A teacher collective as a professional development approach to promote foundation phase mathematics teaching
- Authors: Hlam, Thandiwe Lillian
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa Teachers -- Development -- South Africa , Teachers -- Education (Primary) -- South Africa Early childhood education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/15071 , vital:28119
- Description: This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the poor performance of their learners in Mathematics. In an attempt to address their challenge, they resolved to form a Teacher Collective (TC) amongst themselves. Their main objective was to support each other in their development of Mathematical Knowledge for Teaching (MKT). The participants, being frustrated by what they perceived as an inefficient and unhelpful cluster approach to professional development used by the Department of Basic Education initiated their own teacher collective strategy. I was approached by this TC to assist them in developing a strategy to make this TC suit the needs of the participants. A Lesson Study (LS) approach was used as an alternative Teacher Professional Development strategy within the TC. In studies conducted by Ono and Ferreira (2010) and Jita and Mokhele (2014), a LS approach is regarded as an essential tool desirable for enhancement of teacher collaboration and participant’s MKT. However, both studies reported on challenges related to contextual issues. Those contextual issues revealed themselves as similar to the challenges that threatened to weaken the collaborative structure initiated by the participants in this current study. To overcome these challenges, participants felt a need for some sort of adaptation for a LS approach to work in their context. In the application of the revised adapted version of a LS approach, participants experienced a Teacher Collective (TC) in action using real and useful experiences (Ono & Ferreira, 2010). The aim of this study was to examine the effects of a Teacher Collective for improving participating teachers’ pedagogical and disciplinary content knowledge in Foundation Phase (FP) Mathematics. As this study targeted a small group of teachers, it adopted a case-study methodology. The participants were five Grade 3 teachers purposefully self-selected from two Port Elizabeth township schools. Semi-structured interviews were used to determine participating teachers’ perceptions of a Teacher Collective as a Teacher Professional Development strategy necessary to promote Mathematical Knowledge for Teaching. Descriptive methodologies which concern inter alia practices that prevail, relationships that exists, point of views that were held, processes that are going on and effects that are felt by participants were used (Creswell, 2013). The following major findings emerged from the data analysis: For the TC to be a successful alternative TPD, it requires that: (1) Teachers must regard themselves as being responsible for the own professional growth and own the TPD programme. (2) Participants of the TC must adopt flexible strategies to allow for active participation of the participants in building meaning for themselves. (4) A TPD strategy should be sensitive to contextual issues and be addressed accordingly. (5) A TPD programme should seek to improve classroom instruction but this must be based on the needs of the participants. It is primarily the following structural features that affected teacher learning within the TC: (a) the form of the activity (joint lesson planning, observed lesson presentation, post lesson feedback, etc.), (b) collective participation of teachers within and across the schools and (c) the duration of the activity. In this study the LS approach worked well as it sought to address the needs of the participants.
- Full Text:
- Date Issued: 2017
- Authors: Hlam, Thandiwe Lillian
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa Teachers -- Development -- South Africa , Teachers -- Education (Primary) -- South Africa Early childhood education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/15071 , vital:28119
- Description: This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the poor performance of their learners in Mathematics. In an attempt to address their challenge, they resolved to form a Teacher Collective (TC) amongst themselves. Their main objective was to support each other in their development of Mathematical Knowledge for Teaching (MKT). The participants, being frustrated by what they perceived as an inefficient and unhelpful cluster approach to professional development used by the Department of Basic Education initiated their own teacher collective strategy. I was approached by this TC to assist them in developing a strategy to make this TC suit the needs of the participants. A Lesson Study (LS) approach was used as an alternative Teacher Professional Development strategy within the TC. In studies conducted by Ono and Ferreira (2010) and Jita and Mokhele (2014), a LS approach is regarded as an essential tool desirable for enhancement of teacher collaboration and participant’s MKT. However, both studies reported on challenges related to contextual issues. Those contextual issues revealed themselves as similar to the challenges that threatened to weaken the collaborative structure initiated by the participants in this current study. To overcome these challenges, participants felt a need for some sort of adaptation for a LS approach to work in their context. In the application of the revised adapted version of a LS approach, participants experienced a Teacher Collective (TC) in action using real and useful experiences (Ono & Ferreira, 2010). The aim of this study was to examine the effects of a Teacher Collective for improving participating teachers’ pedagogical and disciplinary content knowledge in Foundation Phase (FP) Mathematics. As this study targeted a small group of teachers, it adopted a case-study methodology. The participants were five Grade 3 teachers purposefully self-selected from two Port Elizabeth township schools. Semi-structured interviews were used to determine participating teachers’ perceptions of a Teacher Collective as a Teacher Professional Development strategy necessary to promote Mathematical Knowledge for Teaching. Descriptive methodologies which concern inter alia practices that prevail, relationships that exists, point of views that were held, processes that are going on and effects that are felt by participants were used (Creswell, 2013). The following major findings emerged from the data analysis: For the TC to be a successful alternative TPD, it requires that: (1) Teachers must regard themselves as being responsible for the own professional growth and own the TPD programme. (2) Participants of the TC must adopt flexible strategies to allow for active participation of the participants in building meaning for themselves. (4) A TPD strategy should be sensitive to contextual issues and be addressed accordingly. (5) A TPD programme should seek to improve classroom instruction but this must be based on the needs of the participants. It is primarily the following structural features that affected teacher learning within the TC: (a) the form of the activity (joint lesson planning, observed lesson presentation, post lesson feedback, etc.), (b) collective participation of teachers within and across the schools and (c) the duration of the activity. In this study the LS approach worked well as it sought to address the needs of the participants.
- Full Text:
- Date Issued: 2017
Governing information security within the context of "bring your own device" in small, medium and micro enterprises
- Authors: Fani, Noluvuyo
- Date: 2017
- Subjects: Data protection , Computer security -- Management , Computer networks -- Security measures
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: http://hdl.handle.net/10948/7626 , vital:22114
- Description: Throughout history, information has been core to the communication, processing and storage of most tasks in the organisation, in this case in Small-Medium and Micro Enterprises (SMMEs). The implementation of these tasks relies on Information and Communication Technology (ICT). ICT is constantly evolving, and with each developed ICT, it becomes important that organisations adapt to the changing environment. Organisations need to adapt to the changing environment by incorporating innovative ICT that allows employees to perform their tasks with ease anywhere and anytime, whilst reducing the costs affiliated with the ICT. In this modern, performing tasks with ease anywhere and anytime requires that the employee is mobile whilst using the ICT. As a result, a relatively new phenomenon called “Bring Your Own Device” (BYOD) is currently infiltrating most organisations, where personally-owned mobile devices are used to access organisational information that will be used to conduct the various tasks of the organisation. The use of BYOD in organisations breeds the previously mentioned benefits such as performing organisational tasks anywhere and anytime. However, with the benefits highlighted for BYOD, organisations should be aware that there are risks to the implementation of BYOD. Therefore, the implementation of BYOD deems that organisations should implement BYOD with proper management thereof.
- Full Text:
- Date Issued: 2017
- Authors: Fani, Noluvuyo
- Date: 2017
- Subjects: Data protection , Computer security -- Management , Computer networks -- Security measures
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: http://hdl.handle.net/10948/7626 , vital:22114
- Description: Throughout history, information has been core to the communication, processing and storage of most tasks in the organisation, in this case in Small-Medium and Micro Enterprises (SMMEs). The implementation of these tasks relies on Information and Communication Technology (ICT). ICT is constantly evolving, and with each developed ICT, it becomes important that organisations adapt to the changing environment. Organisations need to adapt to the changing environment by incorporating innovative ICT that allows employees to perform their tasks with ease anywhere and anytime, whilst reducing the costs affiliated with the ICT. In this modern, performing tasks with ease anywhere and anytime requires that the employee is mobile whilst using the ICT. As a result, a relatively new phenomenon called “Bring Your Own Device” (BYOD) is currently infiltrating most organisations, where personally-owned mobile devices are used to access organisational information that will be used to conduct the various tasks of the organisation. The use of BYOD in organisations breeds the previously mentioned benefits such as performing organisational tasks anywhere and anytime. However, with the benefits highlighted for BYOD, organisations should be aware that there are risks to the implementation of BYOD. Therefore, the implementation of BYOD deems that organisations should implement BYOD with proper management thereof.
- Full Text:
- Date Issued: 2017
- «
- ‹
- 1
- ›
- »