An investigation of the teaching strategies employed by a selection of educators at an FET college to support at risk L2 tourism students
- Authors: Tsotso, Nosipho
- Date: 2016
- Subjects: Critical thinking -- Study and teaching , Vocational education -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/7225 , vital:21310
- Description: The South African education system is based on learner centred principles and encourages the development of critical thinking. This approach is reflected in the South African Qualifications Framework, which identifies critical thinking as a primary outcome of education. In the vocational Tourism programme, there is a link between the subject learning outcomes and critical crossfield outcomes. The role of the vocational college educator is central in facilitating the development of critical thinking skills of all learners. The purpose of this study was to investigate how the selected Tourism educators develop critical thinking skills of risk L2 students. I conducted the study in a selected FET College using a qualitative case study in order to gain deeper understanding of how the educators implement curriculum policy in their classrooms. This study used four data collection instruments to gain an in-depth understanding of the research topic. The findings of the study reveal that educators understand the value of teaching critical thinking. However, there is a gap between educators’ conceptual understanding of critical thinking and their instructional practice to develop critical thinking skills during classroom instruction. The findings also reveal that there are factors that hinder the development of at risk students’ critical thinking skills such as; limited English language proficiency, poor behaviour, and subject guidelines which do not provide educators with guidance on teaching critical thinking skills. The study recommends in-service training sessions that will support educators on how to teach critical thinking skills explicitly. This study also recommends the development of practical guidelines to enhance educators’ critical thinking teaching strategies. The findings of this research will assist me in improving the support that I provide to Tourism educators.
- Full Text:
- Date Issued: 2016
- Authors: Tsotso, Nosipho
- Date: 2016
- Subjects: Critical thinking -- Study and teaching , Vocational education -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/7225 , vital:21310
- Description: The South African education system is based on learner centred principles and encourages the development of critical thinking. This approach is reflected in the South African Qualifications Framework, which identifies critical thinking as a primary outcome of education. In the vocational Tourism programme, there is a link between the subject learning outcomes and critical crossfield outcomes. The role of the vocational college educator is central in facilitating the development of critical thinking skills of all learners. The purpose of this study was to investigate how the selected Tourism educators develop critical thinking skills of risk L2 students. I conducted the study in a selected FET College using a qualitative case study in order to gain deeper understanding of how the educators implement curriculum policy in their classrooms. This study used four data collection instruments to gain an in-depth understanding of the research topic. The findings of the study reveal that educators understand the value of teaching critical thinking. However, there is a gap between educators’ conceptual understanding of critical thinking and their instructional practice to develop critical thinking skills during classroom instruction. The findings also reveal that there are factors that hinder the development of at risk students’ critical thinking skills such as; limited English language proficiency, poor behaviour, and subject guidelines which do not provide educators with guidance on teaching critical thinking skills. The study recommends in-service training sessions that will support educators on how to teach critical thinking skills explicitly. This study also recommends the development of practical guidelines to enhance educators’ critical thinking teaching strategies. The findings of this research will assist me in improving the support that I provide to Tourism educators.
- Full Text:
- Date Issued: 2016
Auditory processing problems within the inclusive foundation phase classroom: an exploration of teachers' experiences
- Authors: Deysel, Sanet
- Date: 2016
- Subjects: Inclusive education , Early childhood special education , Early childhood teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/6834 , vital:21152
- Description: The Salamanca Statement (UNESCO, 1994) called upon all governments to implement inclusive education, ensuring that all learners with barriers to learning are included in the educational system. South Africa as a cosignatory to this global call responded with the implementation of the South African Education White Paper 6 (Department of Education, 2001) where the principles and foundations towards inclusive education were stipulated. It was expected of teachers to be able to accommodate learners with barriers to learning in their classrooms (Dednam, 2009, p. 371), although Ntombela and Green (2013, p. 2) state that teachers are not equipped to work with learners with specific disabilities. Learners present with various barriers to learning and these barriers pose problems and challenges in the classroom. One of these problems in the classroom is learners presenting with Auditory Processing Disorder. This qualitative study employed phenomenology as the research design. Through the use of memory work, drawings and focus group discussions as data production tools, the five Foundation Phase teachers’ experiences regarding learners presenting with Auditory Processing Disorder in the inclusive classroom, were explored. Bronfenbrenner’s ecological model was used to make meaning of the findings of the study. The findings of the study indicate that teachers are torn between the expectations of global and national policies regarding inclusive education and the management and support of learners presenting with Auditory Processing Disorder in their classrooms. Various challenges and problems arise with the inclusion of learners presenting with Auditory Processing Disorder in the classroom. The findings of the study were used to formulate guidelines to support Foundation Phase teachers working with learners presenting with auditory processing problems as well as policy suggestions for the Department of Basic Education. The Department of Basic Education should revise the implementation of CAPS to include the necessary adaptations for learners presenting with Auditory Processing Disorder; and also provide teacher assistants in Foundation Phase classrooms to enable the full inclusion of all learners.
- Full Text:
- Date Issued: 2016
- Authors: Deysel, Sanet
- Date: 2016
- Subjects: Inclusive education , Early childhood special education , Early childhood teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/6834 , vital:21152
- Description: The Salamanca Statement (UNESCO, 1994) called upon all governments to implement inclusive education, ensuring that all learners with barriers to learning are included in the educational system. South Africa as a cosignatory to this global call responded with the implementation of the South African Education White Paper 6 (Department of Education, 2001) where the principles and foundations towards inclusive education were stipulated. It was expected of teachers to be able to accommodate learners with barriers to learning in their classrooms (Dednam, 2009, p. 371), although Ntombela and Green (2013, p. 2) state that teachers are not equipped to work with learners with specific disabilities. Learners present with various barriers to learning and these barriers pose problems and challenges in the classroom. One of these problems in the classroom is learners presenting with Auditory Processing Disorder. This qualitative study employed phenomenology as the research design. Through the use of memory work, drawings and focus group discussions as data production tools, the five Foundation Phase teachers’ experiences regarding learners presenting with Auditory Processing Disorder in the inclusive classroom, were explored. Bronfenbrenner’s ecological model was used to make meaning of the findings of the study. The findings of the study indicate that teachers are torn between the expectations of global and national policies regarding inclusive education and the management and support of learners presenting with Auditory Processing Disorder in their classrooms. Various challenges and problems arise with the inclusion of learners presenting with Auditory Processing Disorder in the classroom. The findings of the study were used to formulate guidelines to support Foundation Phase teachers working with learners presenting with auditory processing problems as well as policy suggestions for the Department of Basic Education. The Department of Basic Education should revise the implementation of CAPS to include the necessary adaptations for learners presenting with Auditory Processing Disorder; and also provide teacher assistants in Foundation Phase classrooms to enable the full inclusion of all learners.
- Full Text:
- Date Issued: 2016
Challenges faced by female managers in schools within the Nelson Mandela Metropole
- Authors: Paulsen, Shareen Erica
- Date: 2009
- Subjects: Women school principals , Women -- Education , Feminism and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9528 , http://hdl.handle.net/10948/897 , Women school principals , Women -- Education , Feminism and education
- Description: This study seeks to identify and examine the challenges that female principals experience. Women are slowly climbing the promotional ladder within education, yet they experience many challenges. The fact that society has the perception that women are mothers and caregivers does not make the advancement of females easy. Although the GETT report (1996) made recommendations to ensure equality in education females are still vastly under-represented in managerial positions in education. The study was conducted from a feminine perspective. It is a qualitative case study and individual interviews, a focus group interview, observation and field notes were used to collect data. A total of three females were included in the study. Participants were purposefully selected. Two of the participants are from disadvantaged schools while the third one is an ex-Model C principal. A consent form was sent to all the participants, covering all ethical issues of voluntary participation, confidentiality and anonymity. The main question was the challenges faced by female managers in education. Having spent time with each of the principals the data in the form of field notes and transcripts were analysed. It was found that the three principals experienced similar challenges. Their responses did not always reflect what the literature said regarding the challenges. All three principals felt that more formal support structures from the DoE is needed. They mentioned that the following could be implemented to ensure that they are more effective and better prepared to face these challenges: Workshops; Mentoring and Networking; Financial Assistance; and, Capacity Building.
- Full Text:
- Date Issued: 2009
- Authors: Paulsen, Shareen Erica
- Date: 2009
- Subjects: Women school principals , Women -- Education , Feminism and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9528 , http://hdl.handle.net/10948/897 , Women school principals , Women -- Education , Feminism and education
- Description: This study seeks to identify and examine the challenges that female principals experience. Women are slowly climbing the promotional ladder within education, yet they experience many challenges. The fact that society has the perception that women are mothers and caregivers does not make the advancement of females easy. Although the GETT report (1996) made recommendations to ensure equality in education females are still vastly under-represented in managerial positions in education. The study was conducted from a feminine perspective. It is a qualitative case study and individual interviews, a focus group interview, observation and field notes were used to collect data. A total of three females were included in the study. Participants were purposefully selected. Two of the participants are from disadvantaged schools while the third one is an ex-Model C principal. A consent form was sent to all the participants, covering all ethical issues of voluntary participation, confidentiality and anonymity. The main question was the challenges faced by female managers in education. Having spent time with each of the principals the data in the form of field notes and transcripts were analysed. It was found that the three principals experienced similar challenges. Their responses did not always reflect what the literature said regarding the challenges. All three principals felt that more formal support structures from the DoE is needed. They mentioned that the following could be implemented to ensure that they are more effective and better prepared to face these challenges: Workshops; Mentoring and Networking; Financial Assistance; and, Capacity Building.
- Full Text:
- Date Issued: 2009
Conceptions of academics concerning the nature and purpose of teaching portfolios in higher education
- Authors: Champion, Eunice Nomava
- Date: 2015
- Subjects: Portfolios in education , Lecture method in teaching , College teaching , College teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9591 , http://hdl.handle.net/10948/d1021175
- Description: The purpose of this study was to explore the conceptions of academics at the NMMU concerning the nature and purpose of teaching portfolios in higher education. The study was guided by the following research question: What are the conceptions of academics concerning the nature and purpose of teaching portfolios in higher education? A case study, involving academics at the Nelson Mandela Metropolitan University (NMMU), was used to answer the research question. A sequential explanatory mixed-methods research design was employed to collect data from an electronic questionnaire consisting of Likert-scale type of responses and open-ended questions, followed by two focus group interviews with academics that had prior experience in the development of a teaching portfolio. Forty-five academics responded to the questionnaire sent to all the academics at the NMMU, providing a broad perspective on the conceptions of NMMU academics regarding the nature and purpose of teaching portfolios. The two focus group interviews were conducted with six and eight academics respectively who was purposively chosen for their prior experience with the development of teaching portfolios. The aim of the focus group interviews were to elaborate on the data generated by the questionnaire. The quantitative data gathered by the questionnaire was statistically analysed, generating descriptive statistics of the Likert type response statements. The transcripts of the focus group interviews were thematically analysed. The conceptual framework that initially guided the formulation of the sub-research questions was amended to include the themes that emerged from the thematic analysis of the data, namely: the portfolio development process, the uses of and purposes for developing teaching portfolios, the attitudes of academics towards teaching portfolios, and the benefits gained from the development of teaching portfolios. The findings of the study revealed that of the participants find work overload and additional responsibilities as major constraints and collaboration among peers as the most helpful factor in the development of a teaching portfolio. The findings further revealed that the majority of the participants identified items to be included in a teaching portfolio that would enable them to use the portfolio in the development of their teaching. A mixture of attitudes towards teaching portfolios was identified. Some academics (in particular those who have prior experience in the development of portfolios) displayed a positive attitude towards teaching portfolios, while participants reported a negative attitude towards teaching portfolios by most of their colleagues (mostly those who have not developed a portfolio yet). The negative attitudes do seem to overpower the positive attitudes towards teaching portfolios. The challenge to the NMMU would therefore be to get academics to make use of the initiatives provided by the NMMU to assist them with the teaching portfolio development process. Four recommendations that may serve as guidelines to assist in the successful implementation of teaching portfolios at the NMMU were made, based on the findings of the study. Although the results of this study cannot be generalized to other higher education institutions, they do provide insights in the conception of the academics regarding the nature and purpose of teaching portfolios at the NMMU that can be of benefit to other higher education institutions.
- Full Text:
- Date Issued: 2015
- Authors: Champion, Eunice Nomava
- Date: 2015
- Subjects: Portfolios in education , Lecture method in teaching , College teaching , College teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9591 , http://hdl.handle.net/10948/d1021175
- Description: The purpose of this study was to explore the conceptions of academics at the NMMU concerning the nature and purpose of teaching portfolios in higher education. The study was guided by the following research question: What are the conceptions of academics concerning the nature and purpose of teaching portfolios in higher education? A case study, involving academics at the Nelson Mandela Metropolitan University (NMMU), was used to answer the research question. A sequential explanatory mixed-methods research design was employed to collect data from an electronic questionnaire consisting of Likert-scale type of responses and open-ended questions, followed by two focus group interviews with academics that had prior experience in the development of a teaching portfolio. Forty-five academics responded to the questionnaire sent to all the academics at the NMMU, providing a broad perspective on the conceptions of NMMU academics regarding the nature and purpose of teaching portfolios. The two focus group interviews were conducted with six and eight academics respectively who was purposively chosen for their prior experience with the development of teaching portfolios. The aim of the focus group interviews were to elaborate on the data generated by the questionnaire. The quantitative data gathered by the questionnaire was statistically analysed, generating descriptive statistics of the Likert type response statements. The transcripts of the focus group interviews were thematically analysed. The conceptual framework that initially guided the formulation of the sub-research questions was amended to include the themes that emerged from the thematic analysis of the data, namely: the portfolio development process, the uses of and purposes for developing teaching portfolios, the attitudes of academics towards teaching portfolios, and the benefits gained from the development of teaching portfolios. The findings of the study revealed that of the participants find work overload and additional responsibilities as major constraints and collaboration among peers as the most helpful factor in the development of a teaching portfolio. The findings further revealed that the majority of the participants identified items to be included in a teaching portfolio that would enable them to use the portfolio in the development of their teaching. A mixture of attitudes towards teaching portfolios was identified. Some academics (in particular those who have prior experience in the development of portfolios) displayed a positive attitude towards teaching portfolios, while participants reported a negative attitude towards teaching portfolios by most of their colleagues (mostly those who have not developed a portfolio yet). The negative attitudes do seem to overpower the positive attitudes towards teaching portfolios. The challenge to the NMMU would therefore be to get academics to make use of the initiatives provided by the NMMU to assist them with the teaching portfolio development process. Four recommendations that may serve as guidelines to assist in the successful implementation of teaching portfolios at the NMMU were made, based on the findings of the study. Although the results of this study cannot be generalized to other higher education institutions, they do provide insights in the conception of the academics regarding the nature and purpose of teaching portfolios at the NMMU that can be of benefit to other higher education institutions.
- Full Text:
- Date Issued: 2015
Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom
- Authors: Thorne, Rochelle
- Date: 2013
- Subjects: Language arts -- Correlation with content subjects , Science -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9466 , http://hdl.handle.net/10948/d1020903
- Description: Content and Language Integrated Learning (CLIL) is an innovative educational approach in which an additional language is used for the learning and teaching of both language and subject content. Content and Language Integrated Learning is not commonly used in South African classrooms, but its application internationally has been shown by empirical research to significantly improve overall language competence in the target language. Reports indicate increased learner motivation and support for the learning of the content subject. This study sought to consider whether CLIL intervention would improve both language and science skills amongst Grade 8 learners in a Natural Sciences classroom. The researcher used a concurrent embedded mixed method design, including both quantitative and qualitative methodologies to gather data. An experimental test design with English Home Language classes and Afrikaans Home Language classes was employed. Hypothesis Testing was used as a statistical analysis to compare the pre-test and post-test results in order to ascertain the impact of CLIL intervention. In addition, the poster-activity and an open-ended questionnaire was used to qualitatively ascertain the impact of CLIL on learner literacy skills. The results showed that CLIL intervention improved learner performance significantly when compared to learners who were not exposed to CLIL. In addition, CLIL lessons were perceived as effective and learners verified that the approach was beneficial to their learning process.
- Full Text:
- Date Issued: 2013
- Authors: Thorne, Rochelle
- Date: 2013
- Subjects: Language arts -- Correlation with content subjects , Science -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9466 , http://hdl.handle.net/10948/d1020903
- Description: Content and Language Integrated Learning (CLIL) is an innovative educational approach in which an additional language is used for the learning and teaching of both language and subject content. Content and Language Integrated Learning is not commonly used in South African classrooms, but its application internationally has been shown by empirical research to significantly improve overall language competence in the target language. Reports indicate increased learner motivation and support for the learning of the content subject. This study sought to consider whether CLIL intervention would improve both language and science skills amongst Grade 8 learners in a Natural Sciences classroom. The researcher used a concurrent embedded mixed method design, including both quantitative and qualitative methodologies to gather data. An experimental test design with English Home Language classes and Afrikaans Home Language classes was employed. Hypothesis Testing was used as a statistical analysis to compare the pre-test and post-test results in order to ascertain the impact of CLIL intervention. In addition, the poster-activity and an open-ended questionnaire was used to qualitatively ascertain the impact of CLIL on learner literacy skills. The results showed that CLIL intervention improved learner performance significantly when compared to learners who were not exposed to CLIL. In addition, CLIL lessons were perceived as effective and learners verified that the approach was beneficial to their learning process.
- Full Text:
- Date Issued: 2013
Educating children presenting with autistic spectrum disorders: exploring parents' experiences
- Authors: McGrath, Wanita
- Date: 2015
- Subjects: Autistic children -- Education , Autistic children
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/10265 , vital:26647
- Description: According to Pienaar and Raymond (2013, p.10) learners with disabilities have historically experienced the most serious exclusion from learning. The worldwide call for inclusive education prompted South Africa to develop the White Paper 6 (WP6) (2001, p.18) which clearly states that for Inclusive Education to be successfully implemented in South Africa, there has to be an acknowledgement that all children and youth can learn. The implementation of WP6 therefore not only benefits learners with special educational needs, but all South African learners by implementing "a more flexible system of education that focuses on removing barriers to learning and creating learning-friendly environments" (Pienaar and Raymond, 2013, pp. 10-11). However, a great disparity exists in what is proposed in official documents such as WP6 and what parents of children with barriers to learning actually experience within schools. This phenomenological study employed memory work, drawings and focus group discussions with four purposively selected parents to explore parents’ experiences of the education of their children who are on the Autistic Spectrum. Bronfenbrenner’s Eco-systemic perspective was used to make meaning of the data. The findings show that parents find the education of their autistic children as a stressful and isolating experience because of an unprepared education system. Despite the challenges, the participants also find their experiences to be a journey of personal growth and fulfilment. The study therefore recommends that schools should engage parents of autistic children more actively in order to make inclusion of such children effective. Teachers who are expected to practice inclusivity in schools should be adequately prepared to work with children presenting with ASD through a collaborative effort of the Department of Health and the Department of Education.
- Full Text:
- Date Issued: 2015
- Authors: McGrath, Wanita
- Date: 2015
- Subjects: Autistic children -- Education , Autistic children
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/10265 , vital:26647
- Description: According to Pienaar and Raymond (2013, p.10) learners with disabilities have historically experienced the most serious exclusion from learning. The worldwide call for inclusive education prompted South Africa to develop the White Paper 6 (WP6) (2001, p.18) which clearly states that for Inclusive Education to be successfully implemented in South Africa, there has to be an acknowledgement that all children and youth can learn. The implementation of WP6 therefore not only benefits learners with special educational needs, but all South African learners by implementing "a more flexible system of education that focuses on removing barriers to learning and creating learning-friendly environments" (Pienaar and Raymond, 2013, pp. 10-11). However, a great disparity exists in what is proposed in official documents such as WP6 and what parents of children with barriers to learning actually experience within schools. This phenomenological study employed memory work, drawings and focus group discussions with four purposively selected parents to explore parents’ experiences of the education of their children who are on the Autistic Spectrum. Bronfenbrenner’s Eco-systemic perspective was used to make meaning of the data. The findings show that parents find the education of their autistic children as a stressful and isolating experience because of an unprepared education system. Despite the challenges, the participants also find their experiences to be a journey of personal growth and fulfilment. The study therefore recommends that schools should engage parents of autistic children more actively in order to make inclusion of such children effective. Teachers who are expected to practice inclusivity in schools should be adequately prepared to work with children presenting with ASD through a collaborative effort of the Department of Health and the Department of Education.
- Full Text:
- Date Issued: 2015
Educational transformation and curriculum reform: teachers' perceptions of their roles as change agents
- Authors: Ngqondi, Kholisile Phillip
- Date: 2012
- Subjects: Educational change -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Curriculum change -- South Africa -- Eastern Cape , Education -- Political aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9460 , http://hdl.handle.net/10948/d1020136
- Description: Since 1994, the educational landscape in South Africa has been subjected to on-going policy changes. The national Curriculum and Assessment Policy Statement (CAPS) which has been promulgated recently, is the third version of a post-apartheid national school curriculum. Teachers, in particular, fulfil critical roles as change agents during a process of educational transformation, as they need to facilitate the change by implementing the new national school curriculum. This study aimed to ascertain teacher experiences of continuous curriculum change, by focusing in particular on the views of selected FET teachers. Focus group interviews were conducted with teachers employed at secondary schools in an urban township in the Eastern Cape. The data revealed that the teachers‟ responses could be categorised into four broad themes, namely CAPS itself, the learners in relation to CAPS, the teacher in relation to CAPS and the Department of Education in relation to CAPS. Despite several frustrations and uncertainties, it was clear that the teachers wanted to assume agency as they expressed a commitment towards change and a willingness to implement CAPS to the best of their ability. This study however concludes that the FET teachers who participated struggled to assume full agency, due to restrictive and disabling conditions which are mostly beyond their control.
- Full Text:
- Date Issued: 2012
- Authors: Ngqondi, Kholisile Phillip
- Date: 2012
- Subjects: Educational change -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Curriculum change -- South Africa -- Eastern Cape , Education -- Political aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9460 , http://hdl.handle.net/10948/d1020136
- Description: Since 1994, the educational landscape in South Africa has been subjected to on-going policy changes. The national Curriculum and Assessment Policy Statement (CAPS) which has been promulgated recently, is the third version of a post-apartheid national school curriculum. Teachers, in particular, fulfil critical roles as change agents during a process of educational transformation, as they need to facilitate the change by implementing the new national school curriculum. This study aimed to ascertain teacher experiences of continuous curriculum change, by focusing in particular on the views of selected FET teachers. Focus group interviews were conducted with teachers employed at secondary schools in an urban township in the Eastern Cape. The data revealed that the teachers‟ responses could be categorised into four broad themes, namely CAPS itself, the learners in relation to CAPS, the teacher in relation to CAPS and the Department of Education in relation to CAPS. Despite several frustrations and uncertainties, it was clear that the teachers wanted to assume agency as they expressed a commitment towards change and a willingness to implement CAPS to the best of their ability. This study however concludes that the FET teachers who participated struggled to assume full agency, due to restrictive and disabling conditions which are mostly beyond their control.
- Full Text:
- Date Issued: 2012
Educators perceived challenges in dealing with HIV and AIDS orphans and vulnerable children
- Authors: Goba, Linda
- Date: 2008
- Subjects: Children of AIDS patients -- Education -- South Africa , Orphans -- Education -- South Africa , Teachers -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9526 , http://hdl.handle.net/10948/963 , Children of AIDS patients -- Education -- South Africa , Orphans -- Education -- South Africa , Teachers -- South Africa -- Attitudes
- Description: The HIV and AIDS pandemic in South Africa has increased the number of orphans and vulnerable children in the school system. Given the prominent role that teachers can play in ensuring that these children receive a quality education so as to maximise their life opportunities, it is important for teachers to be empowered and equipped to enable them to deal with issues surrounding orphans and vulnerable children (OVC) at schools. This study focuses on how teachers are experiencing the impact of HIV and AIDS in schools as a result of having OVC in their classes. The Department of Education has developed training courses to help teachers cope with the impact of HIV and AIDS, but the effectiveness of these programmes has not yet been evaluated. This study aims to establish how teachers who have attended these programmes feel about the assistance rendered to them to deal with OVC related issues. In order to meet this aim, a qualitative enquiry was conducted among a sample of selected teachers from the Eastern Cape. The findings suggest that, while the training has helped to improve the knowledge and attitudes of the teachers, it has not equipped them with the necessary skills to overcome barriers to implement the training programmes at school level. The findings also suggest that there is a need for ongoing support from the Department of Education and the trainers it contracts to ensure that learning from the training is implemented in the schools. Based on the research findings, the study concludes with recommendations that will help teachers to better cope with OVC related issues at school.
- Full Text:
- Date Issued: 2008
- Authors: Goba, Linda
- Date: 2008
- Subjects: Children of AIDS patients -- Education -- South Africa , Orphans -- Education -- South Africa , Teachers -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9526 , http://hdl.handle.net/10948/963 , Children of AIDS patients -- Education -- South Africa , Orphans -- Education -- South Africa , Teachers -- South Africa -- Attitudes
- Description: The HIV and AIDS pandemic in South Africa has increased the number of orphans and vulnerable children in the school system. Given the prominent role that teachers can play in ensuring that these children receive a quality education so as to maximise their life opportunities, it is important for teachers to be empowered and equipped to enable them to deal with issues surrounding orphans and vulnerable children (OVC) at schools. This study focuses on how teachers are experiencing the impact of HIV and AIDS in schools as a result of having OVC in their classes. The Department of Education has developed training courses to help teachers cope with the impact of HIV and AIDS, but the effectiveness of these programmes has not yet been evaluated. This study aims to establish how teachers who have attended these programmes feel about the assistance rendered to them to deal with OVC related issues. In order to meet this aim, a qualitative enquiry was conducted among a sample of selected teachers from the Eastern Cape. The findings suggest that, while the training has helped to improve the knowledge and attitudes of the teachers, it has not equipped them with the necessary skills to overcome barriers to implement the training programmes at school level. The findings also suggest that there is a need for ongoing support from the Department of Education and the trainers it contracts to ensure that learning from the training is implemented in the schools. Based on the research findings, the study concludes with recommendations that will help teachers to better cope with OVC related issues at school.
- Full Text:
- Date Issued: 2008
Educators' perceptions of conflict at three Northern area schools in Port Elizabeth: a case study
- Authors: Cain, Gerard Garth
- Date: 2012
- Subjects: Conflict of interests -- South Africa -- Port Elizabeth , Career development -- South Africa -- Port Elizabeth , Educators -- South Africa -- Port Elizabeth , Conflict management -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9563 , http://hdl.handle.net/10948/d1013756
- Description: The researcher, who is also an educator, a School Management Team member and a union official, observed that conflict among educators at schools was a cause of concern. This situation prompted the researcher to explore how school leaders and educators perceived conflict among educators at school in order to determine the perceived possible causes of conflict, the perceived possible consequences of conflict, how conflict was currently dealt with and the perceptions regarding appropriate measures to address the handling of conflict. The research was underpinned by the interpretive paradigm and followed a case study approach that involved three primary schools residing in close proximity to one another in the Northern Areas of Port Elizabeth, South Africa. Data was collected from educators and school leaders ranging from Post Level One educators to principals and covering educators from the Foundation Phase, Intermediate Phase and Senior Phase. Data was gathered by making use of an open-ended questionnaire, semi-structured personal interviews and semi-structured focus group interviews. The findings revealed that the research participants mostly viewed conflict negatively and associated it (conflict) with disagreements, misunderstandings, verbal and non-verbal fighting, and diverse views or opinions. The possible causes as identified by the participants were categorised into data-based conflict, relationship conflict, structural conflict, interest-based conflict and needs-based conflict. Data-based conflict related to issues concerned with communication, a lack of transparency and consultation, and the spreading of gossip and untruths. Relationship conflict pertained to favouritism, not valuing the opinions of others, and a lack of respect or tolerance. Structural conflict, as highlighted by the participants, were linked to issues of management and leadership, workload allocations and time tabling, punctuality and time issues and the role and responsibilities of employees. Value-based conflict was ascribed to different beliefs and viewpoints of people and differences in valuing guidance from others. Interest-based conflict was closely connected to appointments and limited possibilities around promotion posts as well as to issues with resources. Needs-based conflict focused on individuals‟ self-esteem needs and people‟s need for power and (or) status. Conflict was also perceived as having both positive and negative consequences. Positive aspects related to improved relationships, better understanding, change and improved attitudes and the development of personal growth. Negative aspects of conflict were associated with the manifestation of defiant attitudes and intolerance, poor cooperation, the formation of groups and cliques, poor morale and work ethic, poor health and stress, absenteeism and negative effects on teaching and the learners. Regarding the handling of conflict, the findings highlighted the perception that conflict is mostly avoided and (or) inadequately handled and when it was dealt with, it was done unprofessionally and inappropriately. The findings also pertained to suggestions in dealing with conflict in an appropriate manner. Here, the following important practical ways or aspects of handling conflict were suggested, namely ensuring that aggrieved parties were provided with opportunities to raise their issues, listening with serious intent, applying confidentiality and professionalism, openness and transparency, provision of fair hearings and treatment, the utilisation of policies and procedures, the value of conflict management training and the inclusion of external intervention in resolving conflict. Various outcomes were suggested by the findings. These were linked to striving towards a win-win situation, respect and understanding for all, compromise and agreement and satisfying all parties with agreements reached. The promotion of third party intervention was emphasised, with participants highlighting the characteristics that these third parties had to reflect and the procedures which they had to follow when attempting to resolve conflicts. Recommendations are also provided. In terms of these recommendations drafted, this study concludes that the recommendations can be grouped related to professional development opportunities and policies and procedures. Finally, in exploring educators‟ perceptions of conflict in three Northern Areas primary schools in Port Elizabeth, the researcher gained valuable insights into conflict among educators at schools, which could benefit educators (teachers, SMT‟s and principals) and education in general.
- Full Text:
- Date Issued: 2012
- Authors: Cain, Gerard Garth
- Date: 2012
- Subjects: Conflict of interests -- South Africa -- Port Elizabeth , Career development -- South Africa -- Port Elizabeth , Educators -- South Africa -- Port Elizabeth , Conflict management -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9563 , http://hdl.handle.net/10948/d1013756
- Description: The researcher, who is also an educator, a School Management Team member and a union official, observed that conflict among educators at schools was a cause of concern. This situation prompted the researcher to explore how school leaders and educators perceived conflict among educators at school in order to determine the perceived possible causes of conflict, the perceived possible consequences of conflict, how conflict was currently dealt with and the perceptions regarding appropriate measures to address the handling of conflict. The research was underpinned by the interpretive paradigm and followed a case study approach that involved three primary schools residing in close proximity to one another in the Northern Areas of Port Elizabeth, South Africa. Data was collected from educators and school leaders ranging from Post Level One educators to principals and covering educators from the Foundation Phase, Intermediate Phase and Senior Phase. Data was gathered by making use of an open-ended questionnaire, semi-structured personal interviews and semi-structured focus group interviews. The findings revealed that the research participants mostly viewed conflict negatively and associated it (conflict) with disagreements, misunderstandings, verbal and non-verbal fighting, and diverse views or opinions. The possible causes as identified by the participants were categorised into data-based conflict, relationship conflict, structural conflict, interest-based conflict and needs-based conflict. Data-based conflict related to issues concerned with communication, a lack of transparency and consultation, and the spreading of gossip and untruths. Relationship conflict pertained to favouritism, not valuing the opinions of others, and a lack of respect or tolerance. Structural conflict, as highlighted by the participants, were linked to issues of management and leadership, workload allocations and time tabling, punctuality and time issues and the role and responsibilities of employees. Value-based conflict was ascribed to different beliefs and viewpoints of people and differences in valuing guidance from others. Interest-based conflict was closely connected to appointments and limited possibilities around promotion posts as well as to issues with resources. Needs-based conflict focused on individuals‟ self-esteem needs and people‟s need for power and (or) status. Conflict was also perceived as having both positive and negative consequences. Positive aspects related to improved relationships, better understanding, change and improved attitudes and the development of personal growth. Negative aspects of conflict were associated with the manifestation of defiant attitudes and intolerance, poor cooperation, the formation of groups and cliques, poor morale and work ethic, poor health and stress, absenteeism and negative effects on teaching and the learners. Regarding the handling of conflict, the findings highlighted the perception that conflict is mostly avoided and (or) inadequately handled and when it was dealt with, it was done unprofessionally and inappropriately. The findings also pertained to suggestions in dealing with conflict in an appropriate manner. Here, the following important practical ways or aspects of handling conflict were suggested, namely ensuring that aggrieved parties were provided with opportunities to raise their issues, listening with serious intent, applying confidentiality and professionalism, openness and transparency, provision of fair hearings and treatment, the utilisation of policies and procedures, the value of conflict management training and the inclusion of external intervention in resolving conflict. Various outcomes were suggested by the findings. These were linked to striving towards a win-win situation, respect and understanding for all, compromise and agreement and satisfying all parties with agreements reached. The promotion of third party intervention was emphasised, with participants highlighting the characteristics that these third parties had to reflect and the procedures which they had to follow when attempting to resolve conflicts. Recommendations are also provided. In terms of these recommendations drafted, this study concludes that the recommendations can be grouped related to professional development opportunities and policies and procedures. Finally, in exploring educators‟ perceptions of conflict in three Northern Areas primary schools in Port Elizabeth, the researcher gained valuable insights into conflict among educators at schools, which could benefit educators (teachers, SMT‟s and principals) and education in general.
- Full Text:
- Date Issued: 2012
Empowering educators to deal with challenging behaviour at high schools in poor socio-economic areas
- Authors: Forbes, Carine Madge Sybil
- Date: 2014
- Subjects: School discipline , High school teachers -- Economic conditions , High school teachers -- Social conditions , Children -- Conduct of life
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9462 , http://hdl.handle.net/10948/d1020258
- Description: Inclusive education and the abolishment of corporal punishment by the National Department of Education have a profound influence on the behaviour of the learners in the classroom. Behaviour displayed by learners challenges the authority of educators and stand in direct contrast to a peaceful classroom setting which is a key element of the learning process. Educators found themselves at a loss, not knowing how to retain order and discipline while valuable teaching time is lost. The aim of this study is to identify and determine how educators can be empowered to deal with challenging behaviour in their high school classrooms. A qualitative study was conducted for this purpose, in four high schools which is situated in the Northern Areas of Port Elizabeth in the Eastern Cape. To obtain the necessary data different data-collection techniques were used, namely questionnaires and interviews. Learners, educators and parents were participants in the study. The findings suggested that most educators do not have the skills and/or knowledge to cope with challenging behaviour displayed by learners in the classroom. Conditions where educators are unable to control the behaviour of learners undoubtedly leads to the degradation of teaching and learning, so the need to address the problem was real. The concluding chapter recommends strategies of dealing with challenging behaviour through classroom management, educator skills as well as disciplinary strategies. An environment that is conducive for teaching and learning will be created by such strategies.
- Full Text:
- Date Issued: 2014
Empowering educators to deal with challenging behaviour at high schools in poor socio-economic areas
- Authors: Forbes, Carine Madge Sybil
- Date: 2014
- Subjects: School discipline , High school teachers -- Economic conditions , High school teachers -- Social conditions , Children -- Conduct of life
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9462 , http://hdl.handle.net/10948/d1020258
- Description: Inclusive education and the abolishment of corporal punishment by the National Department of Education have a profound influence on the behaviour of the learners in the classroom. Behaviour displayed by learners challenges the authority of educators and stand in direct contrast to a peaceful classroom setting which is a key element of the learning process. Educators found themselves at a loss, not knowing how to retain order and discipline while valuable teaching time is lost. The aim of this study is to identify and determine how educators can be empowered to deal with challenging behaviour in their high school classrooms. A qualitative study was conducted for this purpose, in four high schools which is situated in the Northern Areas of Port Elizabeth in the Eastern Cape. To obtain the necessary data different data-collection techniques were used, namely questionnaires and interviews. Learners, educators and parents were participants in the study. The findings suggested that most educators do not have the skills and/or knowledge to cope with challenging behaviour displayed by learners in the classroom. Conditions where educators are unable to control the behaviour of learners undoubtedly leads to the degradation of teaching and learning, so the need to address the problem was real. The concluding chapter recommends strategies of dealing with challenging behaviour through classroom management, educator skills as well as disciplinary strategies. An environment that is conducive for teaching and learning will be created by such strategies.
- Full Text:
- Date Issued: 2014
Empowering teachers to render learner support to learners who experience reading barriers
- Authors: Wienand, Merna Adeliade
- Date: 2011
- Subjects: Inclusive eduction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9497 , http://hdl.handle.net/10948/1353 , Inclusive eduction
- Description: In this qualitative study the researcher provided proposed guidelines to empower teachers to render learner support to learners who experience reading barriers. A literature study was undertaken to investigate the importance and consequences of inclusive education, the need for a systematic approach, reading problems and its causes and remediation thereof. The empirical study includes interviews with important stakeholders and observations. The results of the empirical study culminated into proposed guidelines to empower teachers to render learner support to these learners. Recommendations were made based on the literature study and the results of the empirical research
- Full Text:
- Date Issued: 2011
- Authors: Wienand, Merna Adeliade
- Date: 2011
- Subjects: Inclusive eduction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9497 , http://hdl.handle.net/10948/1353 , Inclusive eduction
- Description: In this qualitative study the researcher provided proposed guidelines to empower teachers to render learner support to learners who experience reading barriers. A literature study was undertaken to investigate the importance and consequences of inclusive education, the need for a systematic approach, reading problems and its causes and remediation thereof. The empirical study includes interviews with important stakeholders and observations. The results of the empirical study culminated into proposed guidelines to empower teachers to render learner support to these learners. Recommendations were made based on the literature study and the results of the empirical research
- Full Text:
- Date Issued: 2011
Enabling autism educators to identify and address challenges using participatory action research
- Authors: Kok, Mandie
- Date: 2015
- Subjects: Autistic children -- Education -- South Africa , Learning disabled children -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/7881 , vital:24318
- Description: Teachers in the field of autism education encounter multiple professional challenges in their roles as educators. Autism spectrum disorder presents with a broad range of symptoms, which places additional demands on the teacher expected to meet all the learners' needs. Insufficient teacher education and training, coupled with limited access to resources and a lack of support from the Department of Basic Education can lead to teachers feeling overwhelmed and powerless to adequately address work-related challenges. This study employed a participatory action research methodology and sought to identify challenges and develop solutions in the field of autism education. Furthermore, the goal of this study was to find ways of making use of existing resources to better meet the teachers' needs, as well as reconsidering the classroom environment in order to better meet the learners' needs. The cyclical nature of a participatory action research approach allowed the participants to renegotiate the research goals throughout the study. Data were generated through the use of open-ended group interviews, observation and written critical self-reflections. From the data, six themes emerged. First, the participants reported feeling empowered as a result of creating and sharing their personal reflections. Next, they identified the lack of support for teachers as a professional challenge. The participants also indicated that more flexible teaching strategies were required in the field of autism education. Another challenge was that teachers were uncertain of their legal rights within the field of ASD education. Poor communication between parents and teachers was identified as an important issue. Finally, it emerged that the classroom environment had a significant impact on the learners' behaviour. These findings led to the conclusion that teachers in the field of autism education should be supported and the challenges they face acknowledged and addressed by their employers as well as by the Department of Basic Education and the institutions responsible for educating and training new teachers. Finally, recommendations for possible solutions and further research were presented, based on the data generated during the study.
- Full Text:
- Date Issued: 2015
- Authors: Kok, Mandie
- Date: 2015
- Subjects: Autistic children -- Education -- South Africa , Learning disabled children -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/7881 , vital:24318
- Description: Teachers in the field of autism education encounter multiple professional challenges in their roles as educators. Autism spectrum disorder presents with a broad range of symptoms, which places additional demands on the teacher expected to meet all the learners' needs. Insufficient teacher education and training, coupled with limited access to resources and a lack of support from the Department of Basic Education can lead to teachers feeling overwhelmed and powerless to adequately address work-related challenges. This study employed a participatory action research methodology and sought to identify challenges and develop solutions in the field of autism education. Furthermore, the goal of this study was to find ways of making use of existing resources to better meet the teachers' needs, as well as reconsidering the classroom environment in order to better meet the learners' needs. The cyclical nature of a participatory action research approach allowed the participants to renegotiate the research goals throughout the study. Data were generated through the use of open-ended group interviews, observation and written critical self-reflections. From the data, six themes emerged. First, the participants reported feeling empowered as a result of creating and sharing their personal reflections. Next, they identified the lack of support for teachers as a professional challenge. The participants also indicated that more flexible teaching strategies were required in the field of autism education. Another challenge was that teachers were uncertain of their legal rights within the field of ASD education. Poor communication between parents and teachers was identified as an important issue. Finally, it emerged that the classroom environment had a significant impact on the learners' behaviour. These findings led to the conclusion that teachers in the field of autism education should be supported and the challenges they face acknowledged and addressed by their employers as well as by the Department of Basic Education and the institutions responsible for educating and training new teachers. Finally, recommendations for possible solutions and further research were presented, based on the data generated during the study.
- Full Text:
- Date Issued: 2015
Establishing a transformative institutional culture at a comprehensive South African university: the role of the arts
- Authors: Barry, Michael Peter
- Date: 2013
- Subjects: Multicultural education -- South Africa , Education -- Social aspects -- South Africa , Educational change , Cultural pluralism
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9561 , http://hdl.handle.net/10948/d1013069
- Description: Universities in South Africa have emerged from an exceptionally fragmented and divided past and are responding to this by reconceptualising and restructuring their institutional governance structures. This is been done through the introduction of policies and strategies aimed at transforming institutional landscapes and creating environments that are conducive to meeting the demands and pressures of a transformed SA. Previous studies have indicated that there is a need for institutional transformation and change at newly merged universities in SA. However, very little is known about the possible role the arts could play in institutional change and transformation processes and what Badat refers to, when referencing the process of institutional transformation, as “the dissolution of existing social relations and institutions, policies and practices, and their re-creation and consolidation into something substantially new” (2009:456). The goal of this research study is to explore the views, opinions and perceptions of key stakeholders and decision-makers at a comprehensive South African university, in this case, Nelson Mandela Metropolitan University (NMMU), in order to gain their insights into the role the arts could play in creating and consolidating a transformative institutional culture at a merged university in SA. The data was obtained from semi-structured interviews with 16 key decision-makers and stakeholders at NMMU. Based on the thematic data analysis, the responses from these key stakeholders indicate that there is wide support for the arts to play a role in the establishment of a transformative institutional culture and it appears that not only should the arts play a role, they should play a central role.
- Full Text:
- Date Issued: 2013
- Authors: Barry, Michael Peter
- Date: 2013
- Subjects: Multicultural education -- South Africa , Education -- Social aspects -- South Africa , Educational change , Cultural pluralism
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9561 , http://hdl.handle.net/10948/d1013069
- Description: Universities in South Africa have emerged from an exceptionally fragmented and divided past and are responding to this by reconceptualising and restructuring their institutional governance structures. This is been done through the introduction of policies and strategies aimed at transforming institutional landscapes and creating environments that are conducive to meeting the demands and pressures of a transformed SA. Previous studies have indicated that there is a need for institutional transformation and change at newly merged universities in SA. However, very little is known about the possible role the arts could play in institutional change and transformation processes and what Badat refers to, when referencing the process of institutional transformation, as “the dissolution of existing social relations and institutions, policies and practices, and their re-creation and consolidation into something substantially new” (2009:456). The goal of this research study is to explore the views, opinions and perceptions of key stakeholders and decision-makers at a comprehensive South African university, in this case, Nelson Mandela Metropolitan University (NMMU), in order to gain their insights into the role the arts could play in creating and consolidating a transformative institutional culture at a merged university in SA. The data was obtained from semi-structured interviews with 16 key decision-makers and stakeholders at NMMU. Based on the thematic data analysis, the responses from these key stakeholders indicate that there is wide support for the arts to play a role in the establishment of a transformative institutional culture and it appears that not only should the arts play a role, they should play a central role.
- Full Text:
- Date Issued: 2013
Examining the knowledge and practices of selected Namibian accounting teachers about learner-centred methods of teaching
- Kavari, Jackson-Hain Jakavaza Katjiuanjo
- Authors: Kavari, Jackson-Hain Jakavaza Katjiuanjo
- Date: 2012
- Subjects: Student-centered learning -- Namibia , Accounting -- Study and teaching (Secondary) -- Namibia , Accounting students -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9520 , http://hdl.handle.net/10948/d1009428 , Student-centered learning -- Namibia , Accounting -- Study and teaching (Secondary) -- Namibia , Accounting students -- Namibia
- Description: Learner-centred education has been in force in all schools in the Republic of Namibia since 1996. Progress towards adoption of learner-centred methods of teaching by teachers has been slow. The main purpose of this study is to examine how teachers understand the principles of learner-centred education in selected Secondary Schools in Omaheke Education Region. The secondary purpose of this study is to determine how teachers could be helped to improve the implementation of learner-centred education (LCE). The study used a qualitative approach. Data were collected from a purposively selected sample of Grade 10 accounting teachers in a specific region in Namibia by means of interviews, classroom observations and a qualitative questionnaire. Data were analysed thematically. The results indicated that, although the teachers had a positive attitude towards learner-centred education, they did not have the skills to adapt their teaching in an appropriate way to cope with the learner‟s lack of English literacy. The teachers possessed basic knowledge of learner-centred education practices, but found it very difficult to implement them in resource-poor environments. In addition, factors that hindered the effective implementation of learner-centred education in the classroom were identified. The study suggests ways to improve the knowledge and practices of teachers with regard to learner-centred teaching practices.
- Full Text:
- Date Issued: 2012
- Authors: Kavari, Jackson-Hain Jakavaza Katjiuanjo
- Date: 2012
- Subjects: Student-centered learning -- Namibia , Accounting -- Study and teaching (Secondary) -- Namibia , Accounting students -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9520 , http://hdl.handle.net/10948/d1009428 , Student-centered learning -- Namibia , Accounting -- Study and teaching (Secondary) -- Namibia , Accounting students -- Namibia
- Description: Learner-centred education has been in force in all schools in the Republic of Namibia since 1996. Progress towards adoption of learner-centred methods of teaching by teachers has been slow. The main purpose of this study is to examine how teachers understand the principles of learner-centred education in selected Secondary Schools in Omaheke Education Region. The secondary purpose of this study is to determine how teachers could be helped to improve the implementation of learner-centred education (LCE). The study used a qualitative approach. Data were collected from a purposively selected sample of Grade 10 accounting teachers in a specific region in Namibia by means of interviews, classroom observations and a qualitative questionnaire. Data were analysed thematically. The results indicated that, although the teachers had a positive attitude towards learner-centred education, they did not have the skills to adapt their teaching in an appropriate way to cope with the learner‟s lack of English literacy. The teachers possessed basic knowledge of learner-centred education practices, but found it very difficult to implement them in resource-poor environments. In addition, factors that hindered the effective implementation of learner-centred education in the classroom were identified. The study suggests ways to improve the knowledge and practices of teachers with regard to learner-centred teaching practices.
- Full Text:
- Date Issued: 2012
Exploring a story-based learning design in a grade 4 science and technology classroom
- Authors: Kemp, Hermione
- Date: 2014
- Subjects: Classroom environment , Classroom learning centers , Student teaching , Classroom management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9467 , http://hdl.handle.net/10948/d1021017
- Description: Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.
- Full Text:
- Date Issued: 2014
- Authors: Kemp, Hermione
- Date: 2014
- Subjects: Classroom environment , Classroom learning centers , Student teaching , Classroom management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9467 , http://hdl.handle.net/10948/d1021017
- Description: Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.
- Full Text:
- Date Issued: 2014
Exploring a story-based learning design in a grade 4 science and technology classroom
- Authors: Kemp, Hermione
- Date: 2014
- Subjects: Classroom environment , Classroon learning centers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9458 , http://hdl.handle.net/10948/d1020083
- Description: Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.
- Full Text:
- Date Issued: 2014
- Authors: Kemp, Hermione
- Date: 2014
- Subjects: Classroom environment , Classroon learning centers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9458 , http://hdl.handle.net/10948/d1020083
- Description: Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.
- Full Text:
- Date Issued: 2014
Exploring fathers’ reading involvement in a grade 4 classroom
- Authors: Nel, Chantel Eve
- Date: 2016
- Subjects: Reading (Elementary) -- South Africa Reading -- Remedial teaching Effective teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/12505 , vital:27077
- Description: The state of education in South Africa is of nationwide concern and primary school learners are at serious risk of not learning to read. The lack of parental involvement in children's reading development is one of the main barriers to quality education. Mothers are customarily the parent who is most often involved in the reading development of children but there has been an increased interest in asserting more about how fathers are taking on the reading tasks of children. The focus of the study is on the involvement of fathers in the reading development of their children and aims to determine the fathers’ perceptions regarding their roles in the reading development of their children, the barriers that hinder their involvement as well as the benefits of their involvement. The literature review was done using Bronfenbrenner’s ecological systems theory as theoretical framework. A qualitative research design was employed using phenomenology as a research strategy. The research is underpinned by the interpretive paradigm and involved the fathers of grade 4 learners at a primary school in the Northern Areas of Port Elizabeth, South Africa. Data was collected from these fathers by means of questionnaires, group and semi-structured interviews and narratives. The main findings that emerged from the study revealed that fathers’ lack of support in reading development was embedded in the fact that they perceived their role as provider who underestimated their individual contribution. They acknowledged their participation in uncoordinated reading efforts whilst engagement with teacher and policy document were also findings that emerged from this study.
- Full Text:
- Date Issued: 2016
- Authors: Nel, Chantel Eve
- Date: 2016
- Subjects: Reading (Elementary) -- South Africa Reading -- Remedial teaching Effective teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/12505 , vital:27077
- Description: The state of education in South Africa is of nationwide concern and primary school learners are at serious risk of not learning to read. The lack of parental involvement in children's reading development is one of the main barriers to quality education. Mothers are customarily the parent who is most often involved in the reading development of children but there has been an increased interest in asserting more about how fathers are taking on the reading tasks of children. The focus of the study is on the involvement of fathers in the reading development of their children and aims to determine the fathers’ perceptions regarding their roles in the reading development of their children, the barriers that hinder their involvement as well as the benefits of their involvement. The literature review was done using Bronfenbrenner’s ecological systems theory as theoretical framework. A qualitative research design was employed using phenomenology as a research strategy. The research is underpinned by the interpretive paradigm and involved the fathers of grade 4 learners at a primary school in the Northern Areas of Port Elizabeth, South Africa. Data was collected from these fathers by means of questionnaires, group and semi-structured interviews and narratives. The main findings that emerged from the study revealed that fathers’ lack of support in reading development was embedded in the fact that they perceived their role as provider who underestimated their individual contribution. They acknowledged their participation in uncoordinated reading efforts whilst engagement with teacher and policy document were also findings that emerged from this study.
- Full Text:
- Date Issued: 2016
Exploring selected high school teachers’ perceptions regarding the democratisation of knowledge in the South African schooling context
- Authors: Munga, Zarina Mohamed
- Date: 2020
- Subjects: Democratization -- South Africa -- Port Elizabeth High school teachers -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/49374 , vital:41699
- Description: The democratisation of knowledge in the schooling context includes the empowering of learners. Education/schools may be regarded as the key to obtaining equal, relevant and non-discriminatory knowledge. Thus, teachers play a vital role in ensuring that the democratisation of knowledge is encouraged in the classroom context. However, knowledge is not always accessible and equal to all individuals in society. A key policy challenge currently in South African schools is whether learners have meaningful access to education and whether effective teaching and learning is occurring in the classroom. Against this background, the purpose of this study was to create an awareness of the benefits as well as to investigate the challenges of the democratisation of knowledge. Furthermore, it aims to explore how teachers’ teaching can be enhanced in order to ensure that the democratisation of knowledge is effective in the classroom. A qualitative research approach was used to collect data from three selected public high schools in the Port Elizabeth area. This study was underpinned by a critical pedagogy theory guided by thought leaders such as Paulo Freire and John Dewey who were exponents of the democratisation of knowledge in education. The research findings indicate that curriculum demands, inadequate resources, a lack of guidance from the Department of Basic Education, socio-economic issues and a negative learner mindset hinder the democratisation of knowledge. In contrast, learner engagement, reconceptualising the curriculum, relevant resources, a supportive principal and school environment, teacher wellness, parental involvement and community connectedness support the democratisation of knowledge.
- Full Text:
- Date Issued: 2020
- Authors: Munga, Zarina Mohamed
- Date: 2020
- Subjects: Democratization -- South Africa -- Port Elizabeth High school teachers -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/49374 , vital:41699
- Description: The democratisation of knowledge in the schooling context includes the empowering of learners. Education/schools may be regarded as the key to obtaining equal, relevant and non-discriminatory knowledge. Thus, teachers play a vital role in ensuring that the democratisation of knowledge is encouraged in the classroom context. However, knowledge is not always accessible and equal to all individuals in society. A key policy challenge currently in South African schools is whether learners have meaningful access to education and whether effective teaching and learning is occurring in the classroom. Against this background, the purpose of this study was to create an awareness of the benefits as well as to investigate the challenges of the democratisation of knowledge. Furthermore, it aims to explore how teachers’ teaching can be enhanced in order to ensure that the democratisation of knowledge is effective in the classroom. A qualitative research approach was used to collect data from three selected public high schools in the Port Elizabeth area. This study was underpinned by a critical pedagogy theory guided by thought leaders such as Paulo Freire and John Dewey who were exponents of the democratisation of knowledge in education. The research findings indicate that curriculum demands, inadequate resources, a lack of guidance from the Department of Basic Education, socio-economic issues and a negative learner mindset hinder the democratisation of knowledge. In contrast, learner engagement, reconceptualising the curriculum, relevant resources, a supportive principal and school environment, teacher wellness, parental involvement and community connectedness support the democratisation of knowledge.
- Full Text:
- Date Issued: 2020
Exploring teachers' perceptions of the barriers and solutions to using one teacher laptop per class in a multi-grade context : the case of Intel®Teach-ICT implementation
- Authors: Subramanien, Brenda
- Date: 2013
- Subjects: Combination of grades , Information technology projects
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9441 , http://hdl.handle.net/10948/d1021039
- Description: This interpretive exploratory case study investigated the challenges and barriers to the multi-grade context in general, as well as to Information and Communication Technology (ICT) implementation in a multi-grade context. Possible solutions based on teacher perceptions were generated inductively within a three-level typology. The research took place in three phases. Pre-training data were gathered in the first phase, using an open-ended questionnaire (all participants: n=20); personal interviews (n=9); and two focus group interviews, which consisted of three participants per focus group. Training on the Intel® Teach ICT programme and the provision of laptops (one per teacher) constituted the second phase. The third phase included post-training data generation using an open-ended questionnaire (all participants) and two focus group interviews, which consisted of three participants per focus group, to elicit teacher perceptions of the training programme and their use of the laptops in the classroom after the training. The findings suggest that first order (school or meso level) challenges pertaining to multi-grade teaching relate to the lack of resources; curriculum challenges; learner related challenges; isolation, impact on communication and teaching; time constraints; and a work overload as a result of the multiple roles. Second order challenges (self or micro level) related to the perceived uncaring attitude of the Department of Basic Education that left teachers feeling hurt and neglected; the unpreparedness for the multi-grade context which demotivated teachers; and the negative perceptions the teachers had about their learners. Third order challenges (system level, beyond the school level or micro level) were related to the lack of Departmental support from officials; the lack of curriculum training for the multi-grade context; and the lack of support on various fronts. Regarding ICT related challenges, the findings suggest that first order barriers related to the lack of suitable infrastructure for ICT implementation; lack of peer support; lack of access to appropriate hardware and software; and lack of time. Second order barriers related to the negative beliefs in the self; negative perceptions about the learners’ ability to use the laptop; and negative beliefs related to teaching and learning. The third order barriers were related to the lack of support and assistance from the Department of Basic Education for ICT implementation. The findings suggest that the participants viewed the provisioning of enabling programmes for parents as an important solution to first order challenges, and a change in mindset as the most important solution for second order problems. Third order solutions included a “multi-grade Renaissance” towards a new model for multi-grade teaching; re-thinking the curriculum requirements regarding multi-grade teaching by the Department of Basic Education; increased support and training from the Department; incentives to teach with ICT in the multi-grade context; encouraging further research inmulti-grade teaching; providing sufficient resources; establishing partnerships with stakeholders; and the closure and merger of multi-grade schools. There was evidence that the laptops provided were used in a variety of ways after the Intel® Teach training by the participants, including email as a tool to communicate with their fellow multi-grade peers, which serve to break their sense of isolation. Quantitative data from the open-ended questionnaire confirmed an increase in the usage of the laptop after the Intel® Teach training intervention. Although the participants generally experienced the Intel teach training intervention as positive, they also identified negative experiences. These findings enabled the embedding of ‘self and sustainable support from stakeholders’ more explicitly in the professional teacher development ICT implementation framework of Du Plessis and Webb (2012b), which suggests that the Intel® Teach training intervention can be used as a vehicle to address ICT implementation within the multi-grade context. It is suggested that the Department of Basic Education should consider exposing all teachers to the Intel® Teach programme and assist multi-grade teachers by providing better on-going support and putting the necessary policies, implementation and infrastructure in place.
- Full Text:
- Date Issued: 2013
- Authors: Subramanien, Brenda
- Date: 2013
- Subjects: Combination of grades , Information technology projects
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9441 , http://hdl.handle.net/10948/d1021039
- Description: This interpretive exploratory case study investigated the challenges and barriers to the multi-grade context in general, as well as to Information and Communication Technology (ICT) implementation in a multi-grade context. Possible solutions based on teacher perceptions were generated inductively within a three-level typology. The research took place in three phases. Pre-training data were gathered in the first phase, using an open-ended questionnaire (all participants: n=20); personal interviews (n=9); and two focus group interviews, which consisted of three participants per focus group. Training on the Intel® Teach ICT programme and the provision of laptops (one per teacher) constituted the second phase. The third phase included post-training data generation using an open-ended questionnaire (all participants) and two focus group interviews, which consisted of three participants per focus group, to elicit teacher perceptions of the training programme and their use of the laptops in the classroom after the training. The findings suggest that first order (school or meso level) challenges pertaining to multi-grade teaching relate to the lack of resources; curriculum challenges; learner related challenges; isolation, impact on communication and teaching; time constraints; and a work overload as a result of the multiple roles. Second order challenges (self or micro level) related to the perceived uncaring attitude of the Department of Basic Education that left teachers feeling hurt and neglected; the unpreparedness for the multi-grade context which demotivated teachers; and the negative perceptions the teachers had about their learners. Third order challenges (system level, beyond the school level or micro level) were related to the lack of Departmental support from officials; the lack of curriculum training for the multi-grade context; and the lack of support on various fronts. Regarding ICT related challenges, the findings suggest that first order barriers related to the lack of suitable infrastructure for ICT implementation; lack of peer support; lack of access to appropriate hardware and software; and lack of time. Second order barriers related to the negative beliefs in the self; negative perceptions about the learners’ ability to use the laptop; and negative beliefs related to teaching and learning. The third order barriers were related to the lack of support and assistance from the Department of Basic Education for ICT implementation. The findings suggest that the participants viewed the provisioning of enabling programmes for parents as an important solution to first order challenges, and a change in mindset as the most important solution for second order problems. Third order solutions included a “multi-grade Renaissance” towards a new model for multi-grade teaching; re-thinking the curriculum requirements regarding multi-grade teaching by the Department of Basic Education; increased support and training from the Department; incentives to teach with ICT in the multi-grade context; encouraging further research inmulti-grade teaching; providing sufficient resources; establishing partnerships with stakeholders; and the closure and merger of multi-grade schools. There was evidence that the laptops provided were used in a variety of ways after the Intel® Teach training by the participants, including email as a tool to communicate with their fellow multi-grade peers, which serve to break their sense of isolation. Quantitative data from the open-ended questionnaire confirmed an increase in the usage of the laptop after the Intel® Teach training intervention. Although the participants generally experienced the Intel teach training intervention as positive, they also identified negative experiences. These findings enabled the embedding of ‘self and sustainable support from stakeholders’ more explicitly in the professional teacher development ICT implementation framework of Du Plessis and Webb (2012b), which suggests that the Intel® Teach training intervention can be used as a vehicle to address ICT implementation within the multi-grade context. It is suggested that the Department of Basic Education should consider exposing all teachers to the Intel® Teach programme and assist multi-grade teachers by providing better on-going support and putting the necessary policies, implementation and infrastructure in place.
- Full Text:
- Date Issued: 2013
Exploring the use of interactive teaching and learning strategies in HIV and AIDS education
- Authors: May, Melissa
- Date: 2010
- Subjects: AIDS (Disease) -- South Africa -- Prevention , AIDS (Disease) -- Study and teaching -- South Africa , Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9480 , http://hdl.handle.net/10948/1510 , AIDS (Disease) -- South Africa -- Prevention , AIDS (Disease) -- Study and teaching -- South Africa , Education -- South Africa
- Description: Schools play a major role in shaping the attitudes, opinions and behaviour of young people and so are ideal environments for teaching the social, as well as biological aspects of HIV and AIDS. However, literature indicates that learners are displaying “AIDS fatigue” and may be resistant to teaching around HIV and AIDS. In order to enhance learner engagement and learning, there is therefore a need for teachers to employ interactive teaching and learning strategies that are interactive, inexpensive and fun. This dissertation outlines the research design of an investigation into how such strategies can be used in HIV and AIDS prevention education. An action research design was made use of in this study and the manner in which several teachers presented HIV and AIDS education to his/her learners was initially observed. In addition, qualitative interviews were used to determine the teachers‟ need for development in this regard. Based on the findings of the problem identification step, teachers were introduced to active teaching and learning strategies and supported to implement them. Evaluation and refinement of the strategies, developmental workshops and training followed, which in turn lead to recommendations and the formulation of guidelines to influence teacher education with regard to HIV and AIDS prevention education.
- Full Text:
- Date Issued: 2010
- Authors: May, Melissa
- Date: 2010
- Subjects: AIDS (Disease) -- South Africa -- Prevention , AIDS (Disease) -- Study and teaching -- South Africa , Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9480 , http://hdl.handle.net/10948/1510 , AIDS (Disease) -- South Africa -- Prevention , AIDS (Disease) -- Study and teaching -- South Africa , Education -- South Africa
- Description: Schools play a major role in shaping the attitudes, opinions and behaviour of young people and so are ideal environments for teaching the social, as well as biological aspects of HIV and AIDS. However, literature indicates that learners are displaying “AIDS fatigue” and may be resistant to teaching around HIV and AIDS. In order to enhance learner engagement and learning, there is therefore a need for teachers to employ interactive teaching and learning strategies that are interactive, inexpensive and fun. This dissertation outlines the research design of an investigation into how such strategies can be used in HIV and AIDS prevention education. An action research design was made use of in this study and the manner in which several teachers presented HIV and AIDS education to his/her learners was initially observed. In addition, qualitative interviews were used to determine the teachers‟ need for development in this regard. Based on the findings of the problem identification step, teachers were introduced to active teaching and learning strategies and supported to implement them. Evaluation and refinement of the strategies, developmental workshops and training followed, which in turn lead to recommendations and the formulation of guidelines to influence teacher education with regard to HIV and AIDS prevention education.
- Full Text:
- Date Issued: 2010