Leadership development within a learner representative council: a Namibian primary school case study
- Authors: Tjihuro, Jaqueline
- Date: 2018
- Subjects: School management and organization Namibia , Educational leadership Namibia , Student participation in administration Namibia , Student government Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61558 , vital:28036
- Description: Learners in Namibian primary schools are seemingly not brave enough to stand and raise their voice on issues that concern them. This is what Shekupakela-Nelulu (2008) wrote after a study she conducted on the Learners’ Representative Council (LRC) of a school in Namibia. She refers to a time when “the involvement of students in school affairs was seen by the regime as a political act and attempts by student leaders to involve themselves in educational issues were often quashed” (ibid., p. i). This situation will be all too familiar to South African readers, where a public holiday, Youth Day, was declared to mark the apartheid regime’s brutal treatment of learner protestors on June 16, 1976. While Namibia has not experienced events of such magnitude, the notion of learner voice is equally problematic and worthy of investigation. The absence of leadership development opportunities for learners has led to this research study which seeks to answer the central research question: How can learner leadership be developed in a LRC? I used an interpretive paradigm, adopting a qualitative approach in the study. Concurrently, the study was framed and guided by the second generation of Cultural Historical Activity Theory (CHAT) as an analytical tool to achieve my research goal. The following questions guided the study in two phases. Phase one: What were the perceived causes for the nonsustainability of the learner leadership (LL) club at the school? Phase two: How is the notion of learner leadership understood in the school? How is leadership developed on the LRC? What enables and constrains leadership development of learners on the LRC? The research participants were thirty LRC members from grades 6 and 7 and15 teachers who teach the LRC members. The principal and three HOD’s were also research participants being part of the Senior Management team. One of the HOD’s also fulfils the role of the guardian teacher to the LRC. A school board chairperson also participated in the Change Laboratory Workshop. Data was generated through multiple data sources such as questionnaires, individual interviews, a focus group interview and observation. The findings from phase one of the study revealed that the learner leadership club’s intervention was a success during the 2014 academic year, but the absence of the learner leadership club as an extra-mural activity affected the sustainability of the club into the next academic year 2015. Findings from phase two revealed that leadership opportunities did exist at the school for learner leadership development. However, a few challenges emerged relating to traditional views of leadership and constraining factors that could affect learner leadership development at the school. Thus, Change Laboratory workshops were held to find solutions to the challenges, in order to promote and enhance learner leadership development, hopefully for the future of the Namibian child.
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- Date Issued: 2018
Learner voice and leadership: a study of a Learner Representative Council in a primary school in Namibia
- Authors: Kapuire, Dominika Bertha
- Date: 2018
- Subjects: Educational leadership -- Namibia , School management and organization -- Namibia , Student government -- Namibia , Student participation in administration -- Namibia , Education, Primary -- Namibia , Cultural Historical Activity Theory
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62177 , vital:28135
- Description: Numerous literature world-wide emphasises the significance of learner voice and leadership in schools. These concerns are not new to the education system of Namibia, because the education system is shaped by policy which encourages the voices of all stakeholders in the schools. The Education Act 16 of 2001 introduced the Learner Representative Council (LRC) as a legitimised body in secondary schools which represents learners in school level decision-making. Learner Representative Council members in secondary schools are allowed to sit in on School Board meetings and voice their concerns about issues at the school. The Act also involved parents, allowing them to air their views on behalf of their children, by becoming part of the School Board. Although this is what the Act 16 of 2001 introduced, recent researchers have urged for the need to develop learner voice and leadership in schools, as many schools have turned a blind eye to its significance. This is also what prompted me to conduct a study on the development of learner voice and leadership. This research was conducted within the context of learner leadership at a primary school in the Otjozondjupa region, Namibia, focusing on the school’s existing Learner Representative Council (LRC). The study explores the underlying reasons for the current problems in the LRC structure and beyond, opening up leadership opportunities, and promoting learner voice at the school. Participants in the research were drawn from learners, teachers, heads of department, and the principal. As a qualitative case study in the interpretive paradigm, the study employed a range of data collection strategies - questionnaires, interviews, focus group interviews, observation and Change Laboratory (CL) workshops - to gather data to answer key research questions: How is the LRC currently involved in the leadership of the school? What are the factors inhibiting the development of learner leadership in the school? What opportunities exist for the development of learner voice and leadership within the LRC? How can learner voice and leadership be developed through Change Laboratory (CL) workshops? The research was underpinned by the second generation of Cultural-Historical Activity Theory (CHAT) as an analytical framework. CHAT had the potential to bring problems and challenges into focus, which was then used to open up expansive learning in the CL workshops. Data collected from the participants was surfaced as mirror data in these workshops. The study showed that the LRC was not active in their leadership roles and that they were not given enough opportunities to function freely in their roles. These learners were under a traditional system of leadership, whereby teachers had all the control and say in the learners’ leadership roles. The development of learner leadership was only recognised through the leadership training camp. Many factors that inhibited the development of learner voice and leadership also emerged in the study. Lastly, the notion of developing learner voice was also not understood by some teachers, which showed in their contradicting views. This study recommends that learner leadership should be developed, starting at an early age in the primary school. It also recommends that learners, however young, should be given a platform to contribute to the decision making at their schools.
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- Date Issued: 2018
On becoming literate in English: a literate life history study of selected Grade 12 learners in a Namibian secondary school
- Authors: Kangootui, Angela Lydia
- Date: 2018
- Subjects: English language -- Study and teaching (Secondary) -- Namibia -- Omaheke , Second language acquisition -- Omaheke , Language and languages -- Study and teaching -- Namibia -- Omaheke , Namibia. Ministry of Basic Education, Sport, and Culture
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62252 , vital:28147
- Description: This study sought to investigate English literate journeys of selected Grade 12 learners who come from educationally disempowering home backgrounds, and who ‘meet’ informal and/or formal exposure to English language mainly within the confines of school hours. Located within the qualitative, interpretive life history study design, the study used questionnaire and learners’ autobiographies to generate data. These data were then subjected to explore the literate journey of these learners in English as a second language through a comprehensive descriptive analysis. The study was conducted in an urban high school in Omaheke region, Namibia, and the research site and study participants were selected purposively. Theoretically, the study drew from Krashen’s (1981) Second Language Acquisition Theory, which offered this study the five hypotheses that were used as categories to generate, analyse, interpret and discuss data. Research findings reveal that, for various reasons discussed in the study, there is minimal parental involvement in the English literacy journey of their children at home. These include parents not reading regularly to their children, not encouraging visits to the library and the shortage of literacy materials such as newspapers and magazines. The educational level of parents is also a major contributing factor in the literacy journey of their children. The contribution of the community towards the literacy journey in English as a second language of these learners was minimal since the vernacular languages or Afrikaans were used to communicate. At the school level it was found that the attitude of some teachers was a hindrance, as was the way they taught. The use of the mother tongue during teaching also had an effect on the literacy development of the learners. Although the different methods used by various teachers at school level contributed in a way towards literacy development of the learners at school, the huge number of learners in the classrooms was a force to be reckoned with. It is hoped that the study’s findings will assist the Ministry of Basic Education Arts and Culture (MBEAC) in Namibia in informing the type of syllabus content and pedagogical practices to be utilised in teaching English as a Second Language.
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- Date Issued: 2018
Parents’ perceptions about male teachers’ underpresentation in the foundation phase : a study in the East London Education District
- Authors: Kewuti, Nomfihlakalo
- Date: 2018
- Subjects: Male preschool teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15914 , vital:40563
- Description: Foundation Phase in many schools is dominated by females and there are no or few male teachers in these grades. Foundation Phase comprises both boys and girls and if girls need female teachers to teach them, so the boys also need male teachers. One of the reasons why males do not want to teach in the Foundation Phase is the gender stereotype that Foundation Phase is a woman’s job, which deprive young learners the benefits that they could enjoy by having male teachers in their early years. The objectives of this study were to establish the parents’ perceptions about male teachers’ underrepresentation in the Foundation Phase; to determine how parents and their children can benefit from being taught by male teachers in the FP; to ascertain what challenges parents perceive are experienced by male teachers in the FP and to ascertain how SGB parent component can attract male teachers for FP teaching in their schools. The study was conducted in the East London Education District from three primary schools in urban, semi-urban and rural school settings. The schools selected were those that have male teachers in the FP in Grade R, 1, 2 and 3. A purposeful sample of nine parents who have children in male teacher classes in the Foundation Phase were used; three parents from each school. Qualitative data were generated through semi-structured interviews and observations, using phenomenology design. Thematic analysis was conducted on the basis of the themes that emerged from the participants’ responses to the research questions. This study adopted an interpretive paradigm to get an understanding of parents’ perceptions about male teachers’ underrepresentation in the FP from parents who have children in the male teacher classes in the FP. The findings indicated that parents feel a need for male teachers in the FP to act as disciplinarians. They also noted that their children who are taught by male teachers have good behaviours. Benefits like gender equality, improvement in sports, confidence of learners in doing their work and grooming and balancing for higher levels. It has appeared that parents also understand that male teachers experience challenges of being unaccepted by the parents of learners and also by their female colleagues. These challenges stem from the fact that teaching in FP is associated with being nannies which is a female duty; males are associated with child abuse and are thought to be paedophiles and there a great lack of trust due to these associations pointed at them. Parents in their responses have shown that they are for the view that the SGB parent component should ensure that male teachers are employed in the FP by recommending them (male teachers) in the posts at Foundation Phase level and that it should be adopted in their schools.
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- Date Issued: 2018
Researching the development of a programme that merges mathematics and music in Grade R
- Authors: Stevenson-Milln, Carolyn
- Date: 2018
- Subjects: Mathematics Study and teaching (Elementary) Activity programs , Music and children , Music, Influence of , Music Africa , Action research in education
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61928 , vital:28084
- Description: This small-scale case study explores the potential for synergy between music and mathematics learning in early childhood education whereby music can be used to help enhance children’s mathematical proficiency. Informal observations of the young learners participating in an Early Number Fun programme initiated by the South African Numeracy Chair Project suggested that many children struggled to exercise executive functioning and self-regulated skills, and struggled also with fluency in basic numeracy concepts such as understanding pattern. This case study was set up to investigate the effect of the development and implementation of a programme in which African music and mathematics learning, (particularly in relation to pattern and sequencing) were blended. The study’s core aim was to contribute to strengthening learners’ executive function and self-regulated learning competencies, both of which are important to learners’ developing agency over their own learning. An Action-Research-embedded-in-Design-Research approach was employed. This allowed an iterative process in developing a new mode of learning through blending music and mathematics. The theory of enactivism provided a theoretical framework to the study. The basic assumptions of an enactive perspective are shared understanding and joint action through engagement (as exemplified through group interaction between learner and teacher, and learning through action). The programme was developed and implemented with ongoing refinements in two Grade R classrooms. Data collected through observation, interviewing, document analysis and the keeping of a reflective research journal, are qualitative in nature. Analysis of the data indicate that the use of African block notation, as a rhythmic medium was well within reach of the participating children, such that at the end of each 16 session intervention programme, learners at both research sites demonstrated their capacity to: • Focus their attention on one activity while a different activity was taking place alongside them. • Watch, listen and only then act. • Practise their numbers through play: to count out and to write up to 16 and beyond. • Notate, read and interpret rhythmic patterns through block notation and instrumentation. The findings suggest the intervention programme could be continued over a longer period for maximum benefit, possibly through following Grade R learners through to Grade 1. The findings further suggest that fun with rhythmic, number-based patterning can assist learners’ development of executive function and self-regulated learning skills.
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- Date Issued: 2018
Sociocultural and sociomaterial mediation of children’s connectedness-with-nature: a case study of Hobbiton
- Authors: Ward-Smith, Chesney Fenella
- Date: 2018
- Subjects: Environmental psychology South Africa Eastern Cape , Experiential learning South Africa Eastern Cape , Environmental education Activity programs South Africa Eastern Cape , Nature study Activity programs South Africa Eastern Cape , Outdoor education South Africa Eastern Cape , Ethnoecology
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61918 , vital:28083
- Description: An increasingly large body of literature sees disconnection from nature as central to the convergent social-ecological crisis, rooted in anthropocentric ontologies. This study explored the potential for embodied, sociomaterial nature-based activities to engender shifts in children’s perceptions of, and sense of connectedness with, nature. Equally it explored how children’s socio-cultural-historical value positionings (SCHVP) mediated their perceptions of, and connectedness with, nature. The nature-based activities, spread over five-day camps, were located at Hobbiton-on-Hogsback, a centre that has existed for decades to provide experiential learning and graded exposure to natural spaces, aiming to increase environmental knowledge and nature-connection. The experiences of two groups of children from wide-ranging socioeconomic and socio-cultural backgrounds in the Eastern Cape Province of South Africa were explored using interpretive case study methodology. Through semi-structured interviews and focus groups with selected children (aged 10-14) and the Hobbiton staff members who worked with them, as well as participant observation, data were collected and analysed thematically. This study was guided by a layered theoretical framework that included Deep Ecology as an under-labourer, and Cultural Historical Activity Theory (CHAT) as a substantive, analytical framework. Interactions between participants’ SCHVP and the sociomateriality of the nature- based activities were analysed in relation to the children’s nature-perceptions and sense of Connectedness-With-Nature. The findings highlight both the importance of the children’s SCHVP and the sociomateriality of the nature-based activities in mediating their prior perceptions of, and connectedness with nature. The nature-based activities acted as a primary stimulus for developing environmental empathy, awareness and pro-environmental intentions. In essence, Hobbiton acted as a primary ‘seed planter’ towards greater feelings of Connectedness-With-Nature. However, recommendations are put forward for more decolonised, ethics-oriented and sociomaterial design of Hobbiton’s nature-based activities, with an emphasis on integrating children’s SCHVP into the pedagogical-design process in relation to the sociomaterial elements of the nature-based activities. Emically integrating the children’s multiplicities of knowing, doing, valuing and being into the pedagogical-design process could contribute to the decolonisation of nature-based experiences in such contexts cultural, socio and political diversity.
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- Date Issued: 2018
Teacher perspectives on value creation and learning in South African eco-schools: an evaluative review of teacher support processes in an eco-school professional learning community
- Authors: Khan, Anisa
- Date: 2018
- Subjects: Teachers -- In-service training -- South Africa , Environmental education -- Study and teaching -- South Africa , Continuing education , Teachers -- Attitudes , Communities of practice -- South Africa , Integrated Strategic Planning Framework for Teacher Education , Eco-schools
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62840 , vital:28300
- Description: The study is framed within the broader policy context of teacher professional development and the Department of Basic Education (DBE) and Department of Higher Education (DHET) strategy to support the development of Professional Learning Communities. Teacher Education and Development initiatives in South Africa face multiple challenges, with the Integrated Strategic Planning Framework for Teacher Education in South Africa: 2011-2025 (ISFPTED) (South Africa, DBE, 2011) providing guidance on priority interventions to address these, including guidance on continuous teacher professional development through teacher education support in professional learning communities. The Eco-Schools programme has, over its decade-long history, provided support to teachers in schools registered as Eco-Schools. The value created by the diverse support practices is not well known or understood. The study aimed to shed light on the support teachers in the Eco-Schools programme value and how this contributes to environmental learning and practice. Working with Wenger’s Communities of Practice theory (Wenger, 1998) as a conceptual framework and lens, the study set out to describe and explore the processes of teacher learning amongst a sample of teachers supported to function as a professional learning community within the Eco-Schools programme. The findings and recommendations made are in relation to the research goals which are to explore and describe the value being created by the patterns of teacher support in an Eco-Schools node/cluster. To this end, the evaluative study generated evidence in relation to what teachers derive value from through the support they receive; and assessed evidence on how teaching, learning, and practice are developing through participation in the Eco-Schools Professional Learning Community examined. The study was conducted in 2 phases, the first as a survey of the patterns of support in Eco-School clusters/ nodes. The descriptions enabled a mapping of the patterns of support in the “coordinator supported model” of Eco-Schools to understand how the coordinator supported model of Eco-Schools enables teacher collaboration and supports the development of an environment and sustainability community of practice between teachers from across the cluster/ node. The second part of the study explored teacher’s perspectives of value derived from participation in an expanded model of Eco-Schools support, using an appreciative inquiry methodology to extract teacher narrations of value creation and meaning-making. In relation to goal one, the main findings indicate that the patterns of support enabled teachers to develop confidence and skills for action taking and responding to local socio-economic and environmental challenges. The data also reflected local partnerships with other environmental knowledge organisations, thus adding value to the programme through an expanded network of environmental practice and provision of additional resources. In relation to goal 2 of the study, teachers experienced Eco-School practices as personally meaningful and connected to their identity. Teachers expressed value in the training they had received through the Fundisa for Change programme which deepened their understanding of the implementation requirements of the Curriculum and Assessment Policy Statements (CAPS) and helped to connect knowledge concepts in the curriculum with sustainability practices implemented as part of the Eco-Schools framework. In relation to goal 3, teachers gained confidence in “Teaching Biodiversity” through the Fundisa for Change training. Teachers were better able to understand the Specific Aims of the Biodiversity curriculum (CAPS) and to adapt their teaching methods to support the CAPS content and assessment requirements. Teacher portfolios also showed evidence of teachers developing skills in analysis of learner performance and an awareness of the need to adjust their teaching and assessment strategies to address “gaps” in learner understanding.
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- Date Issued: 2018
Teachers' support of learners with attention deficit hyperactivity disorder (ADHD) in mainstream grade 10 classes: a case study
- Authors: Hendriks, Ivy Johleen
- Date: 2018
- Subjects: Attention-deficit-disordered children -- Education (Higher) , Hyperactive children -- Education (Higher)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/9033 , vital:34184
- Description: Attention Deficit Hyperactivity Disorder (ADHD) affects between 5 – 7 percent of children in the United States and Europe, making it one of the most common child psychiatric diagnoses. ADHD currently affects approximately 3 – 5 percent of school-going children and adolescents in South Africa. Schools create multiple challenges for learners with ADHD who show classic symptoms of inattention, hyperactivity and impulsivity. These symptoms produce impairment across cognitive, behavioural and interpersonal domains of function. Symptoms frequently manifest in a school setting, thus teachers play a central role in reporting symptoms, advising parents to seek professional assessment and assisting children with ADHD to achieve academically and socially. In line with the Education White Paper 6 of 2001, teachers should not only support learners with ADHD, but need to help these learners to understand and accept themselves as learners. The Literature focus on teachers’ knowledge of the characteristic symptoms displayed by learners with ADHD; teachers’ role in identifying and referring learners with ADHD; challenges faced by teachers when teaching learners with ADHD as well as teaching strategies and classroom accommodations teachers employ to effectively support learners with ADHD. The research was undertaken as a qualitative case study with an interpretivist underpinning. Data was collected making use of open-ended questionnaires, semi structured interviews and an informal observation. Purposive sampling was used to identify 6 teachers from previously disadvantaged high schools, teaching either Mathematics or a Language. The findings of the study indicated that teachers in mainstream high schools do not possess adequate knowledge to identify and refer learners with ADHD. As assumed by the researcher, the teachers’ lack of knowledge leads to unsuitable teaching strategies and classroom accommodations. Their biggest challenge to effectively support learners with ADHD was a lack of support and knowledge.
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- Date Issued: 2018
The conceptualisation principles of an academic literacy course: an interpretive study of the English for academic purposes module at a Namibian University
- Authors: Onomo, Angelina Medzo
- Date: 2018
- Subjects: Academic writing -- Study and teaching -- Namibia , Information literacy -- Study and teaching -- Namibia , Information literacy -- Social aspects -- Namibia , Academic language -- Namibia , Qualitative research -- Methodology
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62862 , vital:28304
- Description: This thesis reports on an investigation into the features of an English for Academic Purposes (EAP) course that may promote or constrain students’ success at the Namibia University of Science and Technology (NUST). Work by the New Literacy Studies has problematised what it means to be academically literate and has critiqued the notion of skills training in Higher Education. This study sought to develop an understanding of what the coursework writers’ and lecturers’ priorities were in designing and assessing academic literacy as expressed in the English for Academic Purposes (EAP) module, and to explain contradictions. As part of this process, it sought to identify the module’s strengths and weaknesses in terms of an understanding of literacy as a social practice, and to recommend changes if necessary. My interest in this module is a result of two interrelated factors. Firstly, as a novice part-time lecturer at NUST, I became concerned at the prevailing high EAP failure rate, which suggested that the course was not in fact promoting the academic literacy of the students. At the same time, my own attempts at ‘equipping’ students with the required academic literacy skills were frustrating. Both these factors suggested that the design and assessment of the course might be misaligned with its purported aims. To carry out this research, I employed an interpretive paradigm using a qualitative approach. I draw on theories in the field of academic literacies by Gee, Street and Lea. The methodology for the study was a document analysis of coursework materials and assessments, supplemented by interviews with available course designers. The key finding of the research is that the aims of the module are undercut by its structure and presentation. The design and assessment tasks of this module, while they aim at giving epistemological access through the development of students’ academic literacy skills, are unlikely to achieve it. This finding explains to some extent the poor throughput rate of the course.
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- Date Issued: 2018
The nature of postgraduate student-supervisor relationship in the completion of doctoral studies in education: an exploration in two African universities
- Authors: Rugut, Cornelius Kipleting
- Date: 2018
- Subjects: Universities and colleges -- Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/17955 , vital:28545
- Description: Postgraduate supervision and particularly the student-supervisor relationship in doctoral studies has recently become a topic of great discussion in the academic arena. The relationship between the student and the supervisor is central to the successful completion of doctoral studies. Production of more PhDs in Africa is of great significance, seeing that there is a growing need for highly trained researchers to support the national social, economic and environmental goals of African countries. However, statistics show that the completion rate of doctoral studies in Africa is still very low. As such, the focus of this study was to explore the nature of the student-supervisor relationship in the completion of educational doctoral studies in two African universities, namely, Nelson Mandela University in South Africa and Moi University in Kenya. In order to answer the main research question: “What is the nature of the student-supervisor relationship as experienced by graduates who recently completed their educational doctoral studies in two African universities?” a qualitative approach was used, located within an interpretivist paradigm and positioned as an intrinsic interpretive case study. Convenient and purposive sampling was utilised to select participants who had recently completed their doctoral studies in education within the last five years. An individual semi-structured interview and drawings were used to generate the data with ten participants, five from each of the two Universities. The data was analysed thematically and the model for interpersonal supervisor behaviour of Mainhard, Roeland, Tarkwijk and Wubbels (2009), was used to make meaning of the findings. The findings were discussed under four areas, namely, expectations of the student-supervisor relationship, experiences of the student-supervisor relationship, negotiating the student-supervisor relationship and perceptions of the student-supervisor relationship in the successful completion of doctoral studies. These findings revealed that there were moments of cooperation or opposition, as well as instances of dominance or submission in the student-supervisor relationship. However, it appeared that negotiation was at the centre of the relationship, as it was evident that it strengthened the affiliation between the student and the supervisor and thus created a harmonious working relationship, while the lack of proper negotiation created discontent and opposition between the student and the supervisor. The conclusions from the findings were used to generate implications which could be helpful to university management in improving postgraduate supervision and in so doing, promote the success rate of doctoral studies in African universities.
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- Date Issued: 2018
The teaching practice component of initial teacher education: a social justice approach
- Authors: Long, Kelly Ann
- Date: 2018
- Subjects: Educational change -- South Africa , Teachers -- Training of -- South Africa , Education -- South Africa -- History , Education – South Africa -- Evaluation , Education -- Standards -- South Africa , Teacher effectiveness -- South Africa , Social justice and education , Education -- Study and teaching (Higher) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/60200 , vital:27746
- Description: Research asserts that learner performance in South African schools is in a state of crisis. While many more learners’ post-1994 in South Africa have physical access to education, very few have epistemological access. The quality of the education learners receive is polarised along socio economic lines. This crisis has its roots in the legacy of colonialism and apartheid, and as such, there is a need to transform the education system to ensure equal opportunity for all learners, and ultimately economic growth and security for the country. One of the explanations offered for the crisis in learner performance is the poor teacher education system. However, there is a paucity of research in teacher education generally in South Africa, and specifically in relation to pre-service teachers. Furthermore, little attention has been given to how initial teacher education could contribute to the promotion of a social justice agenda with the intention of transforming the South African schooling system. This research seeks to understand how the expectations, scaffolding and assessment of preservice teachers’ teaching practices can be utilised to promote social justice during the Teaching Practice (TP) component of initial teacher education. In answering the research question, I analyse data and literature to identify a set of key valued functionings of quality praxis that preservice teachers ought to be provided the capability to realise, at the level of achieved functioning. This is a qualitative case study located in the interpretive paradigm. The case under study is: quality teaching practices of pre-service teachers. This case is bound by context (initial teacher education in South Africa) and setting (the pre-service teacher in the classroom). Two South African Higher Education Institutions (HEIs) were selected through purposive sampling and their respective Teaching Practice (TP) documentation was analysed. Focus group interviews were conducted with five lecturers involved in TP at one of the HEIs. The theoretical framework of the study used to guide the analysis of the data was underpinned by a social justice perspective on quality education. Given that a social justice perspective does not have analytic tools, I view quality pre-service teachers’ teaching practices as praxis and utilise the capability approach as a mechanism for identification and description of valued functionings and capabilities that contribute to quality praxis. There are four significant findings in my research. Firstly, there is consistency with regards to the valued functionings and capabilities across the TP documentation of the two participating HEIs. In other words, the conceptions of a capable pre-service teacher are similar. Secondly, if social justice goals are to be realised, greater clarity of the valued functionings needs to be evident in the TP documentation. Thirdly, the valued functionings can be categorised into those that are foundational and those that promote a social justice agenda. Finally, in promoting a social justice agenda, there are functionings that ought to be valued by the HEIs that are seemingly not currently valued.
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- Date Issued: 2018
Transformation through engagement: developing Grade 9 leadership opportunities through activity system using change laboratory intervention in a secondary school in Omusati region of Namibia
- Authors: Vaino, Loide Mwasheka
- Date: 2018
- Subjects: School management and organization Namibia Omusati , Student participation in administration Namibia Omusati , Educational leadership Namibia Omusati , Student government Namibia Omusati
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61569 , vital:28038
- Description: The evolution of traditional educational leadership theory to contemporary leadership theory came as a response to an increased demand for better services in schools by creating platforms for learner leadership such as distributed leadership where learner leadership is located. This study of learner leadership is conducted in a secondary school in Omusati region of Namibia. Drawing on distributed leadership theory, the study sought to promote the distribution of leadership opportunities amongst all educational stakeholders, including learners, as provided for by policy and projected by educational leadership theory. The motivation of this study was the need to understand the problems associated with learner leadership as identified by past research. In addition, this study hoped to address the gap in the literature by exploring learner leadership development opportunities developing agency in learners through a Change Laboratory (CL) intervention. This study was as a transformative case study, how the grade 9s in the case study school were involved in leadership, the constraining factors that hindered the involvement of grade 9 learners in leadership, the enhancement of learner leadership at school, the positive contributions of CL workshops to participants and the leadership growth brought about by an intervention. This study generated data through observation, questionnaires, semi-structured interviews, focus group interviews, and Change Laboratory Workshops. The findings revealed that the grade 9 learners were marginally involved in leadership at the school. The most substantial challenge relates to traditional and outdated views of leadership on the part of teachers and educational managers. Additionally, the findings from the Change Laboratory workshops revealed that despite grade 9 learners being the youngest at school, they have the potential to be learner leaders. Hence in addition to several practical recommendations, the study recommends a change of mindset towards learner leadership so that opportunities are provided to contribute to the growth and development of learners. Finally, these research study findings will help my professional colleagues and policy makers in education to better understand the significance role of learner leadership involvements in schools.
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- Date Issued: 2018
Understanding the contribution of third space theory in the Masikhulisane reading programme
- Authors: Janse van Rensburg, Monique
- Date: 2018
- Subjects: Literacy programs -- South Africa , Literacy -- Social aspects -- South Africa , Language arts -- South Africa , Reading promotion
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/18652 , vital:28699
- Description: The focus of this study is to understand the contribution third space theory makes to literacy practices in the Masikhulisane Reading Programme. The Masikhulisane Reading Programme is an in-school reading club involving reading stories for enjoyment. This study concentrated on the Grade Six participants in term three of the programme, where cross-age reading receives emphasis in service of cultivating reading for pleasure. An older (or more experienced) learner was paired with a younger (less competent) learner for the purpose of nurturing quality reading competencies and reading for enjoyment. The challenges of bilingual reading and developing reading practices without sufficient resources informed this study. The Masikhulisane Reading Programme seems to provide a solution to some of these challenges, offering reading material to learners and affording them agency in terms of their buddy system. Multiple data generation methods were used in order to gain a real understanding of what the Masikhulisane Reading Programme meant to the Grade Six learners, namely: observation of classroom practice, drawings with written and verbal descriptions, and two teacher interviews. The teachers corroborated what the learners said, supporting the idea that learners benefit from an abundance of opportunities to read, while taking ownership in their paired reading. The framework designed for data analysis provided a type of coding, and a way of recognising themes. The designed framework provided an overview and was applied to all the data as a means of drawing out patters to provide explanatory potential. One way to understanding this programme is through the, Third Space Theory, which recognises that in different spaces, participants can take up different positions, allowing for different ways of being. Each Grade Six learners became the teachers with one buddy, teaching and establishing a reading practice with their younger buddy. This gave them the chance to be responsible for developing a love for reading, which was empowering for both them and their buddy.
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- Date Issued: 2018