Motivation of teachers for the implementation of the further education and training certificate (Grades 10-12)
- Authors: Treu, Paul Matthew
- Date: 2007
- Subjects: Motivation in education , Teaching , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9549 , http://hdl.handle.net/10948/623 , Motivation in education , Teaching , Educational change -- South Africa
- Description: Educational change in South Africa has been met with stern resistance and educators are faced with enormous difficulty in implementing new policies and curricula. Educators who have been deskilled over the years are now all of the sudden required to think ‘outside the box’ and to undergo a complete mindset change regarding the implementation of the new Further Education and Training curriculum. The new challenges educators have to cope with, heavily impacts on their day to day working conditions and subsequently their motivation. Due to the increased awareness and concern with regards to the level of educators’ motivation, this research study is based on the research question, namely how motivated educators were for the implementation of the new Further Education and Training curriculum and secondly, to explore guidelines to enhance their motivation. In an attempt to provide answers to the research problem, a qualitative research design was adopted for this research and was undertaken in two phases. In Phase 1, the data gathering consisted of semi-structured group interviews. The data was then coded into themes, sub-themes and categories and served as the basis for the interpretation of how motivated educators were for the implementation of the new Further Education and training curriculum. Four main themes emerged from the data analysis; Teachers expressed distrust in the Department of Education; Negative expectations of FET are based on the inadequate training teachers received; Teachers are de-motivated and display a low morale; Few aspects contribute to a positive attitude. Phase 2 offered recommendations, derived from the findings of Phase 1, to enhance the motivation of educators for the implementation of the new Further Education and Training curriculum. It was evident from the data analysis that educators were experiencing difficulties in coping with the heavy demand being placed on their shoulders to effectively implement the new curriculum. They displayed negative feelings towards the Department of Education who expected them to implement change within a limited time-frame. The conclusion was reached that educators are in desperate need for motivational strategies and support to enhance their emotional well-being, motivation and self-efficacy.
- Full Text:
- Date Issued: 2007
- Authors: Treu, Paul Matthew
- Date: 2007
- Subjects: Motivation in education , Teaching , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9549 , http://hdl.handle.net/10948/623 , Motivation in education , Teaching , Educational change -- South Africa
- Description: Educational change in South Africa has been met with stern resistance and educators are faced with enormous difficulty in implementing new policies and curricula. Educators who have been deskilled over the years are now all of the sudden required to think ‘outside the box’ and to undergo a complete mindset change regarding the implementation of the new Further Education and Training curriculum. The new challenges educators have to cope with, heavily impacts on their day to day working conditions and subsequently their motivation. Due to the increased awareness and concern with regards to the level of educators’ motivation, this research study is based on the research question, namely how motivated educators were for the implementation of the new Further Education and Training curriculum and secondly, to explore guidelines to enhance their motivation. In an attempt to provide answers to the research problem, a qualitative research design was adopted for this research and was undertaken in two phases. In Phase 1, the data gathering consisted of semi-structured group interviews. The data was then coded into themes, sub-themes and categories and served as the basis for the interpretation of how motivated educators were for the implementation of the new Further Education and training curriculum. Four main themes emerged from the data analysis; Teachers expressed distrust in the Department of Education; Negative expectations of FET are based on the inadequate training teachers received; Teachers are de-motivated and display a low morale; Few aspects contribute to a positive attitude. Phase 2 offered recommendations, derived from the findings of Phase 1, to enhance the motivation of educators for the implementation of the new Further Education and Training curriculum. It was evident from the data analysis that educators were experiencing difficulties in coping with the heavy demand being placed on their shoulders to effectively implement the new curriculum. They displayed negative feelings towards the Department of Education who expected them to implement change within a limited time-frame. The conclusion was reached that educators are in desperate need for motivational strategies and support to enhance their emotional well-being, motivation and self-efficacy.
- Full Text:
- Date Issued: 2007
The experiences of school leaders regarding action research as a tool to enhance school functioning
- Authors: Govender, Bernadette
- Date: 2012
- Subjects: Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9494 , http://hdl.handle.net/10948/1623 , Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Description: South African schools especially those situated in previously disadvantaged communities, are faced with a myriad of challenges that school leaders have to deal with on a daily basis. School leaders are inter alia required to improve the running and functioning of their schools. A prerequisite for good schools is strong leadership. Transformational leadership seemed an appropriate focus for this research study, in which an action research approach was followed to deal with issues that impact negatively on the functioning of schools. The aim was to explore the potential benefits of this approach in terms of improving school functioning. A qualitative approach was adopted, as the experiences of the school leaders regarding action research as a tool to enhance the functioning of their schools were described. The aim was also to describe not only school leaders‟ experiences of action research, but also to interpret these so as to make recommendations based on the findings of the qualitative investigation, as to how best action research can be used as a tool for helping school leaders address issues that impinge on school functioning. This study was informed by phenomenology, and an interpretive as well as a critical paradigm. Multiple data gathering, such as field notes, observation and interviews were employed. In line with the qualitative approach, purposive sampling was used. The results of the research study appear to suggest that the benefits of an action research approach in improving school functioning relate to the transformation of the school climate, and that school leaders experience personal as well as professional transformation. This study recommends that action research as a model be incorporated into preparation programmes as well as professional development programmes for school leaders.
- Full Text:
- Date Issued: 2012
- Authors: Govender, Bernadette
- Date: 2012
- Subjects: Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9494 , http://hdl.handle.net/10948/1623 , Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Description: South African schools especially those situated in previously disadvantaged communities, are faced with a myriad of challenges that school leaders have to deal with on a daily basis. School leaders are inter alia required to improve the running and functioning of their schools. A prerequisite for good schools is strong leadership. Transformational leadership seemed an appropriate focus for this research study, in which an action research approach was followed to deal with issues that impact negatively on the functioning of schools. The aim was to explore the potential benefits of this approach in terms of improving school functioning. A qualitative approach was adopted, as the experiences of the school leaders regarding action research as a tool to enhance the functioning of their schools were described. The aim was also to describe not only school leaders‟ experiences of action research, but also to interpret these so as to make recommendations based on the findings of the qualitative investigation, as to how best action research can be used as a tool for helping school leaders address issues that impinge on school functioning. This study was informed by phenomenology, and an interpretive as well as a critical paradigm. Multiple data gathering, such as field notes, observation and interviews were employed. In line with the qualitative approach, purposive sampling was used. The results of the research study appear to suggest that the benefits of an action research approach in improving school functioning relate to the transformation of the school climate, and that school leaders experience personal as well as professional transformation. This study recommends that action research as a model be incorporated into preparation programmes as well as professional development programmes for school leaders.
- Full Text:
- Date Issued: 2012
The teaching practice component of initial teacher education: a social justice approach
- Authors: Long, Kelly Ann
- Date: 2018
- Subjects: Educational change -- South Africa , Teachers -- Training of -- South Africa , Education -- South Africa -- History , Education – South Africa -- Evaluation , Education -- Standards -- South Africa , Teacher effectiveness -- South Africa , Social justice and education , Education -- Study and teaching (Higher) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/60200 , vital:27746
- Description: Research asserts that learner performance in South African schools is in a state of crisis. While many more learners’ post-1994 in South Africa have physical access to education, very few have epistemological access. The quality of the education learners receive is polarised along socio economic lines. This crisis has its roots in the legacy of colonialism and apartheid, and as such, there is a need to transform the education system to ensure equal opportunity for all learners, and ultimately economic growth and security for the country. One of the explanations offered for the crisis in learner performance is the poor teacher education system. However, there is a paucity of research in teacher education generally in South Africa, and specifically in relation to pre-service teachers. Furthermore, little attention has been given to how initial teacher education could contribute to the promotion of a social justice agenda with the intention of transforming the South African schooling system. This research seeks to understand how the expectations, scaffolding and assessment of preservice teachers’ teaching practices can be utilised to promote social justice during the Teaching Practice (TP) component of initial teacher education. In answering the research question, I analyse data and literature to identify a set of key valued functionings of quality praxis that preservice teachers ought to be provided the capability to realise, at the level of achieved functioning. This is a qualitative case study located in the interpretive paradigm. The case under study is: quality teaching practices of pre-service teachers. This case is bound by context (initial teacher education in South Africa) and setting (the pre-service teacher in the classroom). Two South African Higher Education Institutions (HEIs) were selected through purposive sampling and their respective Teaching Practice (TP) documentation was analysed. Focus group interviews were conducted with five lecturers involved in TP at one of the HEIs. The theoretical framework of the study used to guide the analysis of the data was underpinned by a social justice perspective on quality education. Given that a social justice perspective does not have analytic tools, I view quality pre-service teachers’ teaching practices as praxis and utilise the capability approach as a mechanism for identification and description of valued functionings and capabilities that contribute to quality praxis. There are four significant findings in my research. Firstly, there is consistency with regards to the valued functionings and capabilities across the TP documentation of the two participating HEIs. In other words, the conceptions of a capable pre-service teacher are similar. Secondly, if social justice goals are to be realised, greater clarity of the valued functionings needs to be evident in the TP documentation. Thirdly, the valued functionings can be categorised into those that are foundational and those that promote a social justice agenda. Finally, in promoting a social justice agenda, there are functionings that ought to be valued by the HEIs that are seemingly not currently valued.
- Full Text:
- Date Issued: 2018
- Authors: Long, Kelly Ann
- Date: 2018
- Subjects: Educational change -- South Africa , Teachers -- Training of -- South Africa , Education -- South Africa -- History , Education – South Africa -- Evaluation , Education -- Standards -- South Africa , Teacher effectiveness -- South Africa , Social justice and education , Education -- Study and teaching (Higher) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/60200 , vital:27746
- Description: Research asserts that learner performance in South African schools is in a state of crisis. While many more learners’ post-1994 in South Africa have physical access to education, very few have epistemological access. The quality of the education learners receive is polarised along socio economic lines. This crisis has its roots in the legacy of colonialism and apartheid, and as such, there is a need to transform the education system to ensure equal opportunity for all learners, and ultimately economic growth and security for the country. One of the explanations offered for the crisis in learner performance is the poor teacher education system. However, there is a paucity of research in teacher education generally in South Africa, and specifically in relation to pre-service teachers. Furthermore, little attention has been given to how initial teacher education could contribute to the promotion of a social justice agenda with the intention of transforming the South African schooling system. This research seeks to understand how the expectations, scaffolding and assessment of preservice teachers’ teaching practices can be utilised to promote social justice during the Teaching Practice (TP) component of initial teacher education. In answering the research question, I analyse data and literature to identify a set of key valued functionings of quality praxis that preservice teachers ought to be provided the capability to realise, at the level of achieved functioning. This is a qualitative case study located in the interpretive paradigm. The case under study is: quality teaching practices of pre-service teachers. This case is bound by context (initial teacher education in South Africa) and setting (the pre-service teacher in the classroom). Two South African Higher Education Institutions (HEIs) were selected through purposive sampling and their respective Teaching Practice (TP) documentation was analysed. Focus group interviews were conducted with five lecturers involved in TP at one of the HEIs. The theoretical framework of the study used to guide the analysis of the data was underpinned by a social justice perspective on quality education. Given that a social justice perspective does not have analytic tools, I view quality pre-service teachers’ teaching practices as praxis and utilise the capability approach as a mechanism for identification and description of valued functionings and capabilities that contribute to quality praxis. There are four significant findings in my research. Firstly, there is consistency with regards to the valued functionings and capabilities across the TP documentation of the two participating HEIs. In other words, the conceptions of a capable pre-service teacher are similar. Secondly, if social justice goals are to be realised, greater clarity of the valued functionings needs to be evident in the TP documentation. Thirdly, the valued functionings can be categorised into those that are foundational and those that promote a social justice agenda. Finally, in promoting a social justice agenda, there are functionings that ought to be valued by the HEIs that are seemingly not currently valued.
- Full Text:
- Date Issued: 2018
The role of the teachers' centre in the professional development and in-service training of teachers with specific reference to the East London Teachers' Centre
- Authors: Badenhorst, John Henry
- Date: 1992
- Subjects: Teachers -- In-service training -- South Africa , Education -- South Africa -- East London , Professional education -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1755 , http://hdl.handle.net/10962/d1003639 , Teachers -- In-service training -- South Africa , Education -- South Africa -- East London , Professional education -- South Africa , Educational change -- South Africa
- Description: Teachers' Centres are one of the means whereby teachers needs for in-service education and training (Inset) can be met. The professional basis of Teachers' Centres as providers of in-service education and training derives from the need of teachers to develop professionally throughout their careers. Aspects which need to be considered are the need for professional growth and the professional nature of teaching. The effective provision of in-service training requires a knowledge of effective in-service training practise and the barriers that could be encountered in presenting it. Central to any Inset for teachers would be the teachers' needs for such activity. Following on a general statement of teachers needs for Inset the role of the Teachers' Centre in meeting these needs will be examined. Teachers' Centres have specific advantages in meeting certain areas of need for Inset by teachers. A knowledge of the professional activities of teachers activity and methods of establishing the needs for Inset of teachers should promote the effective provision of these programmes. The teacher as an adult learner is important to effective Teachers' Centre operation and the nature of adult learning and variables which affect it will determine the Teachers' Centre reaction in providing Inset. Subject study group activity is very important in Teachers' Centres in the Cape Province and the principles involved in their operation together with practical considerations regarding their operation are important in the provision of Inset. The practical application of theory is illustrated by examples from the East London Teachers' Centre with an emphasis on organisation and the creation of a climate within the Centre for the existence of study groups. The presentation methods used in these study group activities are important and will vary according to the needs of the study group. The selection of methods together with the organisation of presentations and practical methods used in presentation will have an important effect on how they operate. Teachers' Centres have a role to play in promoting change and innovation in schools. The theories of promoting innovation and the roles of the change agent are important. Practical examples from the East London Teachers' Centre are provided. This research, thus, provides a theoretical study of the role of Teachers' Centres in meeting some of the inset needs of teachers as well as practical examples of such activities.
- Full Text:
- Date Issued: 1992
- Authors: Badenhorst, John Henry
- Date: 1992
- Subjects: Teachers -- In-service training -- South Africa , Education -- South Africa -- East London , Professional education -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1755 , http://hdl.handle.net/10962/d1003639 , Teachers -- In-service training -- South Africa , Education -- South Africa -- East London , Professional education -- South Africa , Educational change -- South Africa
- Description: Teachers' Centres are one of the means whereby teachers needs for in-service education and training (Inset) can be met. The professional basis of Teachers' Centres as providers of in-service education and training derives from the need of teachers to develop professionally throughout their careers. Aspects which need to be considered are the need for professional growth and the professional nature of teaching. The effective provision of in-service training requires a knowledge of effective in-service training practise and the barriers that could be encountered in presenting it. Central to any Inset for teachers would be the teachers' needs for such activity. Following on a general statement of teachers needs for Inset the role of the Teachers' Centre in meeting these needs will be examined. Teachers' Centres have specific advantages in meeting certain areas of need for Inset by teachers. A knowledge of the professional activities of teachers activity and methods of establishing the needs for Inset of teachers should promote the effective provision of these programmes. The teacher as an adult learner is important to effective Teachers' Centre operation and the nature of adult learning and variables which affect it will determine the Teachers' Centre reaction in providing Inset. Subject study group activity is very important in Teachers' Centres in the Cape Province and the principles involved in their operation together with practical considerations regarding their operation are important in the provision of Inset. The practical application of theory is illustrated by examples from the East London Teachers' Centre with an emphasis on organisation and the creation of a climate within the Centre for the existence of study groups. The presentation methods used in these study group activities are important and will vary according to the needs of the study group. The selection of methods together with the organisation of presentations and practical methods used in presentation will have an important effect on how they operate. Teachers' Centres have a role to play in promoting change and innovation in schools. The theories of promoting innovation and the roles of the change agent are important. Practical examples from the East London Teachers' Centre are provided. This research, thus, provides a theoretical study of the role of Teachers' Centres in meeting some of the inset needs of teachers as well as practical examples of such activities.
- Full Text:
- Date Issued: 1992
Foundation Phase teachers’ responses to curriculum change in South Africa over the past two decades: a case study of two schools
- Authors: Nakaonga, Ruth
- Date: 2014
- Subjects: Curriculum change -- South Africa , Educational change -- South Africa , Education, Primary -- South Africa , Teachers -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2002 , http://hdl.handle.net/10962/d1015648
- Description: South Africa has experienced three significant curriculum reforms since 1994. The first of these replaced the ‘apartheid’ curriculum with C2005 based largely on Outcomes Based Education. In the second stage C2005 gave way to the National Curriculum Statements, a simplified version of C2005. Finally, the NCS was replaced with CAPS. This research study investigates the perceptions, attitudes and experiences of teachers implementing these curriculum changes. It focuses in particular on Foundation Phase in 2012, the year in which CAPS was implemented in that phase. It took the form of an interpretive case study, using qualitative data generating and analysis techniques. Principals and selected teachers of two primary schools in Grahamstown – an ex-Model C school and a performing ‘township’ school - were the respondents of the study. Data were generated chiefly through questionnaires and semi-structured interviews, supplemented by document analysis and observation. The findings revealed that the teachers in this study are frustrated and angry about the frequency of curriculum change in South Africa. Respondents are particularly critical of OBE and the NCS. While they welcome the need for a departure from ‘apartheid’ curricula, they feel the pedagogical underpinning of the NCS – with its emphasis on learner-centredness – disempowered them as teachers. Hence, they welcomed CAPS which seems to return to content – rather than skills and attitudes – and re-instates the teacher as the chief giver of knowledge and manager of learning.
- Full Text:
- Date Issued: 2014
- Authors: Nakaonga, Ruth
- Date: 2014
- Subjects: Curriculum change -- South Africa , Educational change -- South Africa , Education, Primary -- South Africa , Teachers -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2002 , http://hdl.handle.net/10962/d1015648
- Description: South Africa has experienced three significant curriculum reforms since 1994. The first of these replaced the ‘apartheid’ curriculum with C2005 based largely on Outcomes Based Education. In the second stage C2005 gave way to the National Curriculum Statements, a simplified version of C2005. Finally, the NCS was replaced with CAPS. This research study investigates the perceptions, attitudes and experiences of teachers implementing these curriculum changes. It focuses in particular on Foundation Phase in 2012, the year in which CAPS was implemented in that phase. It took the form of an interpretive case study, using qualitative data generating and analysis techniques. Principals and selected teachers of two primary schools in Grahamstown – an ex-Model C school and a performing ‘township’ school - were the respondents of the study. Data were generated chiefly through questionnaires and semi-structured interviews, supplemented by document analysis and observation. The findings revealed that the teachers in this study are frustrated and angry about the frequency of curriculum change in South Africa. Respondents are particularly critical of OBE and the NCS. While they welcome the need for a departure from ‘apartheid’ curricula, they feel the pedagogical underpinning of the NCS – with its emphasis on learner-centredness – disempowered them as teachers. Hence, they welcomed CAPS which seems to return to content – rather than skills and attitudes – and re-instates the teacher as the chief giver of knowledge and manager of learning.
- Full Text:
- Date Issued: 2014
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