Exploring the adaptation challenges faced by novice foundation phase teachers in the Nelson Mandela Metropole
- Authors: Grimbeek, Michelle Louise
- Date: 2022-04
- Subjects: First year teachers , Teachers -- Training of – South Africa – Nelson Mandela Municipality , Education, Primary -- South Africa -- Nelson Mandela Municipality
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/56034 , vital:54941
- Description: The challenges faced by novice teachers have been widely discussed in the last decade (Caspersen & Raaen, 2014; Burkman, 2012). It is believed that the first year of teaching is found to be exceedingly challenging to the novice teacher due to the complex demands of the profession, as well as a result of a lack of training and induction into the work environment (Burkman, 2012). Researchers highlight that some of the many challenges that novice teachers experience are shortcomings in curricular planning, classroom management and discipline, instructional techniques, access to materials, and dealing with parents (Burkman, 2012). These challenges, along with feelings of inadequacy due to lack of experience in the working world, often have a negative effect on novice teachers and their ability to cope, subsequently resulting in high stress levels and burnout (Caspersen & Raaen, 2014). This qualitative study incorporated an interpretivist paradigm and used both semistructured interviews and a focus group discussion to explore the adaptation challenges experienced by novice Foundation Phase teachers in the Nelson Mandela Metropole. Grossman‟s Teacher Knowledge Theory and Vygotsky‟s Social Constructivist Theory were used to frame and make meaning of the findings of this study. The findings of this study indicate that novice teachers experience a range of challenges upon entering the working world. The numerous factors influencing these challenges experienced by novices include: the work environment; prior training and education; personal knowledge, values and attitudes toward teaching; and professional and social support received within the workplace. These findings were used to formulate guidelines to help support novice teachers in their adaptation from university to the professional work environment. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
- Authors: Grimbeek, Michelle Louise
- Date: 2022-04
- Subjects: First year teachers , Teachers -- Training of – South Africa – Nelson Mandela Municipality , Education, Primary -- South Africa -- Nelson Mandela Municipality
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/56034 , vital:54941
- Description: The challenges faced by novice teachers have been widely discussed in the last decade (Caspersen & Raaen, 2014; Burkman, 2012). It is believed that the first year of teaching is found to be exceedingly challenging to the novice teacher due to the complex demands of the profession, as well as a result of a lack of training and induction into the work environment (Burkman, 2012). Researchers highlight that some of the many challenges that novice teachers experience are shortcomings in curricular planning, classroom management and discipline, instructional techniques, access to materials, and dealing with parents (Burkman, 2012). These challenges, along with feelings of inadequacy due to lack of experience in the working world, often have a negative effect on novice teachers and their ability to cope, subsequently resulting in high stress levels and burnout (Caspersen & Raaen, 2014). This qualitative study incorporated an interpretivist paradigm and used both semistructured interviews and a focus group discussion to explore the adaptation challenges experienced by novice Foundation Phase teachers in the Nelson Mandela Metropole. Grossman‟s Teacher Knowledge Theory and Vygotsky‟s Social Constructivist Theory were used to frame and make meaning of the findings of this study. The findings of this study indicate that novice teachers experience a range of challenges upon entering the working world. The numerous factors influencing these challenges experienced by novices include: the work environment; prior training and education; personal knowledge, values and attitudes toward teaching; and professional and social support received within the workplace. These findings were used to formulate guidelines to help support novice teachers in their adaptation from university to the professional work environment. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
A Literacy Project with community members: Designing translanguaging storybooks for a multilingual community
- Authors: Senekal, Ischke
- Date: 2023-04
- Subjects: Literacy programs , Translanguaging (Linguistics) -- children's book , Multilingual -– society
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60916 , vital:69225
- Description: The purpose of this study was to establish a community-based literacy project that would design translingual storybooks accessible to all children and community members in terms of language, contextual relevance, and age appropriateness for a rural community in the Eastern Cape. Although multiple studies have been done worldwide, more research was needed on the impact community members thought it could have in South African society. This study's theoretical framework was drawn from Cen Williams's (1980) translanguaging. Williams (1980) viewed translanguaging as receiving information in one language (input) and relaying it in another language (output) to expand the competency of the two languages as well as ensure that deeper learning takes place (Wright & Baker, 2017). Translanguaging has evolved throughout the centuries. García and Wei (2014) describe it as a single repertoire that is being used since students integrate their languages and create a new language that they use to function in the world. A qualitative approach was used to answer the research question: "How can a translingual pedagogy enhance communicative repertories in designing community translingual storybooks?" A CPAR design was used to answer the research questions. Through workshops, focus groups, storyboards, and draw-and-talk, the researcher aimed to discover how a translingual pedagogy could enhance communicative repertoires by designing translingual storybooks. Lincoln and Guba's (1985) model of trustworthiness was used to guarantee trustworthiness by concentrating on credibility, transferability, dependability, confirmability, and reflexivity. Three main themes materialised from the data: using the mother tongue, isiXhosa, foundation to improve additional languages, interactive and structure-based strategies, and assets and drawbacks while creating resources with community members. The findings of this study indicated that multiple community members sometimes used their mother tongue to aid in the development of understanding additional languages, English and Afrikaans. They needed to learn the crucial roles they played in students' language development since they were the ones that could make those vital connections. The research participants needed an idea of the methods that could be used to design their translingual storybooks. They indicated that they wanted to work with other community members and wanted steps to follow to design these storybooks. The researcher had to present them with ideas of methods that fit their needs. The researcher knew that every study has assets and drawbacks depending on their view, the study's iii aims and goals, and the research question. It was found that the assets outweighed the drawbacks since the participants were an eager group of individuals. The research participants in this study come with a wide variety of knowledge about the needs of their community based on their experiences. They all have different job descriptions, but what brings them together is their desire to improve the community reading resources to improve their linguistic knowledge. The research participants designed the translingual storybooks at home and shared the data via WhatsApp. , Thesis (MEd) -- Faculty of Education, School for initial Teacher Education, 2023
- Full Text:
- Date Issued: 2023-04
- Authors: Senekal, Ischke
- Date: 2023-04
- Subjects: Literacy programs , Translanguaging (Linguistics) -- children's book , Multilingual -– society
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60916 , vital:69225
- Description: The purpose of this study was to establish a community-based literacy project that would design translingual storybooks accessible to all children and community members in terms of language, contextual relevance, and age appropriateness for a rural community in the Eastern Cape. Although multiple studies have been done worldwide, more research was needed on the impact community members thought it could have in South African society. This study's theoretical framework was drawn from Cen Williams's (1980) translanguaging. Williams (1980) viewed translanguaging as receiving information in one language (input) and relaying it in another language (output) to expand the competency of the two languages as well as ensure that deeper learning takes place (Wright & Baker, 2017). Translanguaging has evolved throughout the centuries. García and Wei (2014) describe it as a single repertoire that is being used since students integrate their languages and create a new language that they use to function in the world. A qualitative approach was used to answer the research question: "How can a translingual pedagogy enhance communicative repertories in designing community translingual storybooks?" A CPAR design was used to answer the research questions. Through workshops, focus groups, storyboards, and draw-and-talk, the researcher aimed to discover how a translingual pedagogy could enhance communicative repertoires by designing translingual storybooks. Lincoln and Guba's (1985) model of trustworthiness was used to guarantee trustworthiness by concentrating on credibility, transferability, dependability, confirmability, and reflexivity. Three main themes materialised from the data: using the mother tongue, isiXhosa, foundation to improve additional languages, interactive and structure-based strategies, and assets and drawbacks while creating resources with community members. The findings of this study indicated that multiple community members sometimes used their mother tongue to aid in the development of understanding additional languages, English and Afrikaans. They needed to learn the crucial roles they played in students' language development since they were the ones that could make those vital connections. The research participants needed an idea of the methods that could be used to design their translingual storybooks. They indicated that they wanted to work with other community members and wanted steps to follow to design these storybooks. The researcher had to present them with ideas of methods that fit their needs. The researcher knew that every study has assets and drawbacks depending on their view, the study's iii aims and goals, and the research question. It was found that the assets outweighed the drawbacks since the participants were an eager group of individuals. The research participants in this study come with a wide variety of knowledge about the needs of their community based on their experiences. They all have different job descriptions, but what brings them together is their desire to improve the community reading resources to improve their linguistic knowledge. The research participants designed the translingual storybooks at home and shared the data via WhatsApp. , Thesis (MEd) -- Faculty of Education, School for initial Teacher Education, 2023
- Full Text:
- Date Issued: 2023-04
The impact of leadership styles used by college heads on the functioning of TVET colleges in Limpopo
- Authors: Peter, Bandile
- Date: 2022-04
- Subjects: Management -- College heads , Decision-making -- post-secondary Education -- Limpopo
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/56091 , vital:55321
- Description: This study sought to examine the impact of leadership styles used by college heads on the functioning of TVET colleges in Limpopo. The purpose of the study was to better understand the prevailing path-goal leadership styles among college heads, the development and communication of college’s goals, vision and mission, involvement of lecturers and students in decision-making processes, motivation of students and lecturers, and continuous monitoring in the TVET colleges. The key research question that this study was based on was: What is the impact of the leadership styles used by college heads on the functioning of Limpopo TVET colleges? A mixed methods approach was adopted with questionnaires, interviews, observations and document review as a means of data collection. College heads (campus managers and HODs), lecturers and students were participants in this study. The participants were purposefully selected in three of the seven TVET colleges in the Limpopo Province. The findings indicated that all the four path-goal leadership styles were prevalent in the college heads. However, there was poor communication of the colleges’ goals, vision and mission. The study further found that lecturers and students were not on many occasions involved in the decision-making processes. Poor monitoring by college heads was also discovered by the study. Moreover, the study uncovered that lecturers and students were not properly rewarded for good performance. The subsequent recommendations include, among others, that as in-service training, DHET should provide the opportunity for college heads to take guided leadership courses that promote path-goal leadership styles. DHET should also provide college heads with the opportunity to study and enhance their qualifications in the areas of educational management and leadership. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
The impact of leadership styles used by college heads on the functioning of TVET colleges in Limpopo
- Authors: Peter, Bandile
- Date: 2022-04
- Subjects: Management -- College heads , Decision-making -- post-secondary Education -- Limpopo
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/56091 , vital:55321
- Description: This study sought to examine the impact of leadership styles used by college heads on the functioning of TVET colleges in Limpopo. The purpose of the study was to better understand the prevailing path-goal leadership styles among college heads, the development and communication of college’s goals, vision and mission, involvement of lecturers and students in decision-making processes, motivation of students and lecturers, and continuous monitoring in the TVET colleges. The key research question that this study was based on was: What is the impact of the leadership styles used by college heads on the functioning of Limpopo TVET colleges? A mixed methods approach was adopted with questionnaires, interviews, observations and document review as a means of data collection. College heads (campus managers and HODs), lecturers and students were participants in this study. The participants were purposefully selected in three of the seven TVET colleges in the Limpopo Province. The findings indicated that all the four path-goal leadership styles were prevalent in the college heads. However, there was poor communication of the colleges’ goals, vision and mission. The study further found that lecturers and students were not on many occasions involved in the decision-making processes. Poor monitoring by college heads was also discovered by the study. Moreover, the study uncovered that lecturers and students were not properly rewarded for good performance. The subsequent recommendations include, among others, that as in-service training, DHET should provide the opportunity for college heads to take guided leadership courses that promote path-goal leadership styles. DHET should also provide college heads with the opportunity to study and enhance their qualifications in the areas of educational management and leadership. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
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