Group work in black history classes
- Authors: Mrwetyana, Notemba
- Date: 1987
- Subjects: History -- Study and teaching (Secondary) , Group work in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1359 , http://hdl.handle.net/10962/d1001425
- Description: As a history teacher at Kuyasa High School in the Ciskei and afterwards as history method lecturer at the University of Fort Hare, visiting a large number of schools regularly for purposes of practice teaching with groups of students, I became aware of the problems encountered when history is taught to mixed ability groups. By far the most glaring problem is that of teaching methods. Teachers are in doubt concerning the teaching methodology to be adopted in classes where the spread of ability is wide. They face considerable difficulties in developing a role for themselves both in the classroom and in relation to their colleagues. The often noted tendency of teachers is to isolate themselves and guard the privacy of their classroom life. This realisation prompted me to undertake this study. The aim of this study is twofold. Having large classes in Ciskeian secondary schools, it is obvious that the spread of ability within classes is wide. The teachers then would have to form groups within the class. The first aim, therefore, is to develop and apply a reading comprehension test, with passages of varying difficulty. The performance of pupils in the test will serve as a guide when the children are put into groups. Secondly, I intend suggesting group activities which could be done by history pupils in such groups (Preface, p. iii)
- Full Text:
- Date Issued: 1987
- Authors: Mrwetyana, Notemba
- Date: 1987
- Subjects: History -- Study and teaching (Secondary) , Group work in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1359 , http://hdl.handle.net/10962/d1001425
- Description: As a history teacher at Kuyasa High School in the Ciskei and afterwards as history method lecturer at the University of Fort Hare, visiting a large number of schools regularly for purposes of practice teaching with groups of students, I became aware of the problems encountered when history is taught to mixed ability groups. By far the most glaring problem is that of teaching methods. Teachers are in doubt concerning the teaching methodology to be adopted in classes where the spread of ability is wide. They face considerable difficulties in developing a role for themselves both in the classroom and in relation to their colleagues. The often noted tendency of teachers is to isolate themselves and guard the privacy of their classroom life. This realisation prompted me to undertake this study. The aim of this study is twofold. Having large classes in Ciskeian secondary schools, it is obvious that the spread of ability within classes is wide. The teachers then would have to form groups within the class. The first aim, therefore, is to develop and apply a reading comprehension test, with passages of varying difficulty. The performance of pupils in the test will serve as a guide when the children are put into groups. Secondly, I intend suggesting group activities which could be done by history pupils in such groups (Preface, p. iii)
- Full Text:
- Date Issued: 1987
An investigation into patterns of interaction in small teaching groups at Rhodes University, with particular emphasis on the effect of gender, mother-tongue and educational background
- Authors: Hunt, Sally Ann
- Date: 1997
- Subjects: Tutors and tutoring , Multicultural education--South Africa , Group work in education , Small groups--Study and teaching (Higher)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2350 , http://hdl.handle.net/10962/d1002632 , Tutors and tutoring , Multicultural education--South Africa , Group work in education , Small groups--Study and teaching (Higher)
- Description: The assumption underlying this study is that knowledge is constructed through interaction. Small teaching groups, or tutorials, are often regarded as a particularly effective context for learning in the setting of tertiary education in that they provide an environment for free interaction between students, and thus facilitate active learning. Factors which systematically affect the degree of participation of the individual in tutorIals -directly affect the learning experience of that individual and raise questions about the equality achieved in tutorials, in terms of opportunities for learning. This study focuses on one such type of factor: culturally acquired norms of interaction. The individual is seen as a composite of cultural identities, utilising norms acquired through socialisation and experience in appropriate contexts. Previous research has demonstrated that gendered norms of interaction and those associated with the individual's mother-tongue are particularly salient. In the educational context, norms acquired through previous experience of education are likely to be carried over to the new setting of the university. Thus these factors form the focus of this study. One flrst-year tutorial from each of five departments in the Faculties of Arts and Social Science at Rhodes University, Grahamstown, was video-recorded and the data thus obtained was analyzed for patterns of interaction in terms of gender, mother-tongue and educational background. A model of utterance types was developed to provide a structured description of the patterns found in the tutorials. Interviews and video-sessions with a sample of the tutorial members were conducted, which add a qualitative dimension to the investigation and allow for triangulation. The recorded tutorials and interviews reveal a marked awareness amongst students of the composition of tutorial groups in terms of gender and ethnicity and this composition appears to affect the relative participation of students, in that members of numerically dominant groups are more willing to participate. This is particularly clear in the case of female students. With regard to second-language (L2) speakers of English, a number of factors are highlighted which tend to decrease participation. Apart from problems with English as the medium of instruction, these students tend to be reluctant to participate due to cultural norms, according to which students, as subordinates, should not take the initiative in interaction, in order to show appropriate respect. Patterns of interaction by L2 students from racially integrated schools, however, do not conform to this set of norms as strongly. It is argued that sensitivity is required to address this situation and a number of options are presented.
- Full Text:
- Date Issued: 1997
- Authors: Hunt, Sally Ann
- Date: 1997
- Subjects: Tutors and tutoring , Multicultural education--South Africa , Group work in education , Small groups--Study and teaching (Higher)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2350 , http://hdl.handle.net/10962/d1002632 , Tutors and tutoring , Multicultural education--South Africa , Group work in education , Small groups--Study and teaching (Higher)
- Description: The assumption underlying this study is that knowledge is constructed through interaction. Small teaching groups, or tutorials, are often regarded as a particularly effective context for learning in the setting of tertiary education in that they provide an environment for free interaction between students, and thus facilitate active learning. Factors which systematically affect the degree of participation of the individual in tutorIals -directly affect the learning experience of that individual and raise questions about the equality achieved in tutorials, in terms of opportunities for learning. This study focuses on one such type of factor: culturally acquired norms of interaction. The individual is seen as a composite of cultural identities, utilising norms acquired through socialisation and experience in appropriate contexts. Previous research has demonstrated that gendered norms of interaction and those associated with the individual's mother-tongue are particularly salient. In the educational context, norms acquired through previous experience of education are likely to be carried over to the new setting of the university. Thus these factors form the focus of this study. One flrst-year tutorial from each of five departments in the Faculties of Arts and Social Science at Rhodes University, Grahamstown, was video-recorded and the data thus obtained was analyzed for patterns of interaction in terms of gender, mother-tongue and educational background. A model of utterance types was developed to provide a structured description of the patterns found in the tutorials. Interviews and video-sessions with a sample of the tutorial members were conducted, which add a qualitative dimension to the investigation and allow for triangulation. The recorded tutorials and interviews reveal a marked awareness amongst students of the composition of tutorial groups in terms of gender and ethnicity and this composition appears to affect the relative participation of students, in that members of numerically dominant groups are more willing to participate. This is particularly clear in the case of female students. With regard to second-language (L2) speakers of English, a number of factors are highlighted which tend to decrease participation. Apart from problems with English as the medium of instruction, these students tend to be reluctant to participate due to cultural norms, according to which students, as subordinates, should not take the initiative in interaction, in order to show appropriate respect. Patterns of interaction by L2 students from racially integrated schools, however, do not conform to this set of norms as strongly. It is argued that sensitivity is required to address this situation and a number of options are presented.
- Full Text:
- Date Issued: 1997
The process of learning and teaching in supplemental instruction groups at Rhodes University
- Authors: Vorster, Jo-Anne Elizabeth
- Date: 1999
- Subjects: Group work in education , Team learning approach in education , College teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3081 , http://hdl.handle.net/10962/d1002590 , Group work in education , Team learning approach in education , College teaching -- South Africa
- Description: This thesis investigates the process of peer collaborative learning in three Supplemental Instruction (SI) groups at Rhodes University. The roles of the SI leader, the students and the task in the peer-collaborative learning-teaching process were researched. The research is rooted in sociocultural theories of learning and development. The notion of activity is thus central to this investigation. The tasks, goals and interactions in the SI sessions were analysed in order to arrive at an understanding of the process of learning-teaching in each of the three SI sessions. A method of analysis devised by Van Vlaenderen to study the process of everyday cognition in the problem solving activities of community activists (1997) was adapted for this study. The method of analysis was used to study the interaction processes of participants in the SI groups. Each interaction between the SI participants was broken into its constituent parts and labeled in terms of the goals of the interactions in relation to the preceding interaction or operation, the task or subtask under discussion, and the SI session as a whole. Data from the analysis of the activity were quantified in order to assess the quality of the learning-teaching process. A qualitative analysis of the patterns of mediation was used in conjunction with the quantified data of interaction patterns to draw conclusions about the nature of the peer collaborative learning-teaching process in the three SI sessions. The research findings indicate that the nature of the SI task is crucial; students in SI need to be able and willing to participate; and the facilitation style of the SI leader plays a role in determining the quality of the activity in the SI session. The thesis explicates learning-teaching activity that results in higher order learning.
- Full Text:
- Date Issued: 1999
- Authors: Vorster, Jo-Anne Elizabeth
- Date: 1999
- Subjects: Group work in education , Team learning approach in education , College teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3081 , http://hdl.handle.net/10962/d1002590 , Group work in education , Team learning approach in education , College teaching -- South Africa
- Description: This thesis investigates the process of peer collaborative learning in three Supplemental Instruction (SI) groups at Rhodes University. The roles of the SI leader, the students and the task in the peer-collaborative learning-teaching process were researched. The research is rooted in sociocultural theories of learning and development. The notion of activity is thus central to this investigation. The tasks, goals and interactions in the SI sessions were analysed in order to arrive at an understanding of the process of learning-teaching in each of the three SI sessions. A method of analysis devised by Van Vlaenderen to study the process of everyday cognition in the problem solving activities of community activists (1997) was adapted for this study. The method of analysis was used to study the interaction processes of participants in the SI groups. Each interaction between the SI participants was broken into its constituent parts and labeled in terms of the goals of the interactions in relation to the preceding interaction or operation, the task or subtask under discussion, and the SI session as a whole. Data from the analysis of the activity were quantified in order to assess the quality of the learning-teaching process. A qualitative analysis of the patterns of mediation was used in conjunction with the quantified data of interaction patterns to draw conclusions about the nature of the peer collaborative learning-teaching process in the three SI sessions. The research findings indicate that the nature of the SI task is crucial; students in SI need to be able and willing to participate; and the facilitation style of the SI leader plays a role in determining the quality of the activity in the SI session. The thesis explicates learning-teaching activity that results in higher order learning.
- Full Text:
- Date Issued: 1999
An investigation into the effects of co-operative learning strategies on the test results of science students at N3 level at the Port Elizabeth College for Further Education and Training
- Authors: Ferreira, Dennis Compton
- Date: 2004
- Subjects: Group work in education , Examinations -- Validity , Science students -- Rating of -- South Africa -- Port Elizabeth , College students -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9488 , http://hdl.handle.net/10948/245 , Group work in education , Examinations -- Validity , Science students -- Rating of -- South Africa -- Port Elizabeth , College students -- South Africa -- Port Elizabeth
- Description: The poor academic performance of Engineering Science N3 students at the Port Elizabeth College for Further Education and Training prompted me to conduct this study. The aim thereof was to investigate the influence that a co-operative learning strategy would have on the test results of students who enrolled for this programme. The hypothesis being tested in this study was whether co-operative learning strategies would improve the test results of science students in the N3 Engineering Science class. A literature review on co-operative learning, its principles as well as the role of the lecturer as facilitator was conducted. In addition, the different types of co-operative learning techniques were investigated so that an approach conducive to the needs of students studying at Further Education and Training Colleges could be selected. The Student Team Achievement Divisions (STAD) technique was deemed to be the most suitable approach. Both qualitative and quantitative data gathering techniques are employed in this study. Interviews were carried out with fellow lecturers at the Port Elizabeth College to determine what teaching strategies are generally implemented in the N3 class. Experimental research involving two groups of 30 students was then conducted to determine the results of students. The one group (experimental) was subjected to an intervention, namely the STAD co-operative learning technique while the other group (control) was taught using the traditional method of talk and chalk. This intervention took place over a period of ix two weeks. However, prior to the co-operative learning intervention and before students were divided into groups, they were taught as a single group for a period of two weeks. The total time spent on this experiment was therefore four weeks. Student test scores gathered from the experiment was statistically analysed and reported on in chapter five. These results indicated that the experimental group out-performed the control group by a significant margin. The higher academic achievement of students in the experimental group could only be attributed to the alternative teaching strategy (STAD) which was absent in the teaching of the control group. This proved the hypothesis.
- Full Text:
- Date Issued: 2004
- Authors: Ferreira, Dennis Compton
- Date: 2004
- Subjects: Group work in education , Examinations -- Validity , Science students -- Rating of -- South Africa -- Port Elizabeth , College students -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:9488 , http://hdl.handle.net/10948/245 , Group work in education , Examinations -- Validity , Science students -- Rating of -- South Africa -- Port Elizabeth , College students -- South Africa -- Port Elizabeth
- Description: The poor academic performance of Engineering Science N3 students at the Port Elizabeth College for Further Education and Training prompted me to conduct this study. The aim thereof was to investigate the influence that a co-operative learning strategy would have on the test results of students who enrolled for this programme. The hypothesis being tested in this study was whether co-operative learning strategies would improve the test results of science students in the N3 Engineering Science class. A literature review on co-operative learning, its principles as well as the role of the lecturer as facilitator was conducted. In addition, the different types of co-operative learning techniques were investigated so that an approach conducive to the needs of students studying at Further Education and Training Colleges could be selected. The Student Team Achievement Divisions (STAD) technique was deemed to be the most suitable approach. Both qualitative and quantitative data gathering techniques are employed in this study. Interviews were carried out with fellow lecturers at the Port Elizabeth College to determine what teaching strategies are generally implemented in the N3 class. Experimental research involving two groups of 30 students was then conducted to determine the results of students. The one group (experimental) was subjected to an intervention, namely the STAD co-operative learning technique while the other group (control) was taught using the traditional method of talk and chalk. This intervention took place over a period of ix two weeks. However, prior to the co-operative learning intervention and before students were divided into groups, they were taught as a single group for a period of two weeks. The total time spent on this experiment was therefore four weeks. Student test scores gathered from the experiment was statistically analysed and reported on in chapter five. These results indicated that the experimental group out-performed the control group by a significant margin. The higher academic achievement of students in the experimental group could only be attributed to the alternative teaching strategy (STAD) which was absent in the teaching of the control group. This proved the hypothesis.
- Full Text:
- Date Issued: 2004
An exploration of collaborative group work with science students
- Authors: Adams, Aadiel
- Date: 2006
- Subjects: Science -- Study and teaching (Higher) -- South Africa , Group work in education , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9840 , http://hdl.handle.net/10948/392 , Science -- Study and teaching (Higher) -- South Africa , Group work in education , Educational change -- South Africa
- Description: Part of the transformation of education in South Africa emphasises the need to address historical barriers that have been impeding access into institutions of learning, and the need for empowering stakeholders democratically. Improving institutional responsiveness and focusing on Science, Technology, and Engineering and increasing the number of university graduates are amongst the more prominent strategies for changing the educational, socioeconomic, and political landscape within a global context. This research, as the first cycle of an action research project, explores collaborative group work with a group of science students at a Vista University campus (that is now part of the Nelson Mandela Metropolitan University) as a contribution to institutional, professional, and personal responsiveness. The treatise traces my development as a novice researcher within an evolving action research context that became a terrain for facilitating a collaborative approach to learning. I describe my personal experience and the experiences of my co-researchers as collaborative partners, the systemic influences considered during the study, and the process of action research that encouraged movement from feelings of apprehension and inadequacy to feelings of anticipation and excitement regarding collaborative interactive learning and development opportunities. For the co-researchers and me an action research process in an interpretivist paradigm was not just suited to an exploration of collaboration, but also evolved into a vehicle for interactive teaching and learning, in a collaborative and student-centred way. Giving voice and being listened to, having perspectives validated, engaging in learning that could accompany academic and personal growth, and an acute sense of being empowered are ingredients that participants, and institutions of learning, can continue building on and building with along evolving spirals of life-long learning and meaning making.
- Full Text:
- Date Issued: 2006
- Authors: Adams, Aadiel
- Date: 2006
- Subjects: Science -- Study and teaching (Higher) -- South Africa , Group work in education , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9840 , http://hdl.handle.net/10948/392 , Science -- Study and teaching (Higher) -- South Africa , Group work in education , Educational change -- South Africa
- Description: Part of the transformation of education in South Africa emphasises the need to address historical barriers that have been impeding access into institutions of learning, and the need for empowering stakeholders democratically. Improving institutional responsiveness and focusing on Science, Technology, and Engineering and increasing the number of university graduates are amongst the more prominent strategies for changing the educational, socioeconomic, and political landscape within a global context. This research, as the first cycle of an action research project, explores collaborative group work with a group of science students at a Vista University campus (that is now part of the Nelson Mandela Metropolitan University) as a contribution to institutional, professional, and personal responsiveness. The treatise traces my development as a novice researcher within an evolving action research context that became a terrain for facilitating a collaborative approach to learning. I describe my personal experience and the experiences of my co-researchers as collaborative partners, the systemic influences considered during the study, and the process of action research that encouraged movement from feelings of apprehension and inadequacy to feelings of anticipation and excitement regarding collaborative interactive learning and development opportunities. For the co-researchers and me an action research process in an interpretivist paradigm was not just suited to an exploration of collaboration, but also evolved into a vehicle for interactive teaching and learning, in a collaborative and student-centred way. Giving voice and being listened to, having perspectives validated, engaging in learning that could accompany academic and personal growth, and an acute sense of being empowered are ingredients that participants, and institutions of learning, can continue building on and building with along evolving spirals of life-long learning and meaning making.
- Full Text:
- Date Issued: 2006
Engaging within zones of proximal development on Facebook : the case of using Facebook to support learning and mentoring on a NQF Level 5 environmental education, training and development practices learnership
- Authors: Chetty, Preven
- Date: 2015
- Subjects: Social media -- Study and teaching (Higher) -- South Africa , Internet in education , Online social networks , Organizational learning , Employees -- Training of , Group work in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2024 , http://hdl.handle.net/10962/d1017335
- Description: This study focuses on two roll-outs of a, year-long National Qualification Framework (NQF) level 5, environmental education learnership in South Africa and attempts at enhancing collaborative learning at workplaces using a familiar social networking site called Facebook. This study uses the Facebook group sites created for the workplace course component of the course as one of the means of data collection. Additional interviews and focus groups with learners and administrators on both Environmental Education Training and Development Practices (EETDP) courses also informed the study. The study is located within the context of the rise of the information age, its effects on socio-ecological landscape at large and ways of using social networking sites in order to facilitate scaffolding and meaning making within zones of proximal development for environmental education learnerships. It also looks at the model of apprenticeship and workplace based learning as it is broadly located at the nexus of the SAQA-led academic inquiry into workplace based learning and professional development. It was found that the use of Facebook on the EETDP learnership allowed for collaborative learning to take place between peer to peer interactions as well as between tutors and learners. It was also noted that scaffolding processes requires both technical assistance and strong instructional input from course tutors. One of the most important findings in terms of collaborative learning and engaging within the Zone of Proximal Development (ZPD) was that learners were able to communicate more effectively and freely with both fellow learners and tutors on course after participating on the Facebook group sites. The study offers recommendations on how a social networking platform like Facebook can be utilised effectively for environmental education. The study recommends that scaffolding of workplace based tasks and concepts needs to be better integrated with the course and in both online and offline interactions between learners. It also illustrates how social networking sites can become powerful tools for creating meaning making when combined with course work.
- Full Text:
- Date Issued: 2015
- Authors: Chetty, Preven
- Date: 2015
- Subjects: Social media -- Study and teaching (Higher) -- South Africa , Internet in education , Online social networks , Organizational learning , Employees -- Training of , Group work in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2024 , http://hdl.handle.net/10962/d1017335
- Description: This study focuses on two roll-outs of a, year-long National Qualification Framework (NQF) level 5, environmental education learnership in South Africa and attempts at enhancing collaborative learning at workplaces using a familiar social networking site called Facebook. This study uses the Facebook group sites created for the workplace course component of the course as one of the means of data collection. Additional interviews and focus groups with learners and administrators on both Environmental Education Training and Development Practices (EETDP) courses also informed the study. The study is located within the context of the rise of the information age, its effects on socio-ecological landscape at large and ways of using social networking sites in order to facilitate scaffolding and meaning making within zones of proximal development for environmental education learnerships. It also looks at the model of apprenticeship and workplace based learning as it is broadly located at the nexus of the SAQA-led academic inquiry into workplace based learning and professional development. It was found that the use of Facebook on the EETDP learnership allowed for collaborative learning to take place between peer to peer interactions as well as between tutors and learners. It was also noted that scaffolding processes requires both technical assistance and strong instructional input from course tutors. One of the most important findings in terms of collaborative learning and engaging within the Zone of Proximal Development (ZPD) was that learners were able to communicate more effectively and freely with both fellow learners and tutors on course after participating on the Facebook group sites. The study offers recommendations on how a social networking platform like Facebook can be utilised effectively for environmental education. The study recommends that scaffolding of workplace based tasks and concepts needs to be better integrated with the course and in both online and offline interactions between learners. It also illustrates how social networking sites can become powerful tools for creating meaning making when combined with course work.
- Full Text:
- Date Issued: 2015
Exploring small group teaching in the senior phase : a case study in Kentani Education District
- Authors: Maneli, Pumza
- Date: 2017-01
- Subjects: Group work in education , Small groups , Teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19859 , vital:43411
- Description: The purpose of this study was to explore small group teaching in the senior phase with the aim of identifying suitable approach of managing small group teaching. This study was triggered by persistent misunderstanding of small group teaching that continued to hover Kentani Education District due to poor performance of learners in the classroom. To understand all these challenges experienced by teachers this study employed qualitative approach using semi-structured interviews to collect and analyse data from participants in order to get a deeper understanding of the phenomena under study. A sampling procedure was used to select respondents from two junior secondary schools of deep rural areas. The two schools were purposefully sampled. Fifteen participants participated in this study from two sampled junior secondary schools. The data were presented, analysed and discussed. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. The study sought to :( a) Explore teachers ‘understanding of small group teaching. (b) Find out different approaches of small group teaching. (c) Investigate challenges faced by teachers when employing small group teaching. (d) Explore what promotes effective facilitation of small group teaching. (e) Suggest a proposed teaching model that will assist senior phase teachers in enhancing the way they perform their small group teaching. Central to what this study ascertained is the relationship between the teachers and Subject Advisors .From the findings of this study, it can be ascertained that for any teacher to succeed and understand deeply the requirements of his her profession, he she needs to have a positive attitude towards hisher career, being guided, mentored, nurtured, monitored and supported by SMTs and Subject Advisors. , Thesis (MEd) -- Faculty of Education, 2017
- Full Text:
- Date Issued: 2017-01
- Authors: Maneli, Pumza
- Date: 2017-01
- Subjects: Group work in education , Small groups , Teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19859 , vital:43411
- Description: The purpose of this study was to explore small group teaching in the senior phase with the aim of identifying suitable approach of managing small group teaching. This study was triggered by persistent misunderstanding of small group teaching that continued to hover Kentani Education District due to poor performance of learners in the classroom. To understand all these challenges experienced by teachers this study employed qualitative approach using semi-structured interviews to collect and analyse data from participants in order to get a deeper understanding of the phenomena under study. A sampling procedure was used to select respondents from two junior secondary schools of deep rural areas. The two schools were purposefully sampled. Fifteen participants participated in this study from two sampled junior secondary schools. The data were presented, analysed and discussed. A lot of themes emerged from what the participants reported and similar experiences were noted as well as different experiences. The study sought to :( a) Explore teachers ‘understanding of small group teaching. (b) Find out different approaches of small group teaching. (c) Investigate challenges faced by teachers when employing small group teaching. (d) Explore what promotes effective facilitation of small group teaching. (e) Suggest a proposed teaching model that will assist senior phase teachers in enhancing the way they perform their small group teaching. Central to what this study ascertained is the relationship between the teachers and Subject Advisors .From the findings of this study, it can be ascertained that for any teacher to succeed and understand deeply the requirements of his her profession, he she needs to have a positive attitude towards hisher career, being guided, mentored, nurtured, monitored and supported by SMTs and Subject Advisors. , Thesis (MEd) -- Faculty of Education, 2017
- Full Text:
- Date Issued: 2017-01
Exploring and expanding teachers’ gender and culturally responsive practices when mediating learning of chemistry in rural schools in Namibia
- Authors: Haimene, Johanna Shetulimba
- Date: 2024-04-05
- Subjects: Chemistry Study and teaching (Secondary) Namibia , Discrimination in education Namibia , Gender and education , Culturally relevant pedagogy Namibia , Cultural-historical activity theory , Expansive learning , Group work in education
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436535 , vital:73280 , DOI 10.21504/10962/436536
- Description: Gender and cultural dimensions are critical aspects of the education system. Schools are full of gender and cultural stereotypes when it comes to the teaching and learning of science. This calls for the teachers to be gender and culturally responsive in their science classrooms. This is also to ensure that the educational needs of both boys and girls are addressed. The Namibian National Curriculum for Basic Education advocates the application of gender equity at all levels and in every aspect of the curriculum and teachers are central to the implementation of this curriculum. However, while the policy has been formulated at the macro level of the education system, little if any research has been done in Namibia on exploring how teachers are coping with and implementing the curriculum based on gender and cultural aspects. This includes how teachers are responding to gender issues and how they eradicate bias and discrimination to ensure equality and equity for both boys and girls in their science teaching. Against this backdrop, this study aimed to explore and expand Grade 9 Physical Science teachers’ gender and culturally responsive practices in science classrooms when mediating learning of chemistry topics using acids and bases and combustion reactions as examples. The study focused on working with teachers with the purpose of improving their practices through collaborative partnerships and enriching all the participants (teachers and researcher) as they were seen as co-learners and co-researchers. Hence, this study was underpinned by interpretivist and critical paradigms. It adopted a case study research design. Six Grade 9 Physical Science teachers from the Oshikoto Region were the participants in this study. Qualitative data were generated using questionnaires, interviews (semi-structured and stimulated recall), classroom observations and Change Laboratory Workshops (CLWs) in which we co-developed a tool to address gender and cultural responsiveness. Vygotsky’s socio-cultural theory and Engeström’s cultural-historical activity theory (CHAT) were used as theoretical frameworks to surface contradictions or tensions that exist in the teaching and learning process. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that the teachers seemed to have an understanding of being gender and culturally responsive when they are mediating their lessons. However, some contradictions constrained them from being gender and culturally responsive. The surfaced contradictions included the lack of examples that are not gender and culturally biased, poor participation of the learners during lesson presentation and low confidence among the learners and language barriers. In addition, the findings revealed that teachers need professional development in interpreting policies and the curriculum and techniques for analysing gender and cultural issues pertaining to the teaching and learning process. Through CLWs, we co-developed a mediational tool that could guide teachers on how to be gender and culturally responsive. The findings also revealed that participation of teachers in the CLWs equipped them with resources on how to be gender and culturally responsive in their classrooms. The study recommends that teachers need to be involved in continuing professional development to support them with the correct interpretation and enactment of the curriculum and other policies. The policy developers need to be in contact with the policy implementers to evaluate the implementation of these policies and provide guidance where necessary. Moreover, teachers need to form professional learning communities in order to share their best practices and transform them. This might assist them in addressing gender and cultural issues that are encountered in the teaching and learning process. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
- Full Text:
- Date Issued: 2024-04-05
- Authors: Haimene, Johanna Shetulimba
- Date: 2024-04-05
- Subjects: Chemistry Study and teaching (Secondary) Namibia , Discrimination in education Namibia , Gender and education , Culturally relevant pedagogy Namibia , Cultural-historical activity theory , Expansive learning , Group work in education
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/436535 , vital:73280 , DOI 10.21504/10962/436536
- Description: Gender and cultural dimensions are critical aspects of the education system. Schools are full of gender and cultural stereotypes when it comes to the teaching and learning of science. This calls for the teachers to be gender and culturally responsive in their science classrooms. This is also to ensure that the educational needs of both boys and girls are addressed. The Namibian National Curriculum for Basic Education advocates the application of gender equity at all levels and in every aspect of the curriculum and teachers are central to the implementation of this curriculum. However, while the policy has been formulated at the macro level of the education system, little if any research has been done in Namibia on exploring how teachers are coping with and implementing the curriculum based on gender and cultural aspects. This includes how teachers are responding to gender issues and how they eradicate bias and discrimination to ensure equality and equity for both boys and girls in their science teaching. Against this backdrop, this study aimed to explore and expand Grade 9 Physical Science teachers’ gender and culturally responsive practices in science classrooms when mediating learning of chemistry topics using acids and bases and combustion reactions as examples. The study focused on working with teachers with the purpose of improving their practices through collaborative partnerships and enriching all the participants (teachers and researcher) as they were seen as co-learners and co-researchers. Hence, this study was underpinned by interpretivist and critical paradigms. It adopted a case study research design. Six Grade 9 Physical Science teachers from the Oshikoto Region were the participants in this study. Qualitative data were generated using questionnaires, interviews (semi-structured and stimulated recall), classroom observations and Change Laboratory Workshops (CLWs) in which we co-developed a tool to address gender and cultural responsiveness. Vygotsky’s socio-cultural theory and Engeström’s cultural-historical activity theory (CHAT) were used as theoretical frameworks to surface contradictions or tensions that exist in the teaching and learning process. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that the teachers seemed to have an understanding of being gender and culturally responsive when they are mediating their lessons. However, some contradictions constrained them from being gender and culturally responsive. The surfaced contradictions included the lack of examples that are not gender and culturally biased, poor participation of the learners during lesson presentation and low confidence among the learners and language barriers. In addition, the findings revealed that teachers need professional development in interpreting policies and the curriculum and techniques for analysing gender and cultural issues pertaining to the teaching and learning process. Through CLWs, we co-developed a mediational tool that could guide teachers on how to be gender and culturally responsive. The findings also revealed that participation of teachers in the CLWs equipped them with resources on how to be gender and culturally responsive in their classrooms. The study recommends that teachers need to be involved in continuing professional development to support them with the correct interpretation and enactment of the curriculum and other policies. The policy developers need to be in contact with the policy implementers to evaluate the implementation of these policies and provide guidance where necessary. Moreover, teachers need to form professional learning communities in order to share their best practices and transform them. This might assist them in addressing gender and cultural issues that are encountered in the teaching and learning process. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2024
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- Date Issued: 2024-04-05
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