Narratives that shape the professional identities of mathematics teachers
- Felix, Clyde Benedict Aurelius
- Authors: Felix, Clyde Benedict Aurelius
- Date: 2014
- Subjects: Mathematics teachers -- South Africa -- Port Elizabeth , Mathematics teachers -- South Africa -- Grahamstown , Mathematics teachers -- Professional relationships , Mathematics teachers -- Training of , Mathematics -- Study and teaching -- South Africa -- Eastern Cape , Education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1995 , http://hdl.handle.net/10962/d1013547
- Description: The central position in this study is that the professional identities, and consequently the classroom practices, of mathematics teachers are continuously being shaped by their narratives of past and present experiences. The primary research question explores the narratives that shape the professional identities of seven mathematics teachers; and the secondary research question, how their narratives shape their professional identities. Furthermore, the potential implications of this study for the design and implementation of pre-service teacher education programmes and in-service teacher development initiatives are considered. This study is framed by Socioculturalism; a theoretical perspective of human thinking as social in origin and of learning as participation in social practices. Futhermore, in line with Situated Learning Theory, the key theoretical notions are: identity (or learning as becoming); community (or learning as belonging); practice (or learning as doing); and meaning (or learning as experience). Identity is construed here as a conceptual bridge between learning and its cultural settings; and also between the individual and the social. In this study, the identity-shaping narratives of seven mathematics teachers, all purposively sampled from schools in the Port Elizabeth and Grahamstown education districts of the Eastern Cape Province of South Africa, were accessed via a narrative inquiry; followed by a horizontal analysis to identify common patterns or recurring themes in the narratives of all seven participants; and, a vertical analysis of the narratives of four of the participants to determine how their narratives shape their professional identities. Recurring themes that emerged during the horizontal analysis include the influence of: family support; role models; changing work environments; continuous professional development; professional recognition; religion; and, micro-politics. The vertical analysis demonstrated how, through a process of interpreting the narratives and restorying them into a meaningful core narrative; it is possible to gain insights into how personal narratives shape a professional identity. This study highlights the importance of listening to the narratives of mathematics teachers; because their professional identities, and consequently their teaching practices, are continuously being shaped by their narratives. It is anticipated that this research will be of interest and benefit to researchers, policy-makers, and teachers; especially in the area of Mathematics Education, where both narrative inquiry as a research method and research into teachers’ professional identities are relatively new.
- Full Text:
- Date Issued: 2014
- Authors: Felix, Clyde Benedict Aurelius
- Date: 2014
- Subjects: Mathematics teachers -- South Africa -- Port Elizabeth , Mathematics teachers -- South Africa -- Grahamstown , Mathematics teachers -- Professional relationships , Mathematics teachers -- Training of , Mathematics -- Study and teaching -- South Africa -- Eastern Cape , Education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1995 , http://hdl.handle.net/10962/d1013547
- Description: The central position in this study is that the professional identities, and consequently the classroom practices, of mathematics teachers are continuously being shaped by their narratives of past and present experiences. The primary research question explores the narratives that shape the professional identities of seven mathematics teachers; and the secondary research question, how their narratives shape their professional identities. Furthermore, the potential implications of this study for the design and implementation of pre-service teacher education programmes and in-service teacher development initiatives are considered. This study is framed by Socioculturalism; a theoretical perspective of human thinking as social in origin and of learning as participation in social practices. Futhermore, in line with Situated Learning Theory, the key theoretical notions are: identity (or learning as becoming); community (or learning as belonging); practice (or learning as doing); and meaning (or learning as experience). Identity is construed here as a conceptual bridge between learning and its cultural settings; and also between the individual and the social. In this study, the identity-shaping narratives of seven mathematics teachers, all purposively sampled from schools in the Port Elizabeth and Grahamstown education districts of the Eastern Cape Province of South Africa, were accessed via a narrative inquiry; followed by a horizontal analysis to identify common patterns or recurring themes in the narratives of all seven participants; and, a vertical analysis of the narratives of four of the participants to determine how their narratives shape their professional identities. Recurring themes that emerged during the horizontal analysis include the influence of: family support; role models; changing work environments; continuous professional development; professional recognition; religion; and, micro-politics. The vertical analysis demonstrated how, through a process of interpreting the narratives and restorying them into a meaningful core narrative; it is possible to gain insights into how personal narratives shape a professional identity. This study highlights the importance of listening to the narratives of mathematics teachers; because their professional identities, and consequently their teaching practices, are continuously being shaped by their narratives. It is anticipated that this research will be of interest and benefit to researchers, policy-makers, and teachers; especially in the area of Mathematics Education, where both narrative inquiry as a research method and research into teachers’ professional identities are relatively new.
- Full Text:
- Date Issued: 2014
Raising student teachers’awareness around issues of professional conduct : an action research project
- Authors: Chishimba, Felix Nkalamo
- Date: 2014
- Subjects: Teachers -- Training of , Teachers -- Professional ethics , Teachers -- Professional relationships
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2012 , http://hdl.handle.net/10962/d1016338
- Description: The teaching profession, like many other professions, has rules and regulations that guide the conduct of its members. Teachers and those who aspire to take up teaching are expected to conduct themselves and discharge their duties in an impeccably professional manner. However, there is concern especially among education authorities regarding unprofessional conduct of some of those employed in schools and colleges. This action research study is a response to this concern. Its goal was to explore issues of professional conduct as part of the induction process of new members entering the teaching profession, and to thereby develop a better understanding of how best to raise student teachers’ awareness around professional conduct issues. The study used a qualitative research framework located in the interpretive paradigm. Three theoretical frameworks informed the design and subsequent analysis of the findings, namely, Burn’s transformational leadership, Mezirow’s transformative learning and Kolb’s theory of experiential learning. Two cycles of workshops around issues of professional conduct were conducted over a period of four weeks with a sample of 40 pre-service student teachers: final year students enrolled in the college’s three year Diploma in Education programme, all members of a science education class. Data collection strategies used were semi-structured interviews, observation and the use of reflective journals, among others. Analysis of the data involved identification of emerging themes and patterns. Initial findings indicate that prior to the commencement of the cycles of action research, participants appeared to have a limited understanding around issues of professional conduct, but that this changed as they participated in the workshops. The data of the study suggest that further steps need to be taken to establish optimal ways of incorporating professional conduct issues into the college’s teaching curriculum.
- Full Text:
- Date Issued: 2014
- Authors: Chishimba, Felix Nkalamo
- Date: 2014
- Subjects: Teachers -- Training of , Teachers -- Professional ethics , Teachers -- Professional relationships
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2012 , http://hdl.handle.net/10962/d1016338
- Description: The teaching profession, like many other professions, has rules and regulations that guide the conduct of its members. Teachers and those who aspire to take up teaching are expected to conduct themselves and discharge their duties in an impeccably professional manner. However, there is concern especially among education authorities regarding unprofessional conduct of some of those employed in schools and colleges. This action research study is a response to this concern. Its goal was to explore issues of professional conduct as part of the induction process of new members entering the teaching profession, and to thereby develop a better understanding of how best to raise student teachers’ awareness around professional conduct issues. The study used a qualitative research framework located in the interpretive paradigm. Three theoretical frameworks informed the design and subsequent analysis of the findings, namely, Burn’s transformational leadership, Mezirow’s transformative learning and Kolb’s theory of experiential learning. Two cycles of workshops around issues of professional conduct were conducted over a period of four weeks with a sample of 40 pre-service student teachers: final year students enrolled in the college’s three year Diploma in Education programme, all members of a science education class. Data collection strategies used were semi-structured interviews, observation and the use of reflective journals, among others. Analysis of the data involved identification of emerging themes and patterns. Initial findings indicate that prior to the commencement of the cycles of action research, participants appeared to have a limited understanding around issues of professional conduct, but that this changed as they participated in the workshops. The data of the study suggest that further steps need to be taken to establish optimal ways of incorporating professional conduct issues into the college’s teaching curriculum.
- Full Text:
- Date Issued: 2014
Reading clubs as a literacy intervention tool to develop English vocabulary amongst Grade 3 English second language learners at a school in Grahamstown, Eastern Cape
- Authors: Tshuma, Sibhekinkosi Anna
- Date: 2014
- Subjects: Literacy programs -- South Africa -- Grahamstown Group reading -- South Africa -- Grahamstown Children -- Books and reading -- South Africa -- Grahamstown Books and reading -- Social aspects -- South Africa -- Grahamstown Second language acquisition Action research Social interaction -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1965 , http://hdl.handle.net/10962/d1011755
- Description: This study is part of a larger research programme that seeks to contribute towards an understanding of South Africa's complex literacy landscape and formulate strategies that may address these particularly in the Foundation Phase. It is a case study of one public primary school in Grahamstown where isiXhosa is used as a medium of instruction until Grade 3, after which the medium of instruction changes to English. This transition is not helped by the little reading that happens in the language at the FP. The learners under study are Grade 3 isiXhosa first language speakers, learning English as a First Additional Language (FAL) with limited exposure to the language. Through a qualitative participatory action research process, the study investigated the extent to which a reading club in general and a responsive reading programme in particular, might develop learners' English vocabulary at this particular school. The value of reading clubs as a vehicle for second language learning as well as the importance of considering learner needs in the development of the reading programme are key contributions this study makes. The study draws on social constructivism as a theoretical framework based on the principle that learning is a social acitvity. Vygotsky (1978) states that language learning (LL) takes place through interactions in meaningful events, rather that through isolated language activities. The process is seen as holistic, that is, each mode of language supoorts and enhances overall language development. Furthermore, LL develops in relation to the context in which it is used, that is, it develops according to the situation, the topic under discussion and the relationship betwwen participants. Language also develops through active engagement of the learners. The role of the teacher or a more competent other is then seen as that of a facilitator in a learning context in which learners are viewed as equally capable of contributing to their learning through learning from and with each other (Holt and Willard-Holt, 2000). Vygotsky's theory of social interaction has been influential in highlighting the important role of social and cultural contexts in extending children's learning. The preliminary results of this study point toward the importance of the learning environment, particularly an informal environment in second language development. The results also highlight the need for learners (a) to be provided with opportunities to engage with meaningful and authentic texts, (b) to be allowed to make their own book choices, (c) to participate in large group, small group and individual activities to enable them to engage with a variety of texts, and (d) to confront vocabulary in a variety of ways through multiple texts and genres.
- Full Text:
- Date Issued: 2014
- Authors: Tshuma, Sibhekinkosi Anna
- Date: 2014
- Subjects: Literacy programs -- South Africa -- Grahamstown Group reading -- South Africa -- Grahamstown Children -- Books and reading -- South Africa -- Grahamstown Books and reading -- Social aspects -- South Africa -- Grahamstown Second language acquisition Action research Social interaction -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1965 , http://hdl.handle.net/10962/d1011755
- Description: This study is part of a larger research programme that seeks to contribute towards an understanding of South Africa's complex literacy landscape and formulate strategies that may address these particularly in the Foundation Phase. It is a case study of one public primary school in Grahamstown where isiXhosa is used as a medium of instruction until Grade 3, after which the medium of instruction changes to English. This transition is not helped by the little reading that happens in the language at the FP. The learners under study are Grade 3 isiXhosa first language speakers, learning English as a First Additional Language (FAL) with limited exposure to the language. Through a qualitative participatory action research process, the study investigated the extent to which a reading club in general and a responsive reading programme in particular, might develop learners' English vocabulary at this particular school. The value of reading clubs as a vehicle for second language learning as well as the importance of considering learner needs in the development of the reading programme are key contributions this study makes. The study draws on social constructivism as a theoretical framework based on the principle that learning is a social acitvity. Vygotsky (1978) states that language learning (LL) takes place through interactions in meaningful events, rather that through isolated language activities. The process is seen as holistic, that is, each mode of language supoorts and enhances overall language development. Furthermore, LL develops in relation to the context in which it is used, that is, it develops according to the situation, the topic under discussion and the relationship betwwen participants. Language also develops through active engagement of the learners. The role of the teacher or a more competent other is then seen as that of a facilitator in a learning context in which learners are viewed as equally capable of contributing to their learning through learning from and with each other (Holt and Willard-Holt, 2000). Vygotsky's theory of social interaction has been influential in highlighting the important role of social and cultural contexts in extending children's learning. The preliminary results of this study point toward the importance of the learning environment, particularly an informal environment in second language development. The results also highlight the need for learners (a) to be provided with opportunities to engage with meaningful and authentic texts, (b) to be allowed to make their own book choices, (c) to participate in large group, small group and individual activities to enable them to engage with a variety of texts, and (d) to confront vocabulary in a variety of ways through multiple texts and genres.
- Full Text:
- Date Issued: 2014
Social learning in community based natural resource management project (CBNRM) : a case study of Chipembere gardening project in Zimbabwe.
- Authors: Mukwambo, Robson
- Date: 2014
- Subjects: Social learning -- Zimbabwe , Social learning -- Case studies , Vegetable gardening -- Zimbabwe , Economic development projects -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2014 , http://hdl.handle.net/10962/d1016363
- Description: This investigation of social learning processes in the Chipembere gardening project was conducted in Rockvale village one in Sebakwe communal area in the Midlands province of Zimbabwe. In essence, the study sought to explore how the Chipembere gardening project as a community-based natural resource management initiative (CBNRM), was reflecting and supporting social learning processes of change. It also sought to enrich and deepen an organizational understanding of social learning and to generate ideas and draw recommendations that could be used to strengthen learning in other CBNRM projects. The research was undertaken as a qualitative case study with data generated through semi-structured interviews with individuals and groups. It also included an analysis of project documents and an extended period of participant observation on site and in the gardening activities. Data were indexed and coded for generating analytical memos that were used to extract and represent the scope of social learning interations within the developing project. The study found that within the Chipembere gardening project a wide range of learning interactions were significant in shaping the developing project. Furthermore, these interactions were earmarked as the major drivers of social learning processes within the project. The study concluded that the social learning interactions amongst the gardeners in the Chipembere community garden were instrumental in fostering change that enhanced community livelinhoods and wellbeing.
- Full Text:
- Date Issued: 2014
- Authors: Mukwambo, Robson
- Date: 2014
- Subjects: Social learning -- Zimbabwe , Social learning -- Case studies , Vegetable gardening -- Zimbabwe , Economic development projects -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2014 , http://hdl.handle.net/10962/d1016363
- Description: This investigation of social learning processes in the Chipembere gardening project was conducted in Rockvale village one in Sebakwe communal area in the Midlands province of Zimbabwe. In essence, the study sought to explore how the Chipembere gardening project as a community-based natural resource management initiative (CBNRM), was reflecting and supporting social learning processes of change. It also sought to enrich and deepen an organizational understanding of social learning and to generate ideas and draw recommendations that could be used to strengthen learning in other CBNRM projects. The research was undertaken as a qualitative case study with data generated through semi-structured interviews with individuals and groups. It also included an analysis of project documents and an extended period of participant observation on site and in the gardening activities. Data were indexed and coded for generating analytical memos that were used to extract and represent the scope of social learning interations within the developing project. The study found that within the Chipembere gardening project a wide range of learning interactions were significant in shaping the developing project. Furthermore, these interactions were earmarked as the major drivers of social learning processes within the project. The study concluded that the social learning interactions amongst the gardeners in the Chipembere community garden were instrumental in fostering change that enhanced community livelinhoods and wellbeing.
- Full Text:
- Date Issued: 2014
Teachers' perceptions of behavioural problems manifested by Grade 11 and 12 learners in three Namibian schools
- Authors: Akawa, Ester Anna Nelago
- Date: 2014
- Subjects: Education, Secondary -- Namibia School children -- Namibia -- Attitudes Learning disabilities -- Social aspects Behavior disorders in children -- Education (Secondary) -- Namibia Children with social disabilities -- Education (Secondary) -- Namibia Emotional problems of children -- Education (Secondary) -- Namibia Teachers -- Job stress -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1962 , http://hdl.handle.net/10962/d1010868
- Description: In Namibia today few learners with behavioural and learning problems are within special schools as most are placed within the mainstream school system. Placing these learners within the mainstream system is part of the policy of Inclusive Education (IE) because it argues that this would benefit these learners and also save resources. IE is concerned with addressing barriers to learning and behavioural problems are regarded as one of these barriers. IE argues for a series of new approaches to the diagnosis and response to learners with behavioural problems. This poses challenges for teachers in mainstream schools. Teachers are at the forefront of this situation as they are usually the first to observe and experience the behavioural problems in the schools and are expected to respond appropriately. They find this situation both challenging and problematic. This research explores a sample of teachers’ perceptions of learners’ behavioural problems. To collect in-depth information, this study followed a qualitative approach with a case study design. The data were collected through semi-structured interviews, supplemented with observation and document analysis. The study consisted of fifteen respondents: three principals, three teacher counsellors and nine teachers from the three selected schools. This study illuminates the types of behaviour that teachers encounter, the impact of these behaviours, the factors seen as contributing to these behaviours, and how teachers and the school system deal with these behaviours. In addition the study applies Bronfenbrenner’s bioecological model (1992) to explain how the behaviours manifested by Grade 11 and 12 learners, and identified as problematic by teachers, are part of an interconnected nested social system. The results from the study indicate the manifestation of behavioural problems to be common occurrences in secondary schools are evident, amongst others, through fighting, bullying, substance abuse, truancy, and disrespect of teachers and authority. The teachers pointed to the prevalence of these problems as well as the serious impact such problems have on these learners, their fellow learners, and on the teachers. The teachers identified a complex array of what they saw as contributing factors located within the school, peer groups, family and home circumstances, the local community, as well within the national education policy, the economy and society. The study points to some specific, as well as broader, lessons and opportunities for action both for those managing the education system at the national level and for schools and teachers.
- Full Text:
- Date Issued: 2014
- Authors: Akawa, Ester Anna Nelago
- Date: 2014
- Subjects: Education, Secondary -- Namibia School children -- Namibia -- Attitudes Learning disabilities -- Social aspects Behavior disorders in children -- Education (Secondary) -- Namibia Children with social disabilities -- Education (Secondary) -- Namibia Emotional problems of children -- Education (Secondary) -- Namibia Teachers -- Job stress -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1962 , http://hdl.handle.net/10962/d1010868
- Description: In Namibia today few learners with behavioural and learning problems are within special schools as most are placed within the mainstream school system. Placing these learners within the mainstream system is part of the policy of Inclusive Education (IE) because it argues that this would benefit these learners and also save resources. IE is concerned with addressing barriers to learning and behavioural problems are regarded as one of these barriers. IE argues for a series of new approaches to the diagnosis and response to learners with behavioural problems. This poses challenges for teachers in mainstream schools. Teachers are at the forefront of this situation as they are usually the first to observe and experience the behavioural problems in the schools and are expected to respond appropriately. They find this situation both challenging and problematic. This research explores a sample of teachers’ perceptions of learners’ behavioural problems. To collect in-depth information, this study followed a qualitative approach with a case study design. The data were collected through semi-structured interviews, supplemented with observation and document analysis. The study consisted of fifteen respondents: three principals, three teacher counsellors and nine teachers from the three selected schools. This study illuminates the types of behaviour that teachers encounter, the impact of these behaviours, the factors seen as contributing to these behaviours, and how teachers and the school system deal with these behaviours. In addition the study applies Bronfenbrenner’s bioecological model (1992) to explain how the behaviours manifested by Grade 11 and 12 learners, and identified as problematic by teachers, are part of an interconnected nested social system. The results from the study indicate the manifestation of behavioural problems to be common occurrences in secondary schools are evident, amongst others, through fighting, bullying, substance abuse, truancy, and disrespect of teachers and authority. The teachers pointed to the prevalence of these problems as well as the serious impact such problems have on these learners, their fellow learners, and on the teachers. The teachers identified a complex array of what they saw as contributing factors located within the school, peer groups, family and home circumstances, the local community, as well within the national education policy, the economy and society. The study points to some specific, as well as broader, lessons and opportunities for action both for those managing the education system at the national level and for schools and teachers.
- Full Text:
- Date Issued: 2014
Teachers’ experiences of change : a case study analysis of a school-based intervention in rural Kwazulu-Natal
- Authors: James, Sally Jane
- Date: 2014
- Subjects: David Rattray Foundation , Educational change -- South Africa -- KwaZulu-Natal -- Case studies , Rural schools -- South Africa -- KwaZulu-Natal , Teachers -- Training of -- South Africa -- KwaZulu-Natal , Community and school -- South Africa -- KwaZulu-Natal , KwaZulu-Natal (South Africa) -- Social conditions , KwaZulu-Natal (South Africa) -- Economic conditions
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1980 , http://hdl.handle.net/10962/d1013118
- Description: The research presented in this thesis is a case study analysis of the school-based intervention initiated by the David Rattray Foundation [DRF]. David Rattray, a South African historian well known for his contribution to the 1879-1896 Anglo-Zulu War heritage, was murdered in January 2007. In response to his untimely death, the DRF was established by family and friends with the hope of improving education within the Umzinyathi rural municipal district of KwaZulu-Natal. This study consisted of three phases: Phase I (May-December 2011); Phase II (January-December 2012), and Phase III (December 2012-October 2013). During Phase I, the focus was on describing the broader context in which the case is located. It resulted in a narrative account of the emergence of the DRF as a non-governmental organisation [NGO] working towards change within the local rural school community. During Phase II the focus shifted from the broader socio-political and economic context to the human dimension which included teachers, principals, volunteer workers and a district official working in the schools. During Phase II the approach to change adopted by the DRF was critically analysed in relation to models of change described in the literature. Teachers’ experiences of change were also examined. Phase III was a synthesis of the findings from the first two research phases. By drawing on systems and complexity theory perspectives, insights were gained enabling a deep understanding of the DRF’s school-based intervention as a whole. This research is a qualitative study that seeks to understand individual teachers’ experiences and participation in a process of change that reaches beyond the individual and his/her immediate context. The adoption of a realist ontology (Maxwell, 2012) and application of an explanatory heuristic based on the critical realist philosophy of Bhaskar (1979, 1980, 2011) enabled the layered analysis and in-depth interpretation that characterises the study. The findings of the study reveal a complex and ongoing process of change within a rural school context. The results illuminate the efficacy of a collaborative partnership between civil society (the DRF), the local community, under the leadership of a tribal authority, and the local government (KwaZulu-Natal Provincial Department of Education). It also reveals how teachers within this particular context do not have a strong voice in the change process and hence participate only superficially in the school-based intervention. It is probable that the constraining mechanisms revealed through this research are not exclusive to this particular case study, but are common across the South African rural school context. The main contention of this thesis is that these mechanisms need further interrogation in order to enable further change and permit the active participation of teachers in the process.While the study illuminates many of the tensions and problems faced by the schools and the community in which they are located, it also highlights the achievements and selfless attitude of many people working towards change and improvement within the schools. This case study thus provides an example to all South Africans of what can be achieved with commitment and effort.
- Full Text:
- Date Issued: 2014
- Authors: James, Sally Jane
- Date: 2014
- Subjects: David Rattray Foundation , Educational change -- South Africa -- KwaZulu-Natal -- Case studies , Rural schools -- South Africa -- KwaZulu-Natal , Teachers -- Training of -- South Africa -- KwaZulu-Natal , Community and school -- South Africa -- KwaZulu-Natal , KwaZulu-Natal (South Africa) -- Social conditions , KwaZulu-Natal (South Africa) -- Economic conditions
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1980 , http://hdl.handle.net/10962/d1013118
- Description: The research presented in this thesis is a case study analysis of the school-based intervention initiated by the David Rattray Foundation [DRF]. David Rattray, a South African historian well known for his contribution to the 1879-1896 Anglo-Zulu War heritage, was murdered in January 2007. In response to his untimely death, the DRF was established by family and friends with the hope of improving education within the Umzinyathi rural municipal district of KwaZulu-Natal. This study consisted of three phases: Phase I (May-December 2011); Phase II (January-December 2012), and Phase III (December 2012-October 2013). During Phase I, the focus was on describing the broader context in which the case is located. It resulted in a narrative account of the emergence of the DRF as a non-governmental organisation [NGO] working towards change within the local rural school community. During Phase II the focus shifted from the broader socio-political and economic context to the human dimension which included teachers, principals, volunteer workers and a district official working in the schools. During Phase II the approach to change adopted by the DRF was critically analysed in relation to models of change described in the literature. Teachers’ experiences of change were also examined. Phase III was a synthesis of the findings from the first two research phases. By drawing on systems and complexity theory perspectives, insights were gained enabling a deep understanding of the DRF’s school-based intervention as a whole. This research is a qualitative study that seeks to understand individual teachers’ experiences and participation in a process of change that reaches beyond the individual and his/her immediate context. The adoption of a realist ontology (Maxwell, 2012) and application of an explanatory heuristic based on the critical realist philosophy of Bhaskar (1979, 1980, 2011) enabled the layered analysis and in-depth interpretation that characterises the study. The findings of the study reveal a complex and ongoing process of change within a rural school context. The results illuminate the efficacy of a collaborative partnership between civil society (the DRF), the local community, under the leadership of a tribal authority, and the local government (KwaZulu-Natal Provincial Department of Education). It also reveals how teachers within this particular context do not have a strong voice in the change process and hence participate only superficially in the school-based intervention. It is probable that the constraining mechanisms revealed through this research are not exclusive to this particular case study, but are common across the South African rural school context. The main contention of this thesis is that these mechanisms need further interrogation in order to enable further change and permit the active participation of teachers in the process.While the study illuminates many of the tensions and problems faced by the schools and the community in which they are located, it also highlights the achievements and selfless attitude of many people working towards change and improvement within the schools. This case study thus provides an example to all South Africans of what can be achieved with commitment and effort.
- Full Text:
- Date Issued: 2014
Teachers’ understanding and implementation of inclusive education in an Eastern Cape primary school
- Authors: Mcconnachie, Karola
- Date: 2014
- Subjects: Inclusive education -- South Africa , Special education -- South Africa , Education (Primary) -- Government policy -- South Africa , Alcoholism -- Social aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1984 , http://hdl.handle.net/10962/d1013150
- Description: Since 2001 the South African Department of Basic Education has been working towards implementing Inclusive Education over a twenty year period. This is in accordance with international trends in education. This study set out to investigate the implementation of Inclusive Education in a South African context by conducting a case study at an Eastern Cape no‐fee‐paying primary school. It looked at how the government policy, as set out in Education White Paper 6 (EWP6) (DoE, 2001), is understood and being implemented by teachers at the Welcome Primary school. The study further investigated the introduction of the National Strategy on Screening, Identification, Assessment and Support (SIAS strategy) (DoE, 2008a) to gain insight into how teachers identify and assess barriers to learning in an ordinary primary school. In addition it looked at emerging factors that could impact on the implementation of this policy. With 16 years teaching experience in ordinary and private schools and 19 years experience in a special needs school as a teacher, head of department and then principal, I have personal experience of the crisis in the Eastern Cape Department of Basic Education. This awareness provided the impetus and interest in researching Inclusive Education policy implementation. It is my view that only when we begin to grapple with the problems right at the source of the education crisis within the majority of the no‐fee‐paying schools that informed decisions about policy and policy implementation can be made. As I am able to understand and converse in isiXhosa, I was able to observe and experience the implementation of EWP6 and the SIAS strategy in a school that is an isiXhosa‐medium ordinary primary school and similar to the majority of ordinary public schools in the district. A qualitative research approach based within an interpretive paradigm using the case study method was used for this study. Semi‐structured interviews, detailed field notes as well as documents generated by meetings and education conferences helped me to investigate and refine my research goals. The research found that the implementation of EWP6 and the SIAS strategy posed a major challenge for the Department of Basic Education, and highlighted the significant gap between ordinary primary schools and special needs schools. However, the fact that there is a partial engagement with the process of providing inclusive education, does present some measure of hope for a better future for those learners that have experienced the injustice of exclusion from education and society. The Eastern Cape Department of Basic Education will have to ‘catch up’ to other provinces in its delivery of every child’s constitutional right to education in an inclusive school environment. Factors emerged from the study that showed that the assessment of learners’ barriers to learning with the resultant support needs was a relatively new concept, as teachers tended to rely on traditional classroom tests and simple informal classroom assessments to assess the learners. Teachers expressed a good verbal knowledge of learners with support needs but found it very challenging to put this verbal knowledge into a written document. In addition there was inadequate support from the District Based Support Team to implement the SIAS strategy. This study showed that the medical model of assessment was still being adhered to in the research district with little evidence of a move to a social model of assessment in terms of the SIAS strategy. In addition, factors emerged indicating the serious impact that alcohol abuse has on children and the society in which they live. The evidence of increasing numbers of children with Fetal Alcohol Spectrum Disorder (FASD) in a single educational district is a matter of grave concern from an educational and financial perspective. It is my contention that this is a matter of national urgency and that the Department of Basic Education must confront the escalating problem of alcohol abuse and the resultant challenges of a large number of learners with serious barriers to learning that need to be included in the education system.
- Full Text:
- Date Issued: 2014
- Authors: Mcconnachie, Karola
- Date: 2014
- Subjects: Inclusive education -- South Africa , Special education -- South Africa , Education (Primary) -- Government policy -- South Africa , Alcoholism -- Social aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1984 , http://hdl.handle.net/10962/d1013150
- Description: Since 2001 the South African Department of Basic Education has been working towards implementing Inclusive Education over a twenty year period. This is in accordance with international trends in education. This study set out to investigate the implementation of Inclusive Education in a South African context by conducting a case study at an Eastern Cape no‐fee‐paying primary school. It looked at how the government policy, as set out in Education White Paper 6 (EWP6) (DoE, 2001), is understood and being implemented by teachers at the Welcome Primary school. The study further investigated the introduction of the National Strategy on Screening, Identification, Assessment and Support (SIAS strategy) (DoE, 2008a) to gain insight into how teachers identify and assess barriers to learning in an ordinary primary school. In addition it looked at emerging factors that could impact on the implementation of this policy. With 16 years teaching experience in ordinary and private schools and 19 years experience in a special needs school as a teacher, head of department and then principal, I have personal experience of the crisis in the Eastern Cape Department of Basic Education. This awareness provided the impetus and interest in researching Inclusive Education policy implementation. It is my view that only when we begin to grapple with the problems right at the source of the education crisis within the majority of the no‐fee‐paying schools that informed decisions about policy and policy implementation can be made. As I am able to understand and converse in isiXhosa, I was able to observe and experience the implementation of EWP6 and the SIAS strategy in a school that is an isiXhosa‐medium ordinary primary school and similar to the majority of ordinary public schools in the district. A qualitative research approach based within an interpretive paradigm using the case study method was used for this study. Semi‐structured interviews, detailed field notes as well as documents generated by meetings and education conferences helped me to investigate and refine my research goals. The research found that the implementation of EWP6 and the SIAS strategy posed a major challenge for the Department of Basic Education, and highlighted the significant gap between ordinary primary schools and special needs schools. However, the fact that there is a partial engagement with the process of providing inclusive education, does present some measure of hope for a better future for those learners that have experienced the injustice of exclusion from education and society. The Eastern Cape Department of Basic Education will have to ‘catch up’ to other provinces in its delivery of every child’s constitutional right to education in an inclusive school environment. Factors emerged from the study that showed that the assessment of learners’ barriers to learning with the resultant support needs was a relatively new concept, as teachers tended to rely on traditional classroom tests and simple informal classroom assessments to assess the learners. Teachers expressed a good verbal knowledge of learners with support needs but found it very challenging to put this verbal knowledge into a written document. In addition there was inadequate support from the District Based Support Team to implement the SIAS strategy. This study showed that the medical model of assessment was still being adhered to in the research district with little evidence of a move to a social model of assessment in terms of the SIAS strategy. In addition, factors emerged indicating the serious impact that alcohol abuse has on children and the society in which they live. The evidence of increasing numbers of children with Fetal Alcohol Spectrum Disorder (FASD) in a single educational district is a matter of grave concern from an educational and financial perspective. It is my contention that this is a matter of national urgency and that the Department of Basic Education must confront the escalating problem of alcohol abuse and the resultant challenges of a large number of learners with serious barriers to learning that need to be included in the education system.
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- Date Issued: 2014
Teaching writing to Grade 5 English language learners in two Grahamstown East schools, South Africa : a case study
- Authors: Julius, Lukas Homateni
- Date: 2014
- Subjects: English language -- Study and teaching (Primary) -- South Africa -- Grahamstown English language -- Written English English language -- Composition and exercises -- Study and teaching (Primary) English language -- Ability testing Teacher effectiveness -- South Africa -- Grahamstown Teachers -- Rating of -- South Africa -- Grahamstown Written communication Second language acquisition
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1971 , http://hdl.handle.net/10962/d1011989
- Description: The majority of learners in South Africa are not native speakers of English, yet English is the dominant language of learning and teaching (LoLT). South African teachers, therefore, have the challenge of ensuring that their learners' literacy skills in English are adequately developed so as to facilitate learning in other curricular areas. This study investigated the way in which two Grade 5 teachers employed at different primary schools in the Eastern Cape province of South Africa taught writing to their English first additional language (EFAL) learners. English is the LoLT at both schools. A qualitative interpretive approach was used to identify factors that shape the ways these teachers handle the teaching of writing. The theoretical framework was informed by Borg's model of teacher cognition (2003) Shulman's conception of teacher knowledge (1987). Data collection methods consisted of interviews, classroom observations and document analysis. In-depth interviews, comprising two semi-structured interviews, two post-lesson informal conversational interviews and one stimulated recall interview were conducted with each teacher. Five of each teacher's writing lessons were observed and audio and video recorded. Samples of learners' written work were also collected. Analysis of the data reveals that the two teachers' beliefs, their experiences as learners themselves and subsequently as teachers, impacted on their pedagogy, as did other contextual factors (including the support they received from subject advisors, time management, and the number and range of learners in their classrooms). It was found that both teachers focused primarily on ensuring that their learners completed their written work so that it could be marked and graded in response to demands from their superiors, rather than on engaging deeply with the processes of writing (brainstorming, drafting, revising etc). Not only does this run counter to the writing pedagogy recommended in the Curriculum and Assessment Policy Statements (CAPS), but it also denies learners the scaffolding needed to help them develop the self-regulation skills needed to become independent writers. These findings demonstrate the need for assisting teachers to shift away from focusing only on learners' performance (testing and grading) towards a stronger emphasis on the process of writing. This would require that teachers develop a deeper understanding of the process/genre approaches to teaching writing advocated by CAPS.
- Full Text:
- Date Issued: 2014
- Authors: Julius, Lukas Homateni
- Date: 2014
- Subjects: English language -- Study and teaching (Primary) -- South Africa -- Grahamstown English language -- Written English English language -- Composition and exercises -- Study and teaching (Primary) English language -- Ability testing Teacher effectiveness -- South Africa -- Grahamstown Teachers -- Rating of -- South Africa -- Grahamstown Written communication Second language acquisition
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1971 , http://hdl.handle.net/10962/d1011989
- Description: The majority of learners in South Africa are not native speakers of English, yet English is the dominant language of learning and teaching (LoLT). South African teachers, therefore, have the challenge of ensuring that their learners' literacy skills in English are adequately developed so as to facilitate learning in other curricular areas. This study investigated the way in which two Grade 5 teachers employed at different primary schools in the Eastern Cape province of South Africa taught writing to their English first additional language (EFAL) learners. English is the LoLT at both schools. A qualitative interpretive approach was used to identify factors that shape the ways these teachers handle the teaching of writing. The theoretical framework was informed by Borg's model of teacher cognition (2003) Shulman's conception of teacher knowledge (1987). Data collection methods consisted of interviews, classroom observations and document analysis. In-depth interviews, comprising two semi-structured interviews, two post-lesson informal conversational interviews and one stimulated recall interview were conducted with each teacher. Five of each teacher's writing lessons were observed and audio and video recorded. Samples of learners' written work were also collected. Analysis of the data reveals that the two teachers' beliefs, their experiences as learners themselves and subsequently as teachers, impacted on their pedagogy, as did other contextual factors (including the support they received from subject advisors, time management, and the number and range of learners in their classrooms). It was found that both teachers focused primarily on ensuring that their learners completed their written work so that it could be marked and graded in response to demands from their superiors, rather than on engaging deeply with the processes of writing (brainstorming, drafting, revising etc). Not only does this run counter to the writing pedagogy recommended in the Curriculum and Assessment Policy Statements (CAPS), but it also denies learners the scaffolding needed to help them develop the self-regulation skills needed to become independent writers. These findings demonstrate the need for assisting teachers to shift away from focusing only on learners' performance (testing and grading) towards a stronger emphasis on the process of writing. This would require that teachers develop a deeper understanding of the process/genre approaches to teaching writing advocated by CAPS.
- Full Text:
- Date Issued: 2014
The importance's of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners
- Authors: Metelerkamp, Roger Gregory
- Date: 2014
- Subjects: Clocks and watches , Mathematics -- Study and teaching (Elementary) , Time measurements -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1986 , http://hdl.handle.net/10962/d1013169
- Description: My research topic concerns how learners use the analogue clock (as a human tool) to make meaning of clock time. This study is informed by a Vygotskian socio-cultural framework to learning and development based on the concept that human activities take place in cultural contexts and is mediated by tools. In this qualitative study I report on the learners meaning making of analogue clock time using the physical clock. This study was carried out at a South African primary school through an intervention programme after school. The research employed a case study method. It involved a purposeful sample of 4 learners (n=38) from the grade four class group based on their response to a baseline assessment task. The selected sample of learners included learners across the ability spectrum to gain rich insight into how learners make meaning of analogue clock time. Data collection and analysis was done through an interpretive approach. The video-taped interviews and intervention programme was my main instrument of data collection. Other research instruments included document analysis of responses to baseline assessment tasks. These research tools yielded the data collected and also allowed for triangulation. My research topic explored how the learners make meaning of analogue clock time. In particular the two-way movement of how the learners use the physical tool namely the analogue clock to develop meaning and how the clock mediates clock knowledge in return. The findings of the study suggest that learners’ find it difficult to conceptualise analogue clock symbols and signs, in particular, in Afrikaans the half hour concept, in relation to the two hands. The physical analogue clock is also important to support and extend clock knowledge in solving time-related problems. This shows the power of the analogue clock to mediate meaning making of clock time in young learners. Because of its potential to improve teaching and learning analogue clock time in primary school it is therefore recommended that the analogue clock time be further researched in South Africa.
- Full Text:
- Date Issued: 2014
- Authors: Metelerkamp, Roger Gregory
- Date: 2014
- Subjects: Clocks and watches , Mathematics -- Study and teaching (Elementary) , Time measurements -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1986 , http://hdl.handle.net/10962/d1013169
- Description: My research topic concerns how learners use the analogue clock (as a human tool) to make meaning of clock time. This study is informed by a Vygotskian socio-cultural framework to learning and development based on the concept that human activities take place in cultural contexts and is mediated by tools. In this qualitative study I report on the learners meaning making of analogue clock time using the physical clock. This study was carried out at a South African primary school through an intervention programme after school. The research employed a case study method. It involved a purposeful sample of 4 learners (n=38) from the grade four class group based on their response to a baseline assessment task. The selected sample of learners included learners across the ability spectrum to gain rich insight into how learners make meaning of analogue clock time. Data collection and analysis was done through an interpretive approach. The video-taped interviews and intervention programme was my main instrument of data collection. Other research instruments included document analysis of responses to baseline assessment tasks. These research tools yielded the data collected and also allowed for triangulation. My research topic explored how the learners make meaning of analogue clock time. In particular the two-way movement of how the learners use the physical tool namely the analogue clock to develop meaning and how the clock mediates clock knowledge in return. The findings of the study suggest that learners’ find it difficult to conceptualise analogue clock symbols and signs, in particular, in Afrikaans the half hour concept, in relation to the two hands. The physical analogue clock is also important to support and extend clock knowledge in solving time-related problems. This shows the power of the analogue clock to mediate meaning making of clock time in young learners. Because of its potential to improve teaching and learning analogue clock time in primary school it is therefore recommended that the analogue clock time be further researched in South Africa.
- Full Text:
- Date Issued: 2014
Understanding educators' and learners' perceptions and experiences of their participation in Science Fairs/Expos : a South African case study.
- Authors: Kahenge, Wendelina Nambahu
- Date: 2014
- Subjects: Science fairs -- South Africa -- Grahamstown , Science -- Study and teaching -- South Africa -- Grahamstown , Vocational guidance -- South Africa -- Grahamstown , School children -- South Africa -- Attitudes , Teachers -- South Africa -- Attitudes , Teacher effectiveness -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1981 , http://hdl.handle.net/10962/d1013130
- Description: The rationale behind Science Expos is to develop and empower learners to be able to identify problems and find solutions (Eskom Expo Project Guide Book, 2013). It is believed that involvement in Science Expos arouses learners' interest to pursue science related careers. But despite these ideals, there is still poor participation in Science Expos by educators and learners. I conducted this case study in five schools in Grahamstown, Eastern Cape, South Africa. The purpose of this study was to understand educators' and learners' perceptions and experiences of their participation in Science Expos. The case study was designed within an interpretive paradigm. The data were generated, triangulated and validated by a variety of methods, namely, document analysis, interviews (semi-structured and focus group) and observations. The main findings of the study were that learners who participate in Science Expos attend workshops organised by Scifest and SAEON office with the help of some of the educators and lecturers from Rhodes University. Learners' participation was influenced and assisted by the educators and peers with whom they were able to communicate and share their projects with. It emerged from the study that, as a result of participating in Science Expos, educators (teachers) and learners were exposed to a wide variety of scientific investigations and skills that are necessary for their classroom based-scientific investigations. It also emerged from this study that educators and learners face the challenge of a lack of motivation; insufficient support from schools and parents; time constraints to support learners in their participation and a lack of knowledge among some educators on their learners' projects. Some learners are even discouraged from participating in Science Expos by their peers on the grounds that they have no chance of winning. Teachers therefore require continuous mentorship and capacity building in order to encourage their learners to partake.
- Full Text:
- Date Issued: 2014
- Authors: Kahenge, Wendelina Nambahu
- Date: 2014
- Subjects: Science fairs -- South Africa -- Grahamstown , Science -- Study and teaching -- South Africa -- Grahamstown , Vocational guidance -- South Africa -- Grahamstown , School children -- South Africa -- Attitudes , Teachers -- South Africa -- Attitudes , Teacher effectiveness -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1981 , http://hdl.handle.net/10962/d1013130
- Description: The rationale behind Science Expos is to develop and empower learners to be able to identify problems and find solutions (Eskom Expo Project Guide Book, 2013). It is believed that involvement in Science Expos arouses learners' interest to pursue science related careers. But despite these ideals, there is still poor participation in Science Expos by educators and learners. I conducted this case study in five schools in Grahamstown, Eastern Cape, South Africa. The purpose of this study was to understand educators' and learners' perceptions and experiences of their participation in Science Expos. The case study was designed within an interpretive paradigm. The data were generated, triangulated and validated by a variety of methods, namely, document analysis, interviews (semi-structured and focus group) and observations. The main findings of the study were that learners who participate in Science Expos attend workshops organised by Scifest and SAEON office with the help of some of the educators and lecturers from Rhodes University. Learners' participation was influenced and assisted by the educators and peers with whom they were able to communicate and share their projects with. It emerged from the study that, as a result of participating in Science Expos, educators (teachers) and learners were exposed to a wide variety of scientific investigations and skills that are necessary for their classroom based-scientific investigations. It also emerged from this study that educators and learners face the challenge of a lack of motivation; insufficient support from schools and parents; time constraints to support learners in their participation and a lack of knowledge among some educators on their learners' projects. Some learners are even discouraged from participating in Science Expos by their peers on the grounds that they have no chance of winning. Teachers therefore require continuous mentorship and capacity building in order to encourage their learners to partake.
- Full Text:
- Date Issued: 2014
Understanding how trainee teachers engage with prior everyday knowledge and experience associated with biological concepts during integrated natural science education 5-7 : a case study
- Authors: Enghono, Albertina Magano
- Date: 2014
- Subjects: Biology teachers -- Training of -- Namibia -- Case studies Teacher educators -- Training of -- Case studies Teachers -- Training of -- Namibia -- Case studies Education -- Namibia -- Case studies Prior learning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1970 , http://hdl.handle.net/10962/d1011972
- Description: Since the Namibian independence in 1990, the education system has undergone some major revamping which involved the adoption of social constructivist perspectives in the teaching and learning of sciences. This learning theory acknowledges learners’ background prior knowledge as valuable tools in the effective construction of science concepts during lessons. A corollary is that the socio-cultural circumstances of learners might negatively influence the way learners construct new knowledge in the science classroom if they are not taken into consideration. This study was thus prompted by the need to understand how trainee science teachers engage with prior everyday knowledge and experiences, so as to enhance the conceptual development of biological concepts. The study was qualitative and it was underpinned by an interpretive paradigm with some elements of action research. Science trainee teachers at Katima Mulilo, Unam Campus were used as research participants. The techniques used to gather data included document analysis, brainstorming, observation, audio-visual, microteaching and semi-structured interviews. The results of this study showed that the changes that occurred during microteaching practices of the four trainee teachers involved in the study reflected their professional development in this approach. However, it emerged that prior everyday knowledge can be both a barrier and enabler to the construction of meaningful teaching and learning; hence its oversight may lead to instructional failures. The findings also indicated that selected platforms are essential to enable trainee teachers to incorporate prior everyday knowledge and experiences into the teaching of Western science. However, larger scale study should be conducted in order to deepen the understanding of the topic.
- Full Text:
- Date Issued: 2014
- Authors: Enghono, Albertina Magano
- Date: 2014
- Subjects: Biology teachers -- Training of -- Namibia -- Case studies Teacher educators -- Training of -- Case studies Teachers -- Training of -- Namibia -- Case studies Education -- Namibia -- Case studies Prior learning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1970 , http://hdl.handle.net/10962/d1011972
- Description: Since the Namibian independence in 1990, the education system has undergone some major revamping which involved the adoption of social constructivist perspectives in the teaching and learning of sciences. This learning theory acknowledges learners’ background prior knowledge as valuable tools in the effective construction of science concepts during lessons. A corollary is that the socio-cultural circumstances of learners might negatively influence the way learners construct new knowledge in the science classroom if they are not taken into consideration. This study was thus prompted by the need to understand how trainee science teachers engage with prior everyday knowledge and experiences, so as to enhance the conceptual development of biological concepts. The study was qualitative and it was underpinned by an interpretive paradigm with some elements of action research. Science trainee teachers at Katima Mulilo, Unam Campus were used as research participants. The techniques used to gather data included document analysis, brainstorming, observation, audio-visual, microteaching and semi-structured interviews. The results of this study showed that the changes that occurred during microteaching practices of the four trainee teachers involved in the study reflected their professional development in this approach. However, it emerged that prior everyday knowledge can be both a barrier and enabler to the construction of meaningful teaching and learning; hence its oversight may lead to instructional failures. The findings also indicated that selected platforms are essential to enable trainee teachers to incorporate prior everyday knowledge and experiences into the teaching of Western science. However, larger scale study should be conducted in order to deepen the understanding of the topic.
- Full Text:
- Date Issued: 2014