions were used to generate data from eight selected Grade 8 to 12 ESL teachers in the Khomas region of Namibia. The data gathered were analysed using an inductive thematic framework. The findings of the study indicate that ESL teachers are faced with a myriad of challenges ranging from classroom experiences, the type of learners they work with and the support system available at school, regional and national level. The study found that due to changing education paradigms, ESL teachers need to broaden their knowledge base in specialised education and systematic professional interventions at school level. They indicated that this would help learners with challenges in reading, writing and comprehension to improve their skills in ESL classrooms. They further emphasised the necessity for mentors, education specialists, systematic schools and circuit based collaborative CPD, as well as more support from school heads and regional ESL senior education officers, which is an area that is inadequately managed. Finally, they pointed out that in order to make their ESL classes engaging and enjoyable, teachers needed to have a strong foundation in ICT education. This foundation can be leveraged to create resources that are now lacking. The findings have implications for ESL teachers, school administrators, education specialists and policymakers, as they provide insights and recommendations for enhancing ESL education practices. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Amakutuwa, Hilma Ndesheetelwa Mwalengwa
- Date: 2024-10-11
- Subjects: English language Study and teaching Namibia , English teachers Namibia , Continuing professional development , Self-managed learning , Reflective practice
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463538 , vital:76418
- Description: Continuous professional development (CPD) for teachers, with all its diverse notions, has been noted and articulated in various policy documents in Namibia, and is understood as in-service training and professional development for teachers to improve learning outcomes. In Namibia, challenges have been experienced with the performance of learners in English as a Second Language (ESL) at the national level, and teacher professional development could be one way of changing the status quo. However, in answer to the call from the Namibian Ministry of Education Arts and Culture for a more idiosyncratic orientation, limited literature was found on how ESL teachers use self-directed learning (SDL) to shape their CPD activities. Thus, the purpose of this study was to address this gap by exploring the self-directed CPD needs of English Language teachers in selected Namibian secondary schools. The study was oriented to theoretical insights from SDL, reflective practice and social constructivism. Through the use of a qualitative approach, the study employed an exploratory case study research design. Semi-structured interviews and focus group discussions were used to generate data from eight selected Grade 8 to 12 ESL teachers in the Khomas region of Namibia. The data gathered were analysed using an inductive thematic framework. The findings of the study indicate that ESL teachers are faced with a myriad of challenges ranging from classroom experiences, the type of learners they work with and the support system available at school, regional and national level. The study found that due to changing education paradigms, ESL teachers need to broaden their knowledge base in specialised education and systematic professional interventions at school level. They indicated that this would help learners with challenges in reading, writing and comprehension to improve their skills in ESL classrooms. They further emphasised the necessity for mentors, education specialists, systematic schools and circuit based collaborative CPD, as well as more support from school heads and regional ESL senior education officers, which is an area that is inadequately managed. Finally, they pointed out that in order to make their ESL classes engaging and enjoyable, teachers needed to have a strong foundation in ICT education. This foundation can be leveraged to create resources that are now lacking. The findings have implications for ESL teachers, school administrators, education specialists and policymakers, as they provide insights and recommendations for enhancing ESL education practices. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
Teacher professional development as a mechanism to advance education for sustainable development (ESD) integration in Namibia: a senior primary English language case study
- Shangheta, Miryam Keshityeni
- Authors: Shangheta, Miryam Keshityeni
- Date: 2024-10-11
- Subjects: Career development , Teachers In-service training , Education for sustainable development , English language Study and teaching Namibia , Pedagogical content knowledge
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463603 , vital:76424
- Description: Namibia is a signatory to the Sustainable Development Goals of Agenda 2030 and responds to the United Nations Decade of Education for Sustainable Development by incorporating Education for Sustainable Development (ESD) into its education curriculum and policies. In 2020, Namibia launched its National Environmental Education and Education for Sustainable Development Policy. Despite these policy commitments, research indicates that most teachers continue to struggle with integrating ESD into their teaching practices. The integration of ESD in English language teaching classrooms is no exception. This qualitative case study is an attempt to understand how a Teacher Professional Development programme named Teach for ESD offered by NaDEET, a non-governmental organisation in Namibia, aided three Senior Primary Phase English Language teachers to integrate ESD into their teaching practice. The study also aims to unveil the teaching practice of the selected English Language teachers in the Otjozondjupa region who participated in the Teach for ESD programme. Data was gathered using semi-structured interviews (three interviews per teacher), document review, and lesson observation (one per teacher). Theoretically, the study is framed by socio-cultural learning theory after the work of Lev Vygotsky, supplemented by Mavhunga and Rollnick’s (2013) account of Topic Specific Pedagogical Content Knowledge (TSPCK). The qualitative data was analysed inductively to identify themes and sub-themes relevant to the research questions. The study findings might be of value to NaDEET as they implement future TPD courses in ESD, and they may also be of interest to English Language Teaching stakeholders as Namibia implements the EE and ESD Policy in the national school curriculum. The findings showed that the English Language teachers need ESD training; ESD-oriented teaching and learning materials; continuing support for monitoring and evaluation of their ESD practices; and more time allocated to English Language teaching in the timetable so that the environmental / sustainability content can be explored in more depth alongside the development of English Language skills. The study recommends that further research be conducted into effective ways of teaching English Language skills through environmental themes (developing Pedagogical Content Knowledge); and exploring up-scalable models of teacher professional development so that more English Language teachers can receive ESD training. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Shangheta, Miryam Keshityeni
- Date: 2024-10-11
- Subjects: Career development , Teachers In-service training , Education for sustainable development , English language Study and teaching Namibia , Pedagogical content knowledge
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463603 , vital:76424
- Description: Namibia is a signatory to the Sustainable Development Goals of Agenda 2030 and responds to the United Nations Decade of Education for Sustainable Development by incorporating Education for Sustainable Development (ESD) into its education curriculum and policies. In 2020, Namibia launched its National Environmental Education and Education for Sustainable Development Policy. Despite these policy commitments, research indicates that most teachers continue to struggle with integrating ESD into their teaching practices. The integration of ESD in English language teaching classrooms is no exception. This qualitative case study is an attempt to understand how a Teacher Professional Development programme named Teach for ESD offered by NaDEET, a non-governmental organisation in Namibia, aided three Senior Primary Phase English Language teachers to integrate ESD into their teaching practice. The study also aims to unveil the teaching practice of the selected English Language teachers in the Otjozondjupa region who participated in the Teach for ESD programme. Data was gathered using semi-structured interviews (three interviews per teacher), document review, and lesson observation (one per teacher). Theoretically, the study is framed by socio-cultural learning theory after the work of Lev Vygotsky, supplemented by Mavhunga and Rollnick’s (2013) account of Topic Specific Pedagogical Content Knowledge (TSPCK). The qualitative data was analysed inductively to identify themes and sub-themes relevant to the research questions. The study findings might be of value to NaDEET as they implement future TPD courses in ESD, and they may also be of interest to English Language Teaching stakeholders as Namibia implements the EE and ESD Policy in the national school curriculum. The findings showed that the English Language teachers need ESD training; ESD-oriented teaching and learning materials; continuing support for monitoring and evaluation of their ESD practices; and more time allocated to English Language teaching in the timetable so that the environmental / sustainability content can be explored in more depth alongside the development of English Language skills. The study recommends that further research be conducted into effective ways of teaching English Language skills through environmental themes (developing Pedagogical Content Knowledge); and exploring up-scalable models of teacher professional development so that more English Language teachers can receive ESD training. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
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