- Title
- Exploring a humanising pedagogy in the teaching of mathematics in engineering related subjects at TVET colleges
- Creator
- Vimbelo, Siphokazi Winniefred
- Subject
- Mathematics--Study and teaching--Research
- Subject
- Mathematics--engineering
- Subject
- Pepagogy
- Date Issued
- 2022-12
- Date
- 2022-12
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/10948/60523
- Identifier
- vital:65641
- Description
- Technical Vocational Education and Training (TVET) is the practical avenue for acquiring employability skills for the world of work. Employability skills can be acquired through engineering programmes as engineering programmes at TVET colleges are amongst those in the highest demand category of employability. Mathematics is the fundamental subject for engineering. However, the learning environment at TVET colleges is not suitable for vocational students. The mathematics curriculum at TVET is also less related to real-life vocational education and the teaching approaches are not conducive to TVET students’ needs. Teaching approaches employed are often not positioned in a socially just way in that lecturers focus more on what is important for the examinations rather than using the students’ background as a resource. These challenges can be related to the kind of pedagogies employed by TVET college lecturers in the teaching of mathematics. The current study investigates this essential space by focusing on exploring a Humanising Pedagogy (HP) in the teaching of mathematics at a TVET college. A HP was used to explore current pedagogies employed by TVET lecturers in their mathematics classroom at South West Gauteng College (SWGC) – Molapo Campus in Gauteng, South Africa. A qualitative approach was used, and data was collected through lesson observations and narratives obtained from the lecturers. Narrative inquiry was also used as the research design, as well as Interpretivism which is the research paradigm for this study. The data were collected from ten TVET mathematics lecturers. Five lecturers were from the National Certificate Vocational (NCV) and the other five from the NATED programmes. Lesson observations were analysed using deductive thematic analysis and paradigmatic analysis was used for narratives. The findings revealed that TVET college lecturers use a traditional approach in a sense that they are the only ones doing the talking. Student engagement is minimal as they do not relate mathematical principles under study to students’ lives. However, the results after exploring a HP revealed that teaching transformed from the teacher-centred approach to the humanistic student-centred approach which related mathematical principles to students’ real lived experience. A HP mathematics approach was taught using a social justice lens. Lecturers experienced HP as the approach that enhances mathematics understanding, values students’ voices, is relevant to vocational students, and is student-centred.
- Description
- Thesis (PhD) -- Faculty of Education, School of Post Graduate Education, 2022
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- online resource (218 pages)
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela University
- Rights
- All Rights Reserved
- Rights
- Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Vimbelo,S Dec 2022.pdf | 2 MB | Adobe Acrobat PDF | View Details Download |