A framework for continuing professional development of teachers in regular primary schools: towards the effective teaching of learners with special education needs in Zimbabwe
- Muguwe, Emely https://orcid.org/0000-0003-2156-8642
- Authors: Muguwe, Emely https://orcid.org/0000-0003-2156-8642
- Date: 2015-05
- Subjects: Teachers -- Training of , Teachers -- In-service training.
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24794 , vital:63576
- Description: This study focused on Continuing Professional Development (CPD) needs of teachers in regular primary schools for the effective teaching of learners with special education needs in Zimbabwe. The motivation of the study emerged from concerns raised by stakeholders that teachers were inadequately prepared to teach learners with special education needs in general education classrooms. This study was underpinned by the post-positivistic paradigm which takes on both quantitative and qualitative approaches. The study also employed the survey design, which utilised the mixed methods approach. The accessible population comprised 93 primary schools and 1 457 teachers, 93 school heads and all education officers in the Gweru District of Zimbabwe. The researcher used purposive and disproportional random sampling. Ten schools were purposively selected from a population of 93 schools in the Gweru District. One hundred and fifty teachers (10percent of the population) which translated into 15 teachers from each school, were selected from the 10 schools through disproportional stratified random sampling in order to include both male (n=69) and female (n=81) teachers in the study. Semi-structured questionnaires, semi-structured face- to- face interviews and focus group discussions are the data collection methods which were used in this study. Data were presented, analysed and discussed, starting with demographic data in the first section, followed by quantitative data which were presented concurrently with corresponding emerging themes from qualitative data. The data collected via the questionnaires were coded and key-punched for analysis. Data were presented in tables, bar graphs and pie charts. Findings of the study revealed that there is a dire need for knowledge and skills in SEN among teachers in regular schools. Teachers needed to be prepared for a paradigm shift of the inclusive era. Teachers also needed to identify their own needs to ensure that relevant and preferred areas were covered. Findings revealed that teachers preferred well-structured CPD which is facilitated by an expert and CPD held in their own schools, where good practices are shared with workmates. Findings also confirmed the availability of policy circulars in schools, although some teachers expressed that they were not aware of such circulars. There were no specific days allocated specifically for school CPD. Most teachers were not availed with the opportunity to attend out-of-school based workshops; and cascading of information led to dilution of original ideas. There was lack of adequate mentoring among qualified teachers. Teachers preferred the standards-based model for promotion purposes although it was limiting in terms of teachers’ learning. The training model was viewed as a productive way of quickly in-servicing teachers relative to its cost. The communities of practice model and transformative model were not being utilised in schools due to national policies that govern teachers. Findings also revealed that teachers faced major challenges such as funding of CPD, getting information on CPD opportunities and time to engage in CPD activities. Teachers reeled with a lot of pressure resulting in burn-out as a result of large classes. Although staff development meetings were held in schools, they were mostly administrative and nothing definite was being done to mitigate the challenges which teachers were facing in accessing CPD opportunities. Teachers opted for a CPD framework which would give them more information and more opportunities for CPD on SEN, better access to teaching materials and more opportunities to work with experienced practitioners in SEN. Teachers preferred a framework based on a variety of CPD models, more school-based CPD rather than out of school -based CPD. The researcher concluded that teachers in regular schools were not equipped to teach learners with special education needs in the mainstream. The Ministry of Primary and Secondary Education was not employing the best models in preparing teachers to be effective. Teachers were facing challenges such as, funding, unavailability of information and time in accessing CPD opportunities. The study recommends that The Ministry of Primary and Secondary Education should put in place provisions to meet the CPD needs of teachers. Teachers should be fully involved in the identification of CPD needs. It was also recommends that school heads needed CPD on SEN for them to be able to guide teachers properly and to be supportive of the policy. Besides national policies, schools should design CPD policies specifically for their respective schools, in line with national policies. Andragogy principles, Wenger’s social learning theory and Vygotsky’s perspective among others, should underpin the CPD framework. The study recommends an alternative CPD model which would utilise a combination of transmissive, transitional and transformative models and modes of delivery as lenses in meeting the CPD needs of teachers in the context of SEN. , Thesis (PhD) -- Faculty of Education, 2015
- Full Text:
- Date Issued: 2015-05
- Authors: Muguwe, Emely https://orcid.org/0000-0003-2156-8642
- Date: 2015-05
- Subjects: Teachers -- Training of , Teachers -- In-service training.
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24794 , vital:63576
- Description: This study focused on Continuing Professional Development (CPD) needs of teachers in regular primary schools for the effective teaching of learners with special education needs in Zimbabwe. The motivation of the study emerged from concerns raised by stakeholders that teachers were inadequately prepared to teach learners with special education needs in general education classrooms. This study was underpinned by the post-positivistic paradigm which takes on both quantitative and qualitative approaches. The study also employed the survey design, which utilised the mixed methods approach. The accessible population comprised 93 primary schools and 1 457 teachers, 93 school heads and all education officers in the Gweru District of Zimbabwe. The researcher used purposive and disproportional random sampling. Ten schools were purposively selected from a population of 93 schools in the Gweru District. One hundred and fifty teachers (10percent of the population) which translated into 15 teachers from each school, were selected from the 10 schools through disproportional stratified random sampling in order to include both male (n=69) and female (n=81) teachers in the study. Semi-structured questionnaires, semi-structured face- to- face interviews and focus group discussions are the data collection methods which were used in this study. Data were presented, analysed and discussed, starting with demographic data in the first section, followed by quantitative data which were presented concurrently with corresponding emerging themes from qualitative data. The data collected via the questionnaires were coded and key-punched for analysis. Data were presented in tables, bar graphs and pie charts. Findings of the study revealed that there is a dire need for knowledge and skills in SEN among teachers in regular schools. Teachers needed to be prepared for a paradigm shift of the inclusive era. Teachers also needed to identify their own needs to ensure that relevant and preferred areas were covered. Findings revealed that teachers preferred well-structured CPD which is facilitated by an expert and CPD held in their own schools, where good practices are shared with workmates. Findings also confirmed the availability of policy circulars in schools, although some teachers expressed that they were not aware of such circulars. There were no specific days allocated specifically for school CPD. Most teachers were not availed with the opportunity to attend out-of-school based workshops; and cascading of information led to dilution of original ideas. There was lack of adequate mentoring among qualified teachers. Teachers preferred the standards-based model for promotion purposes although it was limiting in terms of teachers’ learning. The training model was viewed as a productive way of quickly in-servicing teachers relative to its cost. The communities of practice model and transformative model were not being utilised in schools due to national policies that govern teachers. Findings also revealed that teachers faced major challenges such as funding of CPD, getting information on CPD opportunities and time to engage in CPD activities. Teachers reeled with a lot of pressure resulting in burn-out as a result of large classes. Although staff development meetings were held in schools, they were mostly administrative and nothing definite was being done to mitigate the challenges which teachers were facing in accessing CPD opportunities. Teachers opted for a CPD framework which would give them more information and more opportunities for CPD on SEN, better access to teaching materials and more opportunities to work with experienced practitioners in SEN. Teachers preferred a framework based on a variety of CPD models, more school-based CPD rather than out of school -based CPD. The researcher concluded that teachers in regular schools were not equipped to teach learners with special education needs in the mainstream. The Ministry of Primary and Secondary Education was not employing the best models in preparing teachers to be effective. Teachers were facing challenges such as, funding, unavailability of information and time in accessing CPD opportunities. The study recommends that The Ministry of Primary and Secondary Education should put in place provisions to meet the CPD needs of teachers. Teachers should be fully involved in the identification of CPD needs. It was also recommends that school heads needed CPD on SEN for them to be able to guide teachers properly and to be supportive of the policy. Besides national policies, schools should design CPD policies specifically for their respective schools, in line with national policies. Andragogy principles, Wenger’s social learning theory and Vygotsky’s perspective among others, should underpin the CPD framework. The study recommends an alternative CPD model which would utilise a combination of transmissive, transitional and transformative models and modes of delivery as lenses in meeting the CPD needs of teachers in the context of SEN. , Thesis (PhD) -- Faculty of Education, 2015
- Full Text:
- Date Issued: 2015-05
Reconciling the right to housing with the establishment of informal settlements in South Africa
- Authors: Dibela, Michael Mzwandile
- Date: 2015-05
- Subjects: Housing policy -- South Africa , Human rights -- South Africa , Social justice
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/25901 , vital:64562
- Description: After the advent of Democracy in 1994, the South African government prioritised the question of homelessness of the South African citizens in particular the previously disadvantaged people. Through its various departments nationally, provincially and locally, many legislations have been enacted in order to assuage this problem. The study seeks to find out what are the policies if any, and attempts which have been made by the government in eradicating this problem and whether sufficient funds are being channelled from the national and provincial government in an endeavour to eradicate the problem of homelessness and whether the government is winning the battle. , Thesis (MPhil) -- Faculty of Social Sciences and Humanities, 2015
- Full Text:
- Date Issued: 2015-05
- Authors: Dibela, Michael Mzwandile
- Date: 2015-05
- Subjects: Housing policy -- South Africa , Human rights -- South Africa , Social justice
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/25901 , vital:64562
- Description: After the advent of Democracy in 1994, the South African government prioritised the question of homelessness of the South African citizens in particular the previously disadvantaged people. Through its various departments nationally, provincially and locally, many legislations have been enacted in order to assuage this problem. The study seeks to find out what are the policies if any, and attempts which have been made by the government in eradicating this problem and whether sufficient funds are being channelled from the national and provincial government in an endeavour to eradicate the problem of homelessness and whether the government is winning the battle. , Thesis (MPhil) -- Faculty of Social Sciences and Humanities, 2015
- Full Text:
- Date Issued: 2015-05
Work-life balance among self-initiated academic expatriates: An explanatory study of academics at the University of Fort Hare
- Harry, Tinashe Timothy https://orcid.org/0000-0001-6174-6883
- Authors: Harry, Tinashe Timothy https://orcid.org/0000-0001-6174-6883
- Date: 2015-05
- Subjects: Work-life balance
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10353/25404 , vital:64236
- Description: This research investigated how self-initiated academic expatriates managed their work-life balance while in a foreign country. As many people are now self-initiating their career movement from one country to another, there is a need to understand how the self-initiated academic expatriates are managing the balance between work lives and personal lives. The research discussed and made use of a narrative and story-telling method in understanding the experiences of self-initiated academic expatriates. In order to generate knowledge specific to the local African context as most studies were conducted outside of Africa, narrative and story-telling method was seen as most suitable. A total of 25 participants were interviewed using semi-structured interviews. The use of narrative inquiry in understanding the experiences of self-initiated academic expatriates who are based in South Africa will be illustrated in this research, with the implications of this being explored. The narratives of participants revealed four main themes. First, the participants narrated on the motivations to expatriate, why they chose South Africa as a destination will be discussed. Second, pathway into academia, how the participants ended up joining the academics profession will be presented in this thesis. Third, work and non-work related challenges being faced by the self-initiated academic expatriates are presented. Fourth, the way in which the participants worked around the challenges referred to as individual resourcing capability is presented. Solutions to the challenges highlights how individuals take action in response to their circumstances in aiding their self-development. Based on the findings from this study Self-initiated Expatriates-Individual Resourcing Capability Framework (SIE-IRC) is proposed. , Thesis (MCom) -- Faculty of Management and Commerce, 2015
- Full Text:
- Date Issued: 2015-05
- Authors: Harry, Tinashe Timothy https://orcid.org/0000-0001-6174-6883
- Date: 2015-05
- Subjects: Work-life balance
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10353/25404 , vital:64236
- Description: This research investigated how self-initiated academic expatriates managed their work-life balance while in a foreign country. As many people are now self-initiating their career movement from one country to another, there is a need to understand how the self-initiated academic expatriates are managing the balance between work lives and personal lives. The research discussed and made use of a narrative and story-telling method in understanding the experiences of self-initiated academic expatriates. In order to generate knowledge specific to the local African context as most studies were conducted outside of Africa, narrative and story-telling method was seen as most suitable. A total of 25 participants were interviewed using semi-structured interviews. The use of narrative inquiry in understanding the experiences of self-initiated academic expatriates who are based in South Africa will be illustrated in this research, with the implications of this being explored. The narratives of participants revealed four main themes. First, the participants narrated on the motivations to expatriate, why they chose South Africa as a destination will be discussed. Second, pathway into academia, how the participants ended up joining the academics profession will be presented in this thesis. Third, work and non-work related challenges being faced by the self-initiated academic expatriates are presented. Fourth, the way in which the participants worked around the challenges referred to as individual resourcing capability is presented. Solutions to the challenges highlights how individuals take action in response to their circumstances in aiding their self-development. Based on the findings from this study Self-initiated Expatriates-Individual Resourcing Capability Framework (SIE-IRC) is proposed. , Thesis (MCom) -- Faculty of Management and Commerce, 2015
- Full Text:
- Date Issued: 2015-05
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