Policy and practice of inclusive education for mainstream secondary teachers supporting learners with physical disabilities in the Lower Shire, Malawi
- Authors: De Souza, Ben
- Date: 2021
- Subjects: Children with disabilities -- Education (Secondary) -- Malawi , Children with disabilities -- Education -- Government policy -- Malawi , Children with disabilities -- Legal status, laws, etc. -- Malawi , Inclusive education -- Malawi , Teachers -- Training of -- Malawi , High School teachers -- Malawi -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/171254 , vital:42038
- Description: The Government of Malawi and its education partners are currently implementing the National Education Policy (2016) and the National Strategy on Inclusive Education (2017-2021). My study explored how mainstream secondary teachers interpret policies and strategies, and transition to the practice of supporting learners with physical disabilities. Previous studies revealed policy-to-practice disparities in the Malawian inclusive secondary education but did not proffer teacher-oriented strategies that can mitigate the disparities and enhance inclusive education. My study argued that effective strategies that could lessen policy-to-practice mismatches and advance inclusive education primarily rest with mainstream teachers, as they mediate policy and practice. This study drew on Clough and Corbett’s disability studies critique and Urie Bronfenbrenner’s bioecological systems perspective to form theoretical and analytical frameworks for understanding the problem and discussing the findings. The study generated primary data from the Lower Shire districts of Chikwawa and Nsanje in Malawi. Thirty-three teachers, randomly selected from four schools, responded to questionnaires. In-depth, face to face interviews were conducted with purposely selected teachers from the same four schools. The study also generated secondary data from a review of policy documents. The findings showed that policy directives are shifting inclusive education from social perspectives to political perspectives, whereby mainstream teachers regard national policies and strategies as political responses to demands for inclusion. The findings further showed that teachers’ practices are moving away from the provision of special needs to the promotion of inclusive needs, whereby inclusive education benefits all learners. The study found that some teachers are resisting inclusive education, and would like learners with physical disabilities to return to special schools, thus controverting policy directives. As a way forward, this study recommended that future policy formulation and implementation in the Malawian mainstream secondary education should consider the bioecological systems approach, whereby policymakers systematically interact with the mainstream secondary teachers to improve their perspectives, competencies and practices on inclusive education.
- Full Text:
- Date Issued: 2021
- Authors: De Souza, Ben
- Date: 2021
- Subjects: Children with disabilities -- Education (Secondary) -- Malawi , Children with disabilities -- Education -- Government policy -- Malawi , Children with disabilities -- Legal status, laws, etc. -- Malawi , Inclusive education -- Malawi , Teachers -- Training of -- Malawi , High School teachers -- Malawi -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/171254 , vital:42038
- Description: The Government of Malawi and its education partners are currently implementing the National Education Policy (2016) and the National Strategy on Inclusive Education (2017-2021). My study explored how mainstream secondary teachers interpret policies and strategies, and transition to the practice of supporting learners with physical disabilities. Previous studies revealed policy-to-practice disparities in the Malawian inclusive secondary education but did not proffer teacher-oriented strategies that can mitigate the disparities and enhance inclusive education. My study argued that effective strategies that could lessen policy-to-practice mismatches and advance inclusive education primarily rest with mainstream teachers, as they mediate policy and practice. This study drew on Clough and Corbett’s disability studies critique and Urie Bronfenbrenner’s bioecological systems perspective to form theoretical and analytical frameworks for understanding the problem and discussing the findings. The study generated primary data from the Lower Shire districts of Chikwawa and Nsanje in Malawi. Thirty-three teachers, randomly selected from four schools, responded to questionnaires. In-depth, face to face interviews were conducted with purposely selected teachers from the same four schools. The study also generated secondary data from a review of policy documents. The findings showed that policy directives are shifting inclusive education from social perspectives to political perspectives, whereby mainstream teachers regard national policies and strategies as political responses to demands for inclusion. The findings further showed that teachers’ practices are moving away from the provision of special needs to the promotion of inclusive needs, whereby inclusive education benefits all learners. The study found that some teachers are resisting inclusive education, and would like learners with physical disabilities to return to special schools, thus controverting policy directives. As a way forward, this study recommended that future policy formulation and implementation in the Malawian mainstream secondary education should consider the bioecological systems approach, whereby policymakers systematically interact with the mainstream secondary teachers to improve their perspectives, competencies and practices on inclusive education.
- Full Text:
- Date Issued: 2021
An exploration of how Professional Learning Communities can contribute to the development of teachers’ capabilities and valued functionings in teaching environmental content knowledge in the Life and Living strand in Grade 8 Natural Sciences
- Authors: Thomas, Kgomotso Emily
- Date: 2019
- Subjects: Teachers -- Training of -- South Africa , Teachers -- In-service training -- South Africa , Science teachers -- In-service training -- South Africa , Science -- Study and teaching (Secondary) -- South Africa , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92584 , vital:30739
- Description: The study explored how professional learning communities can contribute to the development of teachers’ capabilities and achievement of valued functionings related to teaching environmental content knowledge in the Life and Living strand in Grade 8 Natural Sciences. This is in the context of the Curriculum Assessment and Policy Statement (CAPS), which is a content-referenced curriculum that requires active and critical approaches to learning, and to environment and sustainability content. This study is designed as a qualitative case study of a professional support forum (PSF) in the Mahikeng sub-district, in North West. The study made use of questionnaires, observations, interviews and document analysis as data generation methods. The Capability Approach was used as a theoretical and conceptual framework to explore teachers’ valued functionings, as well as the conversion factors related to those functionings. A functioning is defined as what a person values to be or do, hence the term valued beings and doings has been used interchangeably with the term valued functionings throughout the study. The analysis of data was done in three phases. Phase one analysis was inductive with the data from questionnaires, classroom observations, document analysis (work schedules and lesson plans or preparation books). The purpose of this phase was to answer the first research sub-question of how teachers teach environmental content. Phase two was a deductive analysis, and the purpose was to present teachers’ valued beings and doings in teaching environmental content, and in belonging to the PSF. The last phase of analysis was abductive, and it employed the theoretical framework of Sen’s Capability Approach to get a deeper understanding of factors that either enabled or constrained teachers’ valued beings and doings associated with their capabilities. The study found that teachers have gaps in their environmental content knowledge in the Life and Living strand grade 8 Natural Sciences. This was mainly as a result of teachers not having relevant qualifications, and/or not having any professional development in teaching the environmental content knowledge. Secondly, teachers used traditional methods which were teacher-centred to teach environmental content knowledge. The gaps in the environmental content knowledge were constraints to how the teachers taught environmental content in their classrooms. Teachers’ valued beings and doings related to teaching environmental content were discussed under the three conversion factors of the capability approach: personal, social and environmental conversion factors. The study found that teachers’ qualifications, experiences, passion for environmental content topics, level of confidence, teaching and learning resources, learners’ interest and participation, support, classroom and schools’ environment were among conversion factors that either enabled or constrained teachers’ valued functionings in teaching environmental content Findings also revealed that teachers have different valued functionings related to belonging to the PSF: shared responsibilities, shared values and vision, collaboration, and discussion of subject content. The conversion factors related to these functionings were found to be learning space, time and duration of the PSF, activities in the PSF, teaching and learning resources, teaching experience, and facilitation. The study recommends that teachers’ professional development programmes should promote subject content discussions as well as group and individual learning. They should also create supportive conditions that will expand teachers’ capabilities in teaching environmental content knowldge. Lastly, the teachers’ professional development programmes should explicitly take into account teachers’ valued functionings and conversion factors that can enable teachers to develop their professional capabilities.
- Full Text:
- Date Issued: 2019
- Authors: Thomas, Kgomotso Emily
- Date: 2019
- Subjects: Teachers -- Training of -- South Africa , Teachers -- In-service training -- South Africa , Science teachers -- In-service training -- South Africa , Science -- Study and teaching (Secondary) -- South Africa , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92584 , vital:30739
- Description: The study explored how professional learning communities can contribute to the development of teachers’ capabilities and achievement of valued functionings related to teaching environmental content knowledge in the Life and Living strand in Grade 8 Natural Sciences. This is in the context of the Curriculum Assessment and Policy Statement (CAPS), which is a content-referenced curriculum that requires active and critical approaches to learning, and to environment and sustainability content. This study is designed as a qualitative case study of a professional support forum (PSF) in the Mahikeng sub-district, in North West. The study made use of questionnaires, observations, interviews and document analysis as data generation methods. The Capability Approach was used as a theoretical and conceptual framework to explore teachers’ valued functionings, as well as the conversion factors related to those functionings. A functioning is defined as what a person values to be or do, hence the term valued beings and doings has been used interchangeably with the term valued functionings throughout the study. The analysis of data was done in three phases. Phase one analysis was inductive with the data from questionnaires, classroom observations, document analysis (work schedules and lesson plans or preparation books). The purpose of this phase was to answer the first research sub-question of how teachers teach environmental content. Phase two was a deductive analysis, and the purpose was to present teachers’ valued beings and doings in teaching environmental content, and in belonging to the PSF. The last phase of analysis was abductive, and it employed the theoretical framework of Sen’s Capability Approach to get a deeper understanding of factors that either enabled or constrained teachers’ valued beings and doings associated with their capabilities. The study found that teachers have gaps in their environmental content knowledge in the Life and Living strand grade 8 Natural Sciences. This was mainly as a result of teachers not having relevant qualifications, and/or not having any professional development in teaching the environmental content knowledge. Secondly, teachers used traditional methods which were teacher-centred to teach environmental content knowledge. The gaps in the environmental content knowledge were constraints to how the teachers taught environmental content in their classrooms. Teachers’ valued beings and doings related to teaching environmental content were discussed under the three conversion factors of the capability approach: personal, social and environmental conversion factors. The study found that teachers’ qualifications, experiences, passion for environmental content topics, level of confidence, teaching and learning resources, learners’ interest and participation, support, classroom and schools’ environment were among conversion factors that either enabled or constrained teachers’ valued functionings in teaching environmental content Findings also revealed that teachers have different valued functionings related to belonging to the PSF: shared responsibilities, shared values and vision, collaboration, and discussion of subject content. The conversion factors related to these functionings were found to be learning space, time and duration of the PSF, activities in the PSF, teaching and learning resources, teaching experience, and facilitation. The study recommends that teachers’ professional development programmes should promote subject content discussions as well as group and individual learning. They should also create supportive conditions that will expand teachers’ capabilities in teaching environmental content knowldge. Lastly, the teachers’ professional development programmes should explicitly take into account teachers’ valued functionings and conversion factors that can enable teachers to develop their professional capabilities.
- Full Text:
- Date Issued: 2019
A review of the implementation of the CAPS Life Skills curriculum training, as a recontextualising process, in engaging teachers in environmental education in two districts of the Eastern Cape Province
- Authors: Yoyo, Sindiswa
- Date: 2018
- Subjects: Life skills Study and teaching (Continuing education) South Africa Eastern Cape , Environmental education Curricula South Africa Eastern Cape , Teachers In-service training South Africa Eastern Cape , Curriculum change South Africa Eastern Cape , Teachers Education (Continuing education) South Africa Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61767 , vital:28057
- Description: This study examines how the implementation of CAPS Life Skills curriculum training (as a recontextualising process) is engaging teachers in environmental education. The research was centred on training manuals for Life Skills (Official Recontextualisation Field) and their use in CAPS training at district level in two Eastern Cape sites of recontextualisation (Professional Recontextualisation Field). During the training, teachers developed lesson plans that were reviewed and group interviews were conducted on the training process and its outcomes. The manuals, training process, lesson plans and interview transcripts were analysed for evidence of environmental education, notably content, teaching and learning methods and assessment strategies. Bernstein’s (1990) framework of the pedagogic device underpins this study. Here the concept of the relay is key for tracking the "relay” of the content, teaching and learning methods and assessment strategies through the processes of recontextualisation into the lesson plans for the field of production. During the process of de-location and relocation, gaps are created and this study sought to track and probe patterns of omissions that took place during the relay process in two cases of training. The review of the in-service training course process of recontextualisation and its cascading approach exposed challenges of omission as it became clear that at each level of the recontextualisation process, gaps were apparent. The study highlighted how the 3-5 day workshop process reviewed was not a robust model for professional development. It was not effective and changes in the mode of delivery and processes of support that reach into curriculum practice in the context of the school are recommended. The study concludes that there is a need for continuous professional development as teachers need ongoing support especially for a "new” curriculum like CAPS that is content driven.
- Full Text:
- Date Issued: 2018
- Authors: Yoyo, Sindiswa
- Date: 2018
- Subjects: Life skills Study and teaching (Continuing education) South Africa Eastern Cape , Environmental education Curricula South Africa Eastern Cape , Teachers In-service training South Africa Eastern Cape , Curriculum change South Africa Eastern Cape , Teachers Education (Continuing education) South Africa Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61767 , vital:28057
- Description: This study examines how the implementation of CAPS Life Skills curriculum training (as a recontextualising process) is engaging teachers in environmental education. The research was centred on training manuals for Life Skills (Official Recontextualisation Field) and their use in CAPS training at district level in two Eastern Cape sites of recontextualisation (Professional Recontextualisation Field). During the training, teachers developed lesson plans that were reviewed and group interviews were conducted on the training process and its outcomes. The manuals, training process, lesson plans and interview transcripts were analysed for evidence of environmental education, notably content, teaching and learning methods and assessment strategies. Bernstein’s (1990) framework of the pedagogic device underpins this study. Here the concept of the relay is key for tracking the "relay” of the content, teaching and learning methods and assessment strategies through the processes of recontextualisation into the lesson plans for the field of production. During the process of de-location and relocation, gaps are created and this study sought to track and probe patterns of omissions that took place during the relay process in two cases of training. The review of the in-service training course process of recontextualisation and its cascading approach exposed challenges of omission as it became clear that at each level of the recontextualisation process, gaps were apparent. The study highlighted how the 3-5 day workshop process reviewed was not a robust model for professional development. It was not effective and changes in the mode of delivery and processes of support that reach into curriculum practice in the context of the school are recommended. The study concludes that there is a need for continuous professional development as teachers need ongoing support especially for a "new” curriculum like CAPS that is content driven.
- Full Text:
- Date Issued: 2018
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