Barriers to Collaborative Culture of Teaching and Learning in Selected High Schools of Libode In O.R. Tambo Coastal Education District
- Authors: Chenwi, Teh Albert
- Date: 2018-09
- Subjects: Physics--Laboratory blanks
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6637 , vital:47177
- Description: The purpose of this study was to investigate the barriers to collaborative culture of teaching and learning in selected high schools in Libode, O.R Tambo Coastal Education District. The literature review looked into each of the following aspects of teacher collaborative culture of teaching and learning in schools: theoretical framework, significance of changing the culture of teaching and learning and in schools, the nature of teacher resistance in collaborative teaching and learning in schools, the nature of teacher collaborative professional development activities in schools, the existence of collaborative learning culture in schools, leadership in collaborative culture of teaching and learning. This study was qualitative in nature and employed case study as the research design. The convenient sampling strategy was used to select three (3) high schools in Circuit 9 and 10 in Libode, O.R Tambo Coastal Education District. Four (4) teachers and one (1) principal were purposefully selected from each school the 3 schools and this made a total of fifteen (15) participants. Face-to-face individual interviews were conducted to gather data about the view points and opinions of the participants concerning the barriers to collaborative culture of teaching and learning in selected high schools of Libode, O.R Tambo Coastal Education District. Data collected was analyzed using the interpretational analytical strategies. Themes were drawn from the responses of the participants and analyzed. Some of the findings were that: There was inadequacy of positive attitudes towards collaboration with other teachers in the process of teaching and learning, teacher resistances was a barrier to collaboration in schools, there were inadequate collaborative strategies to provide the social, emotional, and intellectual engagement among teachers, knowledge sharing among teachers was limited, there was prevalence of teachers who work in isolation and strongly protect their individualism without professional collaboration and school managers played inadequate role in maintaining a collaborative learning environment among teachers. The researcher made some recommendations towards ensuring effective and efficient teacher collaboration in the high schools of Libode, O.R Tambo Coastal Education District. , Thesis (M.Ed) -- Faculty of Education Sciences, 2018
- Full Text:
- Date Issued: 2018-09
- Authors: Chenwi, Teh Albert
- Date: 2018-09
- Subjects: Physics--Laboratory blanks
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6637 , vital:47177
- Description: The purpose of this study was to investigate the barriers to collaborative culture of teaching and learning in selected high schools in Libode, O.R Tambo Coastal Education District. The literature review looked into each of the following aspects of teacher collaborative culture of teaching and learning in schools: theoretical framework, significance of changing the culture of teaching and learning and in schools, the nature of teacher resistance in collaborative teaching and learning in schools, the nature of teacher collaborative professional development activities in schools, the existence of collaborative learning culture in schools, leadership in collaborative culture of teaching and learning. This study was qualitative in nature and employed case study as the research design. The convenient sampling strategy was used to select three (3) high schools in Circuit 9 and 10 in Libode, O.R Tambo Coastal Education District. Four (4) teachers and one (1) principal were purposefully selected from each school the 3 schools and this made a total of fifteen (15) participants. Face-to-face individual interviews were conducted to gather data about the view points and opinions of the participants concerning the barriers to collaborative culture of teaching and learning in selected high schools of Libode, O.R Tambo Coastal Education District. Data collected was analyzed using the interpretational analytical strategies. Themes were drawn from the responses of the participants and analyzed. Some of the findings were that: There was inadequacy of positive attitudes towards collaboration with other teachers in the process of teaching and learning, teacher resistances was a barrier to collaboration in schools, there were inadequate collaborative strategies to provide the social, emotional, and intellectual engagement among teachers, knowledge sharing among teachers was limited, there was prevalence of teachers who work in isolation and strongly protect their individualism without professional collaboration and school managers played inadequate role in maintaining a collaborative learning environment among teachers. The researcher made some recommendations towards ensuring effective and efficient teacher collaboration in the high schools of Libode, O.R Tambo Coastal Education District. , Thesis (M.Ed) -- Faculty of Education Sciences, 2018
- Full Text:
- Date Issued: 2018-09
Versions of masculinity in Zukiswa Wanners work
- Authors: Scina, Nontsikelelo
- Date: 2018-07
- Subjects: Gender , Zukiswa Wanner , Masculinity in literature , Sex roles
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/11260/6708 , vital:47459
- Description: Traditional notions of masculinity which give power and authority to one dominant form of masculinity in the contemporary era are under scrutiny as they are constantly being challenged through the emergence of alternative forms of masculinity. Through the use of Wanner’s novels, this work examines how South African masculinities are constructed, how they are challenged, and how alternative forms are negotiated. It unpacks Wanner’s depiction of hegemonic, thwarted, complicit and marginalised masculinities as it traces the diversity and fluidity of masculinities in these literary texts and the resultant alternative masculinities these novels propose. Furthermore, this work foregrounds the often taken-for-granted role of women and portrays it as the centre around which masculinities are constructed. This is achieved by probing deeper into the familial unit and looking at the traditional gender roles of women, taking into consideration that the South African constitution allows them either to stick to these roles or to choose from an array of career choices presented to them. It is suggested that instead of viewing masculinity as a standard uniform entity, it is profitable to perceive it as a heterogeneous entity, comprising of different versions which are determined by different factors. It is further suggested that the role of women in the construction of masculinities should be given recognition, as they seem to play a significant role in either inhibiting or promoting the transformation of masculinities through the choices they make. , Thesis (M.Arts) -- Faculty of Humanities, Social Sciences and Law, 2018
- Full Text:
- Date Issued: 2018-07
- Authors: Scina, Nontsikelelo
- Date: 2018-07
- Subjects: Gender , Zukiswa Wanner , Masculinity in literature , Sex roles
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/11260/6708 , vital:47459
- Description: Traditional notions of masculinity which give power and authority to one dominant form of masculinity in the contemporary era are under scrutiny as they are constantly being challenged through the emergence of alternative forms of masculinity. Through the use of Wanner’s novels, this work examines how South African masculinities are constructed, how they are challenged, and how alternative forms are negotiated. It unpacks Wanner’s depiction of hegemonic, thwarted, complicit and marginalised masculinities as it traces the diversity and fluidity of masculinities in these literary texts and the resultant alternative masculinities these novels propose. Furthermore, this work foregrounds the often taken-for-granted role of women and portrays it as the centre around which masculinities are constructed. This is achieved by probing deeper into the familial unit and looking at the traditional gender roles of women, taking into consideration that the South African constitution allows them either to stick to these roles or to choose from an array of career choices presented to them. It is suggested that instead of viewing masculinity as a standard uniform entity, it is profitable to perceive it as a heterogeneous entity, comprising of different versions which are determined by different factors. It is further suggested that the role of women in the construction of masculinities should be given recognition, as they seem to play a significant role in either inhibiting or promoting the transformation of masculinities through the choices they make. , Thesis (M.Arts) -- Faculty of Humanities, Social Sciences and Law, 2018
- Full Text:
- Date Issued: 2018-07
Perceptions Of School Based Support Teams About Providing Support To Foundation Phase Teachers In Two Butterworth Primary Schools, Eastern Cape
- Authors: Luningo, Mziwonke
- Date: 2017-11
- Subjects: School support teams
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6668 , vital:47202
- Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2017-11
- Authors: Luningo, Mziwonke
- Date: 2017-11
- Subjects: School support teams
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6668 , vital:47202
- Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2017-11
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