Exploring pre-service teachers’ reflective practice in the context of video-based lesson analysis
- Authors: Chikiwa, Samukeliso
- Date: 2020-04-30
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/355357 , vital:64492
- Description: This study explored the development of reflective practice in foundation phase pre-service teachers in the context of video-based lesson analysis at a university in South Africa. The study was conducted in the field of mathematics education, responding to the urgent need to equip pre-service South African teachers with the knowledge and skills for effective mathematics teaching. The research is foregrounded by the continuing poor performance of South African learners in mathematics at all levels of education in the country, which has been linked to the inadequate knowledge and skills of mathematics teachers. Pre-service teacher education is putting considerable effort into improving the preparation of mathematics teachers and developing their ability to reflect on their teaching practice is one of the strategies being employed for this purpose. Research has demonstrated the importance of reflective practice (RP) in both developing and extending teachers’ mathematical knowledge for teaching. This study therefore contributes to current research that supports the development of RP as a professional skill for promoting the acquisition of knowledge for teaching in pre-service teacher education. The study adopted a qualitative case study approach with two phases of data collection. In Phase 1 I collected and analysed three sets of 19 pre-service teachers’ written reflections to establish the nature of the reflections that they developed when analysing video-recorded mathematics lessons of experienced teachers’ practice. Phase 2 was conducted with four PSTs who reflected on video-recorded mathematics lessons of their own practice, and similarly sought to investigate the nature of the reflections they developed when reflecting on practice. The four PSTs wrote one set of reflections on their own lessons, went through three sessions of facilitator-guided reflections, then wrote another set of reflections to establish if the support provided in small group facilitator-guided sessions improved their reflections. Iterative content analysis was employed to analyse the PSTs’ written reflections, using an analytic tool that I developed for this purpose through merging Lee’s (2007) and Muir and Beswick’s (2007) levels of reflection frameworks. My model had four levels of reflection: description, explanation, suggestion and reflectivity. The names of each of the levels connect to the key indicator for that level. PSTs’ written reflections were coded and analysed according to these levels. The study found that PSTs’ initial reflections were mostly description of general classroom events with little reflection at the levels of explanation and suggestion, and an absence of reflectivity. Most reflections focused on general events in the lesson rather than mathematical events, even though the six lens framework they were given to guide their reflections prompted them to steer their attention towards mathematical events. The second and third sets of reflections, although mostly still at level 1, showed some shifts towards explanation and suggestion, although an increased focus on mathematical events though reflectivity was still largely absent. No PST reached the fourth level of reflectivity in Phase 1. However, in Phase 2, the PSTs’ reflections after the three small group facilitator-guided sessions included some evidence of reflectivity. The findings suggest the need for pre-service teacher educators to make a concerted effort to teach PSTs what reflection is and how to reflect on their practice. The findings also showed the need for small group facilitator-guided support in the development of PSTs’ reflective practice. , Thesis (PhD) -- Faculty of Education, Education, 2020
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- Date Issued: 2020-04-30
An investigation into the mathematics knowledge for teaching required to develop grade 2 learners’ number sense through counting
- Authors: Chikiwa, Samukeliso
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics teachers -- Training of -- South Africa , Number concept in children -- South Africa , Number concept -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6042 , vital:21019
- Description: Poor learner performance in mathematics has a long-standing record in South Africa. More than two decades after attainment of democracy South Africa is still seeking ways of addressing this crisis. Research around poor mathematics points to a number of factors, however, the dominant being that South African teachers lack both mathematics content and the pedagogical knowledge to teach it effectively. Ball, Thames and Phelps (2008) refer to the knowledge to teach mathematics effectively as Mathematics Knowledge for Teaching [MKfT]. MKfT combines the knowledge of both the content with the pedagogical skills. Mathematics teachers in South Africa are said to lack MKfT to teach mathematics in ways that enhance conceptual understanding and the effect of this deficiency is felt as far back in the education system as Foundation Phase. Research suggests Foundation Phase teachers do not develop the learners’ number sense well enough to equip them with essential mathematical strategies and proficiency that would help them learn mathematics with ease and understanding. This deficit expands as learners move up the grades. My qualitative research, case study approach was employed to investigate MKfT enacted in the teaching of an expert Foundation Phase teacher, which she used while developing number sense in her Grade Two learners. A key aim is to inform fellow Foundation Phase teachers and Foundation Phase teacher educators, both in-service and in-training, of the key aspects of MKfT required in developing number sense. The study found that Foundation Phase teaching requires employment of all the domains of the MKfT to develop number sense to Grade 2 learners. These domains are complexly interconnected and interdependent and the research shows that while one needs the full set to be able to teach effectively, the expertise becomes visible in the seamless and somewhat automated interweaving of these domains. Furthermore, the research will illuminate how such seamless and automated interweaving can render the individual domains difficult to discern.
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- Date Issued: 2017