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Studying history by correspondence : assessment of the work at the Graaff-Reinet College for Continued Education
- Authors: Van Niekerk, Clive
- Date: 1989
- Subjects: History -- Study and teaching , Teachers -- In-service training -- South Africa , Distance education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1369 , http://hdl.handle.net/10962/d1001435
- Description: The aim of this study was to carry out an investigation of history as a correspondence subject for practising teachers and to make an assessment of work at the Graaff- Reinet College for Continued Training. The problems experienced by lecturers and students involved with the study of history at this institution receive particular attention. At intervals throughout the study attention is given to the need for further training for teachers who are in- service. Teacher qualifications in the Cape Province are also examined to see potential needs for further training in the future. Having determined a need, it is proposed that correspondence courses are best suited to cater for it. A study is made of the models, background and approaches used by other institutions in various parts of the world. Distance education started in England at the end of the eighteenth century. This idea has spread to various countries and today teaching and learning by correspondence takes place in most countries of the world. It is different to conventional classroom education and thus has certain unique characteristics. The definition, characteristics, background and methodology are important if the problems involved are to be understood. These aspects indicate how effective and popular this form of study has become. Particular attention is given to the teaching of in-service teachers who are upgrading their qualifications. The existing and proposed College history syllabi are examined in as far as their appropriateness and relevance are concerned. Emphasis is given to history at Graaff- Reinet College because the author is a history lecturer at this institution. An extended questionnaire was designed and used to collect the required data on the subjects who were from two groups of students studying history at the College, one in 1986 and one in 1987. A pilot study was done in 1986 and a more extended questionnaire was completed by the 1987 students. In chapter six the results of the questionnaire are analysed and particular attention is given to the students' background, motivation for studying and difficulties they encounter. Finally, recommendations are made about how this form of teacher upgrading can be improved and extended in the future
- Full Text:
- Authors: Van Niekerk, Clive
- Date: 1989
- Subjects: History -- Study and teaching , Teachers -- In-service training -- South Africa , Distance education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1369 , http://hdl.handle.net/10962/d1001435
- Description: The aim of this study was to carry out an investigation of history as a correspondence subject for practising teachers and to make an assessment of work at the Graaff- Reinet College for Continued Training. The problems experienced by lecturers and students involved with the study of history at this institution receive particular attention. At intervals throughout the study attention is given to the need for further training for teachers who are in- service. Teacher qualifications in the Cape Province are also examined to see potential needs for further training in the future. Having determined a need, it is proposed that correspondence courses are best suited to cater for it. A study is made of the models, background and approaches used by other institutions in various parts of the world. Distance education started in England at the end of the eighteenth century. This idea has spread to various countries and today teaching and learning by correspondence takes place in most countries of the world. It is different to conventional classroom education and thus has certain unique characteristics. The definition, characteristics, background and methodology are important if the problems involved are to be understood. These aspects indicate how effective and popular this form of study has become. Particular attention is given to the teaching of in-service teachers who are upgrading their qualifications. The existing and proposed College history syllabi are examined in as far as their appropriateness and relevance are concerned. Emphasis is given to history at Graaff- Reinet College because the author is a history lecturer at this institution. An extended questionnaire was designed and used to collect the required data on the subjects who were from two groups of students studying history at the College, one in 1986 and one in 1987. A pilot study was done in 1986 and a more extended questionnaire was completed by the 1987 students. In chapter six the results of the questionnaire are analysed and particular attention is given to the students' background, motivation for studying and difficulties they encounter. Finally, recommendations are made about how this form of teacher upgrading can be improved and extended in the future
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The in-service development of primary school teachers in the use of computers in education with special reference to computer assisted learning: a case study
- Authors: Murray, John Charles
- Date: 1992
- Subjects: Education, Elementary -- South Africa -- Data processing , Computer-assisted instruction , Teachers -- In-service training -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1572 , http://hdl.handle.net/10962/d1003454
- Description: Many white primary schools in South Africa have acquired computers which are being used in various ways. In my experience few members of staff are confident enough to use the computers in the school for educational purposes. Those who have been using them, generally have been doing computer literacy. The teachers in our school expressed the view that they would like to be able to use the computer, but that they lack the necessary skills and therefore would welcome some form of training. In my opinion computers should form an integral part of a child's learning environment. It has, for some time formed a part of his social environment, either in the home or in the workplace. For computers to be used effectively in the classroom, it follows that the teachers need to be trained to use them. In an attempt to overcome this problem, I designed and presented an in-service course, which used selected computer assisted learning (CAL) programs with teachers. These teachers then used these programs with the pupils in their class and evaluated the pupils' reactions to the innovation. As a result of the observations and the feedback provided by the sample of teachers, it is suggested that this might be a possible approach to in-service training for other schools. With adaptation it should be possible to follow this approach in any school which has a computer and someone on the staff who is willing to take the initiative to implement such an innovation.
- Full Text:
- Authors: Murray, John Charles
- Date: 1992
- Subjects: Education, Elementary -- South Africa -- Data processing , Computer-assisted instruction , Teachers -- In-service training -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1572 , http://hdl.handle.net/10962/d1003454
- Description: Many white primary schools in South Africa have acquired computers which are being used in various ways. In my experience few members of staff are confident enough to use the computers in the school for educational purposes. Those who have been using them, generally have been doing computer literacy. The teachers in our school expressed the view that they would like to be able to use the computer, but that they lack the necessary skills and therefore would welcome some form of training. In my opinion computers should form an integral part of a child's learning environment. It has, for some time formed a part of his social environment, either in the home or in the workplace. For computers to be used effectively in the classroom, it follows that the teachers need to be trained to use them. In an attempt to overcome this problem, I designed and presented an in-service course, which used selected computer assisted learning (CAL) programs with teachers. These teachers then used these programs with the pupils in their class and evaluated the pupils' reactions to the innovation. As a result of the observations and the feedback provided by the sample of teachers, it is suggested that this might be a possible approach to in-service training for other schools. With adaptation it should be possible to follow this approach in any school which has a computer and someone on the staff who is willing to take the initiative to implement such an innovation.
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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:
- 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.
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An investigation into the influence of an inset programme on teacher cognitions
- Authors: Bell, David Ian
- Date: 1995
- Subjects: Teachers -- In-service training -- South Africa , Teachers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1608 , http://hdl.handle.net/10962/d1003490
- Description: This study was based upon a concern about the quality of education in South Africa and a concern about the quality of NGO and other INSET interventions. Many organisations purport to address the issues of education, most of them doing so from the very comfortable position of the moral high ground (the position adopted where the political - correctness of the intervention outweighs the quality and impact) rather than from the position of having the capacity to deliver a quality service (a position from which they can effect genuine educational transformation toward quality education for all). With the rapid social, political and educational changes taking place at present, it is necessary for most organisations to assess their positions in respect of their ability to effect quality changes within the broad educational terrain. This study is an attempt to investigate the influence of one particular programme, that of the Centre for Cognitive Development, as it effects changes in teacher cognitions. It is argued that teachers are the catalysts for and agents of educational and social change and that these changes require the thinking and beliefs of individual teachers which inform their practices and behaviours, both personally and as professionals, to be addressed. These beliefs need to be critically reflected upon by the teachers themselves and through this process of reflection, teachers need to be empowered to take responsibility for the quality of teaching and learning. This concern was addressed by selecting a sample of teachers from within one such INSET intervention and through the use of a questionnaire, investigating whether teachers cognitions had changed, as a result of the INSET programme. It was hypothesised that changes in teacher cognitions would occur as a result of the INSET programme and that these cognitive or gestalt shifts could be categorised as Attributional shifts, Efficacy shifts, shifts in teachers perceived Locus of Control (Control Beliefs) and changes in general Pedagogic Beliefs. The statistical analysis of the data indicated varying degrees and trends of significant change. However, the complexity of the social context of teaching and the impact of this on teacher beliefs and cognitions, especially those of teachers who have been most affected (disempowered) by social and personal oppression, cannot be under-estimated and even minor shifts reflected in this investigation should be seen as positive changes none-the-less.
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- Authors: Bell, David Ian
- Date: 1995
- Subjects: Teachers -- In-service training -- South Africa , Teachers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1608 , http://hdl.handle.net/10962/d1003490
- Description: This study was based upon a concern about the quality of education in South Africa and a concern about the quality of NGO and other INSET interventions. Many organisations purport to address the issues of education, most of them doing so from the very comfortable position of the moral high ground (the position adopted where the political - correctness of the intervention outweighs the quality and impact) rather than from the position of having the capacity to deliver a quality service (a position from which they can effect genuine educational transformation toward quality education for all). With the rapid social, political and educational changes taking place at present, it is necessary for most organisations to assess their positions in respect of their ability to effect quality changes within the broad educational terrain. This study is an attempt to investigate the influence of one particular programme, that of the Centre for Cognitive Development, as it effects changes in teacher cognitions. It is argued that teachers are the catalysts for and agents of educational and social change and that these changes require the thinking and beliefs of individual teachers which inform their practices and behaviours, both personally and as professionals, to be addressed. These beliefs need to be critically reflected upon by the teachers themselves and through this process of reflection, teachers need to be empowered to take responsibility for the quality of teaching and learning. This concern was addressed by selecting a sample of teachers from within one such INSET intervention and through the use of a questionnaire, investigating whether teachers cognitions had changed, as a result of the INSET programme. It was hypothesised that changes in teacher cognitions would occur as a result of the INSET programme and that these cognitive or gestalt shifts could be categorised as Attributional shifts, Efficacy shifts, shifts in teachers perceived Locus of Control (Control Beliefs) and changes in general Pedagogic Beliefs. The statistical analysis of the data indicated varying degrees and trends of significant change. However, the complexity of the social context of teaching and the impact of this on teacher beliefs and cognitions, especially those of teachers who have been most affected (disempowered) by social and personal oppression, cannot be under-estimated and even minor shifts reflected in this investigation should be seen as positive changes none-the-less.
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Using the local environment for outcomes-based education: issues raised for INSET by teachers' perceptions of agents of change
- Authors: Burton, Noreen
- Date: 1998
- Subjects: In-service education and training for teachers , Teachers -- Training of -- South Africa , Teachers -- In-service training -- South Africa , Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1818 , http://hdl.handle.net/10962/d1003704
- Description: South African education is in the process of undergoing what has become known as a "paradigm shift", requiring a change from the familiar transmission method to outcomes-based education (OBE) founded on social constructivist theories oflearning and teaching. Teachers, (45% of whom are poorly qualified), "will play a pivotal role in the success or failure of this change. There is therefore an urgent need to re-educate in-service teachers in the philosophy, and related methodologies underpinning Curriculum 2005. To this end, in-service education courses need to be developed "which will encourage teachers to reconstruct their beliefs about teaching and learning. INSET programmes in the past were aimed at either "topping up" qualified teachers, or "adding on" for under qualified teachers - neither of which have proved successful. It is therefore unlikely that applying similar methodologies to support teachers in the shift to OBE will meet with success, nor will simply "training" teachers to use the new learning programmes. Government documents on Education Policy are calling for teachers to become reflexive practitioners, able to guide learners in their efforts to achieve the critical outcomes which are intended to develop a competent citizenry of lifelong learners. Therefore, teachers ought to be empowered as curriculum developers in their own right. This interpretative case study hoped to find out from teachers themselves what aspects of an activity-based environmental education course acted as change agents in assisting them to begin the shift to constructivist theories of teaching and learning. A variety of research tools were used, including questionnaires, interviews, journals, narratives and concept maps, all of which provided a rich source of data for interpretation. From what was gained from four participants in this research, tentative suggestions for incorporation into the next cycle of action research in future INSET programmes are made.
- Full Text:
- Authors: Burton, Noreen
- Date: 1998
- Subjects: In-service education and training for teachers , Teachers -- Training of -- South Africa , Teachers -- In-service training -- South Africa , Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1818 , http://hdl.handle.net/10962/d1003704
- Description: South African education is in the process of undergoing what has become known as a "paradigm shift", requiring a change from the familiar transmission method to outcomes-based education (OBE) founded on social constructivist theories oflearning and teaching. Teachers, (45% of whom are poorly qualified), "will play a pivotal role in the success or failure of this change. There is therefore an urgent need to re-educate in-service teachers in the philosophy, and related methodologies underpinning Curriculum 2005. To this end, in-service education courses need to be developed "which will encourage teachers to reconstruct their beliefs about teaching and learning. INSET programmes in the past were aimed at either "topping up" qualified teachers, or "adding on" for under qualified teachers - neither of which have proved successful. It is therefore unlikely that applying similar methodologies to support teachers in the shift to OBE will meet with success, nor will simply "training" teachers to use the new learning programmes. Government documents on Education Policy are calling for teachers to become reflexive practitioners, able to guide learners in their efforts to achieve the critical outcomes which are intended to develop a competent citizenry of lifelong learners. Therefore, teachers ought to be empowered as curriculum developers in their own right. This interpretative case study hoped to find out from teachers themselves what aspects of an activity-based environmental education course acted as change agents in assisting them to begin the shift to constructivist theories of teaching and learning. A variety of research tools were used, including questionnaires, interviews, journals, narratives and concept maps, all of which provided a rich source of data for interpretation. From what was gained from four participants in this research, tentative suggestions for incorporation into the next cycle of action research in future INSET programmes are made.
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A critical analysis of the in-service education courses offered at Trinset, with particular reference to Geography
- Mniki, Felicia Nobesuthu Vuyiswa
- Authors: Mniki, Felicia Nobesuthu Vuyiswa
- Date: 2000
- Subjects: Teachers -- In-service training -- South Africa , Geography teachers -- In-service training -- South Africa , Transkei Teachers' In-service College
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1475 , http://hdl.handle.net/10962/d1003356
- Description: The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.
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- Authors: Mniki, Felicia Nobesuthu Vuyiswa
- Date: 2000
- Subjects: Teachers -- In-service training -- South Africa , Geography teachers -- In-service training -- South Africa , Transkei Teachers' In-service College
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1475 , http://hdl.handle.net/10962/d1003356
- Description: The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.
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Towards a collaborative approach to teacher professional development : a journey of negotiation
- Authors: Southwood, Sue
- Date: 2001
- Subjects: Teachers -- Training of -- South Africa , Teachers -- In-service training -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1866 , http://hdl.handle.net/10962/d1004649
- Description: The research presented in this thesis is a case study, based on ethnographic principles, located in the interpretive paradigm of qualitative research. The focus is specifically on the development of a collaborative approach ro teacher professional development: an approach that recognises and celebrates teachers themselves as resources for their own and other teachers' professional development. The study was carried out over a period of four years with a group of twelve teachers who had recognised the need and expressed the desire to develop their teaching. The research evolved in two main phases. The initial phase was based on the implementation and evaluation of a project designed to encourage a collaborative approach to teacher development based on mutual peer support. This led to a second phase, the main focus of the research, aimed at gaining a greater understanding of the teachers' situation and situating their practice in the wider context generated by this understanding. Conversations with the teachers led to the identification of dimensions and tensions characterising their experience. The research presented here, represents an attempt to understand, interpret and make recommendations relating to the professional development of teachers. The understanding is linked to the teachers' educational biographies and experience of the culture in which they are situated. The interpretation is based on what may be viewed as a dynamic ongoing construction of meaning - a journey of negotiation. The text, described as a narrative collage, a tapestry of voices interwoven by threads of negotiation, represents a collaborative accomplishment. The teachers' words have been interpretively framed and these constructions validated in an interpersonal construction of social reality. The reader is invited to engage in an act of complicity, to collude with the text in the construction and negotiation of shared meaning, possibly finding resonance with their own situations. Reflections on the teachers' experience reveal journeys which resonate with that of the society in which the school is located - 'a case in transition' - situated between an environment characterised by constrained cooperation and an environment characterised by freer collaboration. The overall tension may be viewed metaphorically as a 'Tug o' War'. On one end of the rope is a cultural legacy of authority, isolation, social division and conservatism, while on the other end there is a pull towards greater autonomy and interaction, to adapt rather than conserve and to work together in mutual collegial support: a struggle between cooperating with what is and collaborating towards what could be. The main contention of this thesis is that we ought strongly to support and encourage collaborative approaches to professional development based on mutual peer support. We need to look towards a future of open professionalism where the teachers are regarded as key persons in the process. The attainment of such an ideal needs to be seen as part of systemic changes in management, policies and structure geared towards greater inclusivity and democratic practice; it necessitates a coherent approach that is based on relationships of mutual respect and appreciation.
- Full Text:
- Authors: Southwood, Sue
- Date: 2001
- Subjects: Teachers -- Training of -- South Africa , Teachers -- In-service training -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1866 , http://hdl.handle.net/10962/d1004649
- Description: The research presented in this thesis is a case study, based on ethnographic principles, located in the interpretive paradigm of qualitative research. The focus is specifically on the development of a collaborative approach ro teacher professional development: an approach that recognises and celebrates teachers themselves as resources for their own and other teachers' professional development. The study was carried out over a period of four years with a group of twelve teachers who had recognised the need and expressed the desire to develop their teaching. The research evolved in two main phases. The initial phase was based on the implementation and evaluation of a project designed to encourage a collaborative approach to teacher development based on mutual peer support. This led to a second phase, the main focus of the research, aimed at gaining a greater understanding of the teachers' situation and situating their practice in the wider context generated by this understanding. Conversations with the teachers led to the identification of dimensions and tensions characterising their experience. The research presented here, represents an attempt to understand, interpret and make recommendations relating to the professional development of teachers. The understanding is linked to the teachers' educational biographies and experience of the culture in which they are situated. The interpretation is based on what may be viewed as a dynamic ongoing construction of meaning - a journey of negotiation. The text, described as a narrative collage, a tapestry of voices interwoven by threads of negotiation, represents a collaborative accomplishment. The teachers' words have been interpretively framed and these constructions validated in an interpersonal construction of social reality. The reader is invited to engage in an act of complicity, to collude with the text in the construction and negotiation of shared meaning, possibly finding resonance with their own situations. Reflections on the teachers' experience reveal journeys which resonate with that of the society in which the school is located - 'a case in transition' - situated between an environment characterised by constrained cooperation and an environment characterised by freer collaboration. The overall tension may be viewed metaphorically as a 'Tug o' War'. On one end of the rope is a cultural legacy of authority, isolation, social division and conservatism, while on the other end there is a pull towards greater autonomy and interaction, to adapt rather than conserve and to work together in mutual collegial support: a struggle between cooperating with what is and collaborating towards what could be. The main contention of this thesis is that we ought strongly to support and encourage collaborative approaches to professional development based on mutual peer support. We need to look towards a future of open professionalism where the teachers are regarded as key persons in the process. The attainment of such an ideal needs to be seen as part of systemic changes in management, policies and structure geared towards greater inclusivity and democratic practice; it necessitates a coherent approach that is based on relationships of mutual respect and appreciation.
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The teaching of ecology in schools: a literature review
- Authors: Wiredu, Christopher Agyei
- Date: 2002
- Subjects: Environmental education , Teachers -- In-service training -- South Africa , Science -- Study and teaching -- South Africa , Ecology -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1413 , http://hdl.handle.net/10962/d1003134
- Description: Project 1: This is a literature review on the teaching of ecology in South African schools. The importance of ecology education in the school curriculum is well reported. It is also reported that in spite of the apparent importance of the subject, not much ecology is taught or learned in schools. This report examines what ecology is supposed to be about and the challenges that confront its teaching. The approaches to teaching the subject are also discussed. It would seem that if teachers focus on teaching ecological concepts using constructivist teaching/learning strategies, students might be helped to learn ecology meaningfully. Project 2: 'Constructing eco-concepts' is a case study that reports the effects of a module whose design was informed by social constructivist ideas on the understanding of selected ecological concepts by college students. Social constructivism as a philosophy of learning has gained increasing attention in science education in recent times and yet the approach is so alien to so many. Many teachers still teach by the traditional teacher-centred approaches. This research project reports the conceptual change of students after undertaking the module. It also reports the students' perceptions about the teaching/learning strategies employed in the module. It would seem that the social constructivist strategies used in the module assisted the students to improve their frameworks of ecological concepts. Data also tend to reveal that the students enjoyed the approach to learning and had positive views about the social constructivist teaching/learning approach. Project 3: With the advent of the new curriculum framework for South Africa, the outcomes based curriculum, it would seem that teachers could no longer approach teaching by the traditional transmission methods. Colleges of education have been criticised for producing teachers who do not seem to be adequately prepared for their job. Presently, the argument seems to be that teachers would need in-service education on a wide scale and the colleges of education would seem to be important in-service teacher education centres. This research, using case study methodology, investigated the potential of one of the colleges of education to become an in-service teacher education institution based on its physical and human resources.
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- Authors: Wiredu, Christopher Agyei
- Date: 2002
- Subjects: Environmental education , Teachers -- In-service training -- South Africa , Science -- Study and teaching -- South Africa , Ecology -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1413 , http://hdl.handle.net/10962/d1003134
- Description: Project 1: This is a literature review on the teaching of ecology in South African schools. The importance of ecology education in the school curriculum is well reported. It is also reported that in spite of the apparent importance of the subject, not much ecology is taught or learned in schools. This report examines what ecology is supposed to be about and the challenges that confront its teaching. The approaches to teaching the subject are also discussed. It would seem that if teachers focus on teaching ecological concepts using constructivist teaching/learning strategies, students might be helped to learn ecology meaningfully. Project 2: 'Constructing eco-concepts' is a case study that reports the effects of a module whose design was informed by social constructivist ideas on the understanding of selected ecological concepts by college students. Social constructivism as a philosophy of learning has gained increasing attention in science education in recent times and yet the approach is so alien to so many. Many teachers still teach by the traditional teacher-centred approaches. This research project reports the conceptual change of students after undertaking the module. It also reports the students' perceptions about the teaching/learning strategies employed in the module. It would seem that the social constructivist strategies used in the module assisted the students to improve their frameworks of ecological concepts. Data also tend to reveal that the students enjoyed the approach to learning and had positive views about the social constructivist teaching/learning approach. Project 3: With the advent of the new curriculum framework for South Africa, the outcomes based curriculum, it would seem that teachers could no longer approach teaching by the traditional transmission methods. Colleges of education have been criticised for producing teachers who do not seem to be adequately prepared for their job. Presently, the argument seems to be that teachers would need in-service education on a wide scale and the colleges of education would seem to be important in-service teacher education centres. This research, using case study methodology, investigated the potential of one of the colleges of education to become an in-service teacher education institution based on its physical and human resources.
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Inclusive education : a model for in-service teachers
- Authors: Williams, Evelyn Elizabeth
- Date: 2007
- Subjects: Inclusive education -- South Africa , Teachers -- In-service training -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9512 , http://hdl.handle.net/10948/643 , Inclusive education -- South Africa , Teachers -- In-service training -- South Africa
- Description: It is clear that the concept of inclusive education implies that learners experiencing barriers to learning should, wherever possible and with suitable support, be educated with others in a regular school setting and through a regular curriculum. It is assumed that suitable facilities, resources and assistance, where needed, will be available. An adaptable curriculum that accommodates the specific learners who experience barriers to learning is also essential for inclusive education. The focus on providing equal educational opportunities for learners experiencing barriers to learning means that the traditional roles and responsibilities in education will inevitably change. Teachers have to modify their views of themselves, their teaching methods and the roles that they have to play during the implementation of inclusive education. Teachers will have to be adequately trained to effectively and confidently provide appropriate education to learners experiencing barriers to learning. The primary goal of the study is to explore the experiences, perceptions and needs of teachers regarding inclusive education. The secondary goal is to develop a training model to equip in -service teachers better for inclusive education. The research process was structured by the application of a qualitative research approach within a theory generative design, utilising five steps of theory generation in order to reach the objectives of the study. The qualitative approach was selected, as it is exploratory in nature. Founded in this exploratory research, a central concept was identified, with the aim of developing a model to assist teachers in implementing inclusive education. ABSTRACT (xvii) The research was conducted in two phases. The first section of the research comprised an exploration of the experiences, perceptions and needs of teachers regarding inclusive education. It embraced several decisions relating to data collection and analysis processes, such as defining the population and selecting the sample procedure and the data collection method, namely personal interviews with teachers, in order to determine their experiences, perceptions and needs. Concepts in the transcripts were categorised into themes and sub-themes and were verified by a literature review. A central concept was identified ( of the theory-generative research design) that can be further analysed in the second section of the research. The second section of the research was based on the findings of the research and the work of Chinn and Kramer (1995) in order to develop a training model to assist teachers in implementing inclusive education. The following additional steps of model design were employed: - Step Two : Concept definition and classification - Step Three : Construction of relationship statement - Step Four : Description and evaluation of the model - Step Five : Model operationalisation After data analysis was completed, the research established that the participating teachers were not in favour of inclusive education and therefore perceived it negatively. They also viewed themselves as not suitably equipped to work in inclusive settings. They were also discontented and experienced an intense feeling of incompetence. The researcher identified the in teachers as the central concept, which served as the foundation of the design of a model for teachers with regard to inclusive education. The essential criteria of the concept were identified and linked to each other by means of relationship statements. The model was described and evaluated according to the five criteria of clarity; simplicity; generality; accessibility; and significance, as proposed by Step One revitalisation of competence Chinn and Kramer (1995). The researcher also reflected on the limitations inherent to this research study and presented guidelines and recommendations for the operationalisation of the model in practice, to guide future research and in-service training programmes.
- Full Text:
- Authors: Williams, Evelyn Elizabeth
- Date: 2007
- Subjects: Inclusive education -- South Africa , Teachers -- In-service training -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9512 , http://hdl.handle.net/10948/643 , Inclusive education -- South Africa , Teachers -- In-service training -- South Africa
- Description: It is clear that the concept of inclusive education implies that learners experiencing barriers to learning should, wherever possible and with suitable support, be educated with others in a regular school setting and through a regular curriculum. It is assumed that suitable facilities, resources and assistance, where needed, will be available. An adaptable curriculum that accommodates the specific learners who experience barriers to learning is also essential for inclusive education. The focus on providing equal educational opportunities for learners experiencing barriers to learning means that the traditional roles and responsibilities in education will inevitably change. Teachers have to modify their views of themselves, their teaching methods and the roles that they have to play during the implementation of inclusive education. Teachers will have to be adequately trained to effectively and confidently provide appropriate education to learners experiencing barriers to learning. The primary goal of the study is to explore the experiences, perceptions and needs of teachers regarding inclusive education. The secondary goal is to develop a training model to equip in -service teachers better for inclusive education. The research process was structured by the application of a qualitative research approach within a theory generative design, utilising five steps of theory generation in order to reach the objectives of the study. The qualitative approach was selected, as it is exploratory in nature. Founded in this exploratory research, a central concept was identified, with the aim of developing a model to assist teachers in implementing inclusive education. ABSTRACT (xvii) The research was conducted in two phases. The first section of the research comprised an exploration of the experiences, perceptions and needs of teachers regarding inclusive education. It embraced several decisions relating to data collection and analysis processes, such as defining the population and selecting the sample procedure and the data collection method, namely personal interviews with teachers, in order to determine their experiences, perceptions and needs. Concepts in the transcripts were categorised into themes and sub-themes and were verified by a literature review. A central concept was identified ( of the theory-generative research design) that can be further analysed in the second section of the research. The second section of the research was based on the findings of the research and the work of Chinn and Kramer (1995) in order to develop a training model to assist teachers in implementing inclusive education. The following additional steps of model design were employed: - Step Two : Concept definition and classification - Step Three : Construction of relationship statement - Step Four : Description and evaluation of the model - Step Five : Model operationalisation After data analysis was completed, the research established that the participating teachers were not in favour of inclusive education and therefore perceived it negatively. They also viewed themselves as not suitably equipped to work in inclusive settings. They were also discontented and experienced an intense feeling of incompetence. The researcher identified the in teachers as the central concept, which served as the foundation of the design of a model for teachers with regard to inclusive education. The essential criteria of the concept were identified and linked to each other by means of relationship statements. The model was described and evaluated according to the five criteria of clarity; simplicity; generality; accessibility; and significance, as proposed by Step One revitalisation of competence Chinn and Kramer (1995). The researcher also reflected on the limitations inherent to this research study and presented guidelines and recommendations for the operationalisation of the model in practice, to guide future research and in-service training programmes.
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Primary maths teacher learning and identity within a numeracy in-service community of practice
- Authors: Pausigere, Peter
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Teachers -- In-service training -- South Africa , Student-centered learning -- South Africa , Communities of practice -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2019 , http://hdl.handle.net/10962/d1017183
- Description: This study focuses on the processes of primary maths teacher learning and how their identities and practices evolve in relation to participation in a primary maths focused in-service teacher education programme, called the Numeracy Inquiry Community of Leader Educators (NICLE).Additionally it investigates activities, relations and forms of participation within the Community of Practice (CoP) which enable or constrain evolving primary maths identities and practices and how these relate to the broader context. The study draws from the situative-participationists (Lave, 1996; Wenger, 1998; Sfard & Prusak, 2005; Wenger et al, 2002) theoretical framework supplemented by Bernstein’s (2000) pedagogic identity model. Using a qualitative educational interpretive approach I sampled 8 primary teachers drawn from NICLE and gathered data through participant observations, interactive interviews, document analysis and reflective journals. Analysing the key data themes that emerged from teacher learning stories, which I have called stelos, the study explains the nature of the primary maths teachers’ learning, transformation and participation experiences in NICLE using the synonyms reinvigoration and remediation and activation and relating these semantics to the teachers’ mathematical identities and histories. The study also explains the processes through which primary maths teacher identities evolve in relation to participation in an in-service CoP as ‘insiding’ and ‘outcropping’. Interpreting qualitative data from the empirical field indicates that teachers participating in NICLE mostly took-up into their maths classrooms key numeracy-domain concepts, resources and issues presented by primary maths experts which are informed by research and theory that link to practices. Teachers collaboratively and actively engaged in a range of activities that relate to classroom practices. Teacher learning was also enabled when teachers engaged in maths overlapping communities of practice, shared classroom experiences in friendly ways with fellow NICLE teachers and engaged with NICLE presenters who mutually respected and regarded them as professionals. Such affordances were said to enable teachers to engage learners in maths classes and improve their understanding of specific primary maths concepts. On the other hand teachers felt challenged by the travelling distance, limited time and also raised the tension of how to scale-up maths professional development initiatives to include schools from their community. The study makes a theoretical contribution by illustrating how Bernstein’s pedagogic identity model and its elaboration by Tyler (1999) provides analytical tools to interrogate macro educational changes and connect these to the micro processes and teacher identities.
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- Authors: Pausigere, Peter
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Teachers -- In-service training -- South Africa , Student-centered learning -- South Africa , Communities of practice -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2019 , http://hdl.handle.net/10962/d1017183
- Description: This study focuses on the processes of primary maths teacher learning and how their identities and practices evolve in relation to participation in a primary maths focused in-service teacher education programme, called the Numeracy Inquiry Community of Leader Educators (NICLE).Additionally it investigates activities, relations and forms of participation within the Community of Practice (CoP) which enable or constrain evolving primary maths identities and practices and how these relate to the broader context. The study draws from the situative-participationists (Lave, 1996; Wenger, 1998; Sfard & Prusak, 2005; Wenger et al, 2002) theoretical framework supplemented by Bernstein’s (2000) pedagogic identity model. Using a qualitative educational interpretive approach I sampled 8 primary teachers drawn from NICLE and gathered data through participant observations, interactive interviews, document analysis and reflective journals. Analysing the key data themes that emerged from teacher learning stories, which I have called stelos, the study explains the nature of the primary maths teachers’ learning, transformation and participation experiences in NICLE using the synonyms reinvigoration and remediation and activation and relating these semantics to the teachers’ mathematical identities and histories. The study also explains the processes through which primary maths teacher identities evolve in relation to participation in an in-service CoP as ‘insiding’ and ‘outcropping’. Interpreting qualitative data from the empirical field indicates that teachers participating in NICLE mostly took-up into their maths classrooms key numeracy-domain concepts, resources and issues presented by primary maths experts which are informed by research and theory that link to practices. Teachers collaboratively and actively engaged in a range of activities that relate to classroom practices. Teacher learning was also enabled when teachers engaged in maths overlapping communities of practice, shared classroom experiences in friendly ways with fellow NICLE teachers and engaged with NICLE presenters who mutually respected and regarded them as professionals. Such affordances were said to enable teachers to engage learners in maths classes and improve their understanding of specific primary maths concepts. On the other hand teachers felt challenged by the travelling distance, limited time and also raised the tension of how to scale-up maths professional development initiatives to include schools from their community. The study makes a theoretical contribution by illustrating how Bernstein’s pedagogic identity model and its elaboration by Tyler (1999) provides analytical tools to interrogate macro educational changes and connect these to the micro processes and teacher identities.
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Teacher perspectives on value creation and learning in South African eco-schools: an evaluative review of teacher support processes in an eco-school professional learning community
- Authors: Khan, Anisa
- Date: 2018
- Subjects: Teachers -- In-service training -- South Africa , Environmental education -- Study and teaching -- South Africa , Continuing education , Teachers -- Attitudes , Communities of practice -- South Africa , Integrated Strategic Planning Framework for Teacher Education , Eco-schools
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62840 , vital:28300
- Description: The study is framed within the broader policy context of teacher professional development and the Department of Basic Education (DBE) and Department of Higher Education (DHET) strategy to support the development of Professional Learning Communities. Teacher Education and Development initiatives in South Africa face multiple challenges, with the Integrated Strategic Planning Framework for Teacher Education in South Africa: 2011-2025 (ISFPTED) (South Africa, DBE, 2011) providing guidance on priority interventions to address these, including guidance on continuous teacher professional development through teacher education support in professional learning communities. The Eco-Schools programme has, over its decade-long history, provided support to teachers in schools registered as Eco-Schools. The value created by the diverse support practices is not well known or understood. The study aimed to shed light on the support teachers in the Eco-Schools programme value and how this contributes to environmental learning and practice. Working with Wenger’s Communities of Practice theory (Wenger, 1998) as a conceptual framework and lens, the study set out to describe and explore the processes of teacher learning amongst a sample of teachers supported to function as a professional learning community within the Eco-Schools programme. The findings and recommendations made are in relation to the research goals which are to explore and describe the value being created by the patterns of teacher support in an Eco-Schools node/cluster. To this end, the evaluative study generated evidence in relation to what teachers derive value from through the support they receive; and assessed evidence on how teaching, learning, and practice are developing through participation in the Eco-Schools Professional Learning Community examined. The study was conducted in 2 phases, the first as a survey of the patterns of support in Eco-School clusters/ nodes. The descriptions enabled a mapping of the patterns of support in the “coordinator supported model” of Eco-Schools to understand how the coordinator supported model of Eco-Schools enables teacher collaboration and supports the development of an environment and sustainability community of practice between teachers from across the cluster/ node. The second part of the study explored teacher’s perspectives of value derived from participation in an expanded model of Eco-Schools support, using an appreciative inquiry methodology to extract teacher narrations of value creation and meaning-making. In relation to goal one, the main findings indicate that the patterns of support enabled teachers to develop confidence and skills for action taking and responding to local socio-economic and environmental challenges. The data also reflected local partnerships with other environmental knowledge organisations, thus adding value to the programme through an expanded network of environmental practice and provision of additional resources. In relation to goal 2 of the study, teachers experienced Eco-School practices as personally meaningful and connected to their identity. Teachers expressed value in the training they had received through the Fundisa for Change programme which deepened their understanding of the implementation requirements of the Curriculum and Assessment Policy Statements (CAPS) and helped to connect knowledge concepts in the curriculum with sustainability practices implemented as part of the Eco-Schools framework. In relation to goal 3, teachers gained confidence in “Teaching Biodiversity” through the Fundisa for Change training. Teachers were better able to understand the Specific Aims of the Biodiversity curriculum (CAPS) and to adapt their teaching methods to support the CAPS content and assessment requirements. Teacher portfolios also showed evidence of teachers developing skills in analysis of learner performance and an awareness of the need to adjust their teaching and assessment strategies to address “gaps” in learner understanding.
- Full Text:
- Authors: Khan, Anisa
- Date: 2018
- Subjects: Teachers -- In-service training -- South Africa , Environmental education -- Study and teaching -- South Africa , Continuing education , Teachers -- Attitudes , Communities of practice -- South Africa , Integrated Strategic Planning Framework for Teacher Education , Eco-schools
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62840 , vital:28300
- Description: The study is framed within the broader policy context of teacher professional development and the Department of Basic Education (DBE) and Department of Higher Education (DHET) strategy to support the development of Professional Learning Communities. Teacher Education and Development initiatives in South Africa face multiple challenges, with the Integrated Strategic Planning Framework for Teacher Education in South Africa: 2011-2025 (ISFPTED) (South Africa, DBE, 2011) providing guidance on priority interventions to address these, including guidance on continuous teacher professional development through teacher education support in professional learning communities. The Eco-Schools programme has, over its decade-long history, provided support to teachers in schools registered as Eco-Schools. The value created by the diverse support practices is not well known or understood. The study aimed to shed light on the support teachers in the Eco-Schools programme value and how this contributes to environmental learning and practice. Working with Wenger’s Communities of Practice theory (Wenger, 1998) as a conceptual framework and lens, the study set out to describe and explore the processes of teacher learning amongst a sample of teachers supported to function as a professional learning community within the Eco-Schools programme. The findings and recommendations made are in relation to the research goals which are to explore and describe the value being created by the patterns of teacher support in an Eco-Schools node/cluster. To this end, the evaluative study generated evidence in relation to what teachers derive value from through the support they receive; and assessed evidence on how teaching, learning, and practice are developing through participation in the Eco-Schools Professional Learning Community examined. The study was conducted in 2 phases, the first as a survey of the patterns of support in Eco-School clusters/ nodes. The descriptions enabled a mapping of the patterns of support in the “coordinator supported model” of Eco-Schools to understand how the coordinator supported model of Eco-Schools enables teacher collaboration and supports the development of an environment and sustainability community of practice between teachers from across the cluster/ node. The second part of the study explored teacher’s perspectives of value derived from participation in an expanded model of Eco-Schools support, using an appreciative inquiry methodology to extract teacher narrations of value creation and meaning-making. In relation to goal one, the main findings indicate that the patterns of support enabled teachers to develop confidence and skills for action taking and responding to local socio-economic and environmental challenges. The data also reflected local partnerships with other environmental knowledge organisations, thus adding value to the programme through an expanded network of environmental practice and provision of additional resources. In relation to goal 2 of the study, teachers experienced Eco-School practices as personally meaningful and connected to their identity. Teachers expressed value in the training they had received through the Fundisa for Change programme which deepened their understanding of the implementation requirements of the Curriculum and Assessment Policy Statements (CAPS) and helped to connect knowledge concepts in the curriculum with sustainability practices implemented as part of the Eco-Schools framework. In relation to goal 3, teachers gained confidence in “Teaching Biodiversity” through the Fundisa for Change training. Teachers were better able to understand the Specific Aims of the Biodiversity curriculum (CAPS) and to adapt their teaching methods to support the CAPS content and assessment requirements. Teacher portfolios also showed evidence of teachers developing skills in analysis of learner performance and an awareness of the need to adjust their teaching and assessment strategies to address “gaps” in learner understanding.
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An exploration of how Professional Learning Communities can contribute to the development of teachers’ capabilities and valued functionings in teaching environmental content knowledge in the Life and Living strand in Grade 8 Natural Sciences
- Authors: Thomas, Kgomotso Emily
- Date: 2019
- Subjects: Teachers -- Training of -- South Africa , Teachers -- In-service training -- South Africa , Science teachers -- In-service training -- South Africa , Science -- Study and teaching (Secondary) -- South Africa , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92584 , vital:30739
- Description: The study explored how professional learning communities can contribute to the development of teachers’ capabilities and achievement of valued functionings related to teaching environmental content knowledge in the Life and Living strand in Grade 8 Natural Sciences. This is in the context of the Curriculum Assessment and Policy Statement (CAPS), which is a content-referenced curriculum that requires active and critical approaches to learning, and to environment and sustainability content. This study is designed as a qualitative case study of a professional support forum (PSF) in the Mahikeng sub-district, in North West. The study made use of questionnaires, observations, interviews and document analysis as data generation methods. The Capability Approach was used as a theoretical and conceptual framework to explore teachers’ valued functionings, as well as the conversion factors related to those functionings. A functioning is defined as what a person values to be or do, hence the term valued beings and doings has been used interchangeably with the term valued functionings throughout the study. The analysis of data was done in three phases. Phase one analysis was inductive with the data from questionnaires, classroom observations, document analysis (work schedules and lesson plans or preparation books). The purpose of this phase was to answer the first research sub-question of how teachers teach environmental content. Phase two was a deductive analysis, and the purpose was to present teachers’ valued beings and doings in teaching environmental content, and in belonging to the PSF. The last phase of analysis was abductive, and it employed the theoretical framework of Sen’s Capability Approach to get a deeper understanding of factors that either enabled or constrained teachers’ valued beings and doings associated with their capabilities. The study found that teachers have gaps in their environmental content knowledge in the Life and Living strand grade 8 Natural Sciences. This was mainly as a result of teachers not having relevant qualifications, and/or not having any professional development in teaching the environmental content knowledge. Secondly, teachers used traditional methods which were teacher-centred to teach environmental content knowledge. The gaps in the environmental content knowledge were constraints to how the teachers taught environmental content in their classrooms. Teachers’ valued beings and doings related to teaching environmental content were discussed under the three conversion factors of the capability approach: personal, social and environmental conversion factors. The study found that teachers’ qualifications, experiences, passion for environmental content topics, level of confidence, teaching and learning resources, learners’ interest and participation, support, classroom and schools’ environment were among conversion factors that either enabled or constrained teachers’ valued functionings in teaching environmental content Findings also revealed that teachers have different valued functionings related to belonging to the PSF: shared responsibilities, shared values and vision, collaboration, and discussion of subject content. The conversion factors related to these functionings were found to be learning space, time and duration of the PSF, activities in the PSF, teaching and learning resources, teaching experience, and facilitation. The study recommends that teachers’ professional development programmes should promote subject content discussions as well as group and individual learning. They should also create supportive conditions that will expand teachers’ capabilities in teaching environmental content knowldge. Lastly, the teachers’ professional development programmes should explicitly take into account teachers’ valued functionings and conversion factors that can enable teachers to develop their professional capabilities.
- Full Text:
- Authors: Thomas, Kgomotso Emily
- Date: 2019
- Subjects: Teachers -- Training of -- South Africa , Teachers -- In-service training -- South Africa , Science teachers -- In-service training -- South Africa , Science -- Study and teaching (Secondary) -- South Africa , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92584 , vital:30739
- Description: The study explored how professional learning communities can contribute to the development of teachers’ capabilities and achievement of valued functionings related to teaching environmental content knowledge in the Life and Living strand in Grade 8 Natural Sciences. This is in the context of the Curriculum Assessment and Policy Statement (CAPS), which is a content-referenced curriculum that requires active and critical approaches to learning, and to environment and sustainability content. This study is designed as a qualitative case study of a professional support forum (PSF) in the Mahikeng sub-district, in North West. The study made use of questionnaires, observations, interviews and document analysis as data generation methods. The Capability Approach was used as a theoretical and conceptual framework to explore teachers’ valued functionings, as well as the conversion factors related to those functionings. A functioning is defined as what a person values to be or do, hence the term valued beings and doings has been used interchangeably with the term valued functionings throughout the study. The analysis of data was done in three phases. Phase one analysis was inductive with the data from questionnaires, classroom observations, document analysis (work schedules and lesson plans or preparation books). The purpose of this phase was to answer the first research sub-question of how teachers teach environmental content. Phase two was a deductive analysis, and the purpose was to present teachers’ valued beings and doings in teaching environmental content, and in belonging to the PSF. The last phase of analysis was abductive, and it employed the theoretical framework of Sen’s Capability Approach to get a deeper understanding of factors that either enabled or constrained teachers’ valued beings and doings associated with their capabilities. The study found that teachers have gaps in their environmental content knowledge in the Life and Living strand grade 8 Natural Sciences. This was mainly as a result of teachers not having relevant qualifications, and/or not having any professional development in teaching the environmental content knowledge. Secondly, teachers used traditional methods which were teacher-centred to teach environmental content knowledge. The gaps in the environmental content knowledge were constraints to how the teachers taught environmental content in their classrooms. Teachers’ valued beings and doings related to teaching environmental content were discussed under the three conversion factors of the capability approach: personal, social and environmental conversion factors. The study found that teachers’ qualifications, experiences, passion for environmental content topics, level of confidence, teaching and learning resources, learners’ interest and participation, support, classroom and schools’ environment were among conversion factors that either enabled or constrained teachers’ valued functionings in teaching environmental content Findings also revealed that teachers have different valued functionings related to belonging to the PSF: shared responsibilities, shared values and vision, collaboration, and discussion of subject content. The conversion factors related to these functionings were found to be learning space, time and duration of the PSF, activities in the PSF, teaching and learning resources, teaching experience, and facilitation. The study recommends that teachers’ professional development programmes should promote subject content discussions as well as group and individual learning. They should also create supportive conditions that will expand teachers’ capabilities in teaching environmental content knowldge. Lastly, the teachers’ professional development programmes should explicitly take into account teachers’ valued functionings and conversion factors that can enable teachers to develop their professional capabilities.
- Full Text:
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