Catchment and River Management in Graduate Teacher Education: A Case Study of Student Teacher Learning and Teaching in the Upper uThukela Valley, KwaZulu-Natal
- Authors: Heath, Gavin Edward Craig
- Date: 2021-10-29
- Subjects: Geography Study and teaching (Higher) South Africa KwaZulu-Natal , Watershed management Study and teaching (Higher) South Africa KwaZulu-Natal , Pedagogical content knowledge , Environmental education South Africa KwaZulu-Natal , Teacher effectiveness South Africa KwaZulu-Natal , Curriculum and Assessment Policy Statement (CAPS)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/190635 , vital:45012 , 10.21504/10962/190635
- Description: This study developed as a progressive focus on a design research process towards the inclusion of new environmental knowledge in teacher education. It is centred on the clarification of pedagogical content knowledge for the teaching of catchment and river management in Geography teacher education. The study was developed as a design research case study with three phases or iterations of experiential engagement and data collection during the teaching of Postgraduate Certificate in Education students at the University of KwaZulu-Natal where I lecture Geography Education. The study’s iterative design was developed around pedagogical content knowledge refinement with curriculum knowledge analysis (phase 1) that was followed by lecture delivery and analysis (phase 2) and analysis of student engagement during fieldwork, and on teaching practice in rural classroom contexts (phase 3). Data and insights were generated across the successive stages of knowledge differentiation and teaching and learning interactions over time, and included reflection with students involved in the lectures, fieldwork and teaching practice programme. The analytical work covered a review of trajectories in new environmental knowledge, social-ecological systems, sustainability competencies, practice architecture and fieldwork pedagogy. This was done using three research lenses, namely social-ecological systems, social learning and practice architectures. All the design research and review processes served to develop, clarify and refine pedagogical content knowledge for sustainability-oriented teacher education. Thus the study conformed to the tenets of design-based research that was centred on clarification and review of pedagogical content knowledge that was carried into phases two and three. Research was focused at the nexus of pedagogical content knowledge and sustainability concerns that is necessary for the teaching of catchment and river basin management within a social-ecological systems perspective for integrated water resources management in South Africa and globally. The findings informed an illustrative model on how the research was carried out. Six design research insights and principles conclude the study and encapsulate the contribution it makes to new knowledge on how teacher education practice can be progressively aligned with new content knowledge teaching and the teaching of sustainability concerns. Specific findings in the form of six research insights indicated that the fieldworkbased teaching practice experience proved a successful learning crucible to develop sustainability competences. The cohort of student teachers passed their fieldwork teaching practice despite inadequate covering of foundational concepts in school and university. The teaching of a catchment management strategy case study was valuable in all three phases of research. A multi-contextual teaching and learning environment was successfully negotiated and navigated by the student teachers. The present Curriculum and Assessment Policy Statement does not speak to the reality on the ground, particularly in deep rural environments. A compulsory virtual Geography teacher training experience is recommended. Lastly, varied and broad responses to the noted multi-contextual challenges are needed in order to prepare and equip student teachers for the demands of the new environmental knowledge in the curriculum. Based on the groundwork provided by this study, there is scope for further research especially regarding the varied and broad responses to this new environmental knowledge in the curriculum. , Thesis (PhD) -- Faculty of Education, Education, 2021
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- Date Issued: 2021-10-29
Is there an inverse-u relationship between financialisation and investment?: South Africa’s stock market capitalisation in comparative perspective
- Authors: Owen, Michael Robert
- Date: 2021-10
- Subjects: Monetary policy South Africa , Globalization , Economics South Africa , Capital movements South Africa , Stock exchanges South Africa , Investments South Africa , Economic development South Africa , South Africa Economic conditions 1991-
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191084 , vital:45058
- Description: In recent decades, the growth and fluctuations in the financial sector have become increasingly disjointed from events in the real economy. There has been a dramatic increase in global market integration and globalisation since the 2008 financial crisis. The argument presented in the thesis shows perspective from the two general debates in Economics. The Orthodox view, which suggests there is an efficient flow of resources between people and institutions over time, supports the argument that there is a positive relationship between financialisation and economic growth. Alternatively, the Heterodox view argues that financial liberalisation fails to anticipate market effects and requires intervention in order to limit negative consequences. More recent studies have proposed an inverse-U theory between financialisation and investment, which suggests that there is a threshold, above which further financial development and financial globalisation has detrimental effects on the real economy. With South Africa being a developing country that is highly reliant on capital inflows to finance the economy, there is space for more acute research to investigate whether South Africa has surpassed this threshold. This study focusses on one aspect of this relationship, namely the relationship between Stock Market Capitalisation and Investment. It uses panel data analysis and other methods to explore whether such an inverse-U relationship exists internationally, and whether South Africa is suffering from the effects of financialisation. , Thesis (MCom) -- Faculty of Commerce, Economics and Economic History, 2021
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- Date Issued: 2021-10
Scaffolding argumentative writing through Reading to Learn (RtL) pedagogy: a case study of three grade 11 English second language teachers in Namibia
- Authors: Matengu, Ernest Samubu
- Date: 2021-10
- Subjects: Rose, David, 1955- , Reading (Secondary) , Persuasion (Rhetoric) Study and teaching (Secondary) Namibia , English language Writing Study and teaching (Secondary) Namibia , English language Rhetoric Study and teaching (Secondary) Namibia , English language Study and teaching (Secondary) Foreign speakers Case studies , Reading to Learn , Scaffolding Interaction Cycle
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191148 , vital:45065
- Description: The central aim of this study was to investigate the positive impact of Reading to Learn (RtL) pedagogy in enhancing Grade 11 learners’ argumentative writing skills. This was a case study of one school in Otjozondjupa region in Namibia. The pedagogy, RtL, was designed to address learning inequalities with marginalised communities in Australia. Coupled with challenges in literacy development in learners, current methods have not successfully addressed the teaching and learning of argumentative writing amidst learning inequalities. This study employed the six stages of Scaffolding Interaction Cycle of RtL in order to teach argumentative writing. As is evidenced in recent research, the scaffolding cycle of RtL provides equal opportunities to learners from diverse backgrounds to attain epistemological access at the same pace. RtL’s theoretical and conceptual framework is derived from Bernstein’s theory of education as pedagogic discourse (a device for maintaining inequality in society), Vygotsky’s theory of learning as a social process and Halliday’s model of language as text in social context. The two research questions for this study were: (1) What role does Reading to Learn (RtL) pedagogy play in developing Grade 11 learners’ ability to write argumentative essays? And (2) How can the implementation of RtL pedagogy through scaffolding impact on/improve learners’ literacy skills development for argumentative essay writing? This qualitative case study generated data through observation of three teachers’ lessons, a Stimulated Recall Interview (SRI) conducted with the three teachers and learners’ pre and posttest of argumentative essays. The findings of this study revealed that teachers found RtL as a comprehensive pedagogy that makes teaching and learning of argumentative writing successful through systematic scaffolding of learning. Learners’ written pre and posttest also showed a narrowing of the gap between weak and strong learners in that weak learners recorded an upward trend similar to that of strong learners in their posttest. Given the design of RtL and studies conducted globally, the findings of this study can be comparable. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Date Issued: 2021-10