Assessing rural senior primary school natural science teachers’ TPACK: a case study
- Authors: Silvanus, Secilia Tulikefo
- Date: 2024-04
- Subjects: Technological Pedagogical Content Knowledge , Educational technology , Science Study and teaching (Primary) Namibia , Science teachers Training of Namibia , Information and Communications Technology
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423902 , vital:72103
- Description: In today's world, technology has changed how people live and behave. The influence of technology contemplates a similar change in the education processes of teaching and learning. Many governments worldwide invest hugely in providing technological tools and facilities and training teachers to improve teaching and learning. The availability and access to technologies in schools seem to offer teachers opportunities to develop technological knowledge and integrate technology into teaching. Literature indicates that teachers must possess technological pedagogical content knowledge (TPACK) to integrate technology into teaching and learning processes effectively. However, other scholars have also suggested that teachers' TPACK develops and is shaped by many contexts. This study, therefore, sought to assess the rural senior primary Natural science teachers' TPACK. This qualitative case study was conducted with senior primary Natural science teachers in the educational circuit of Endola. An interpretive paradigm underpinned the study. The study employed semi-structured questionnaires, semi-structured interviews, focus group interviews, and observation to collect the data. The study used the TPACK as a theoretical and analytical framework. The study results showed that participants had a firmer grasp of subject content (CK) and traditional teaching methods (Pedagogical Knowledge - PK and Pedagogical Content Knowledge - PCK) compared to technological knowledge (TK) and technology-based pedagogies (Technological Pedagogical Knowledge - TPK, Technological Content Knowledge - TCK, and Technological Pedagogical Content Knowledge (TPCK). Findings support that the participants draw upon sources of Technological Pedagogical Content Knowledge (TPACK) closely aligned with Content Knowledge (CK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK) to integrate technology. The study included inadequate professional development, teachers' attitudes, insufficient hardware and internet connectivity, limited technological knowledge, time constraints, and restricted access to technology tools and resources as obstacles for teachers attempting to incorporate technology into their classrooms effectively. Furthermore, the data highlights ICT training and teachers' interest as enablers that motivated participants to integrate technology into their teaching practices. Therefore, the study recommends professional development programs focusing on providing science teachers with practical skills to utilise different technologies and address common technical issues. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Authors: Silvanus, Secilia Tulikefo
- Date: 2024-04
- Subjects: Technological Pedagogical Content Knowledge , Educational technology , Science Study and teaching (Primary) Namibia , Science teachers Training of Namibia , Information and Communications Technology
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423902 , vital:72103
- Description: In today's world, technology has changed how people live and behave. The influence of technology contemplates a similar change in the education processes of teaching and learning. Many governments worldwide invest hugely in providing technological tools and facilities and training teachers to improve teaching and learning. The availability and access to technologies in schools seem to offer teachers opportunities to develop technological knowledge and integrate technology into teaching. Literature indicates that teachers must possess technological pedagogical content knowledge (TPACK) to integrate technology into teaching and learning processes effectively. However, other scholars have also suggested that teachers' TPACK develops and is shaped by many contexts. This study, therefore, sought to assess the rural senior primary Natural science teachers' TPACK. This qualitative case study was conducted with senior primary Natural science teachers in the educational circuit of Endola. An interpretive paradigm underpinned the study. The study employed semi-structured questionnaires, semi-structured interviews, focus group interviews, and observation to collect the data. The study used the TPACK as a theoretical and analytical framework. The study results showed that participants had a firmer grasp of subject content (CK) and traditional teaching methods (Pedagogical Knowledge - PK and Pedagogical Content Knowledge - PCK) compared to technological knowledge (TK) and technology-based pedagogies (Technological Pedagogical Knowledge - TPK, Technological Content Knowledge - TCK, and Technological Pedagogical Content Knowledge (TPCK). Findings support that the participants draw upon sources of Technological Pedagogical Content Knowledge (TPACK) closely aligned with Content Knowledge (CK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK) to integrate technology. The study included inadequate professional development, teachers' attitudes, insufficient hardware and internet connectivity, limited technological knowledge, time constraints, and restricted access to technology tools and resources as obstacles for teachers attempting to incorporate technology into their classrooms effectively. Furthermore, the data highlights ICT training and teachers' interest as enablers that motivated participants to integrate technology into their teaching practices. Therefore, the study recommends professional development programs focusing on providing science teachers with practical skills to utilise different technologies and address common technical issues. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
Exploring senior phase teachers’ use of Kahoot! Gamification as a formative assessment tool to scaffold mathematical understanding
- Authors: Balele, Silence
- Date: 2024-04
- Subjects: Kahoot! Algebra by DragonBox , Mathematics Computer-assisted instruction , Pedagogical content knowledge , Mathematics Study and teaching (Secondary) South Africa , Gamification , Educational technology , Mathematics teachers Training of South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423891 , vital:72102
- Description: In South Africa, digital technology, particularly gamification, continues to become an important teaching and learning tool. Its importance lies in scaffolding mathematical understanding, improving the quality of assessment, and developing twenty-first-century technological skills for effective mathematics assessment. To explore this importance, senior phase mathematics teachers are encouraged to adopt gamification technology such as Kahoot! in assessment. The study adopted a case study research design with a interpretivist research paradigm, as this method allows detailed exploration and understanding of a specific context through a close connection with the participants. Data was collected using semi-structured questionnaires, focus group interviews, non-participant observations, and reflective journals. The research involved ten purposively selected senior-phase mathematics teachers from two schools in the Sarah Baartman District, Eastern Cape Province, South Africa. The study drew upon Vygoysky's Sociocultural Theory for its theoretical framework, while the Technological, Pedagogical, and Content Knowledge was used for analysis. The data analysis pursued an inductive approach. Adopting a thematic analysis included coding participant responses, organizing codes into concepts and categories, and developing a theoretical framework from the resultant categories. A four-phase process was involved: coding, conceptualizing, categorizing, and theorizing, was employed. This process and using NVivo software for data organization and management helped identify patterns, themes, and significant concerns surrounding the study's core subject. The findings from the study were as follows: Firstly, it was revealed that most teachers have a positive perception and attitude towards using Kahoot! for formative assessment, believing that it enhances teaching and learning quality. However, they showed scepticism due to insufficient Information and Communication Technologies knowledge and training. Second, teachers' pedagogical and technological experiences were predominantly enjoyable. Kahoot! was accepted as beneficial for promoting collaboration, interaction, and immediate feedback. Third, the study identified enabling and constraining factors in using Kahoot! for formative assessment. The enabling factors include Kahoot!, which was convenient and accessible, promoted immediate feedback and fostered collaboration and interaction. The constraining factors include Information and Communication Technologies and network interference, which posed limitations. The research concluded that Kahoot! as a platform for formative assessment indeed scaffold mathematical understanding. The study recommends increasing teachers' access to educational technology, incorporating continuous professional development programs, providing subject-specific training, and encouraging teachers to adapt to emerging technologies. The study also provided recommendations for future research to explore learner perceptions, employ a mixed methods approach to help quantify learner performance and investigate the pedagogical and technological experiences of senior phase mathematics teachers regarding formative assessment. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Authors: Balele, Silence
- Date: 2024-04
- Subjects: Kahoot! Algebra by DragonBox , Mathematics Computer-assisted instruction , Pedagogical content knowledge , Mathematics Study and teaching (Secondary) South Africa , Gamification , Educational technology , Mathematics teachers Training of South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423891 , vital:72102
- Description: In South Africa, digital technology, particularly gamification, continues to become an important teaching and learning tool. Its importance lies in scaffolding mathematical understanding, improving the quality of assessment, and developing twenty-first-century technological skills for effective mathematics assessment. To explore this importance, senior phase mathematics teachers are encouraged to adopt gamification technology such as Kahoot! in assessment. The study adopted a case study research design with a interpretivist research paradigm, as this method allows detailed exploration and understanding of a specific context through a close connection with the participants. Data was collected using semi-structured questionnaires, focus group interviews, non-participant observations, and reflective journals. The research involved ten purposively selected senior-phase mathematics teachers from two schools in the Sarah Baartman District, Eastern Cape Province, South Africa. The study drew upon Vygoysky's Sociocultural Theory for its theoretical framework, while the Technological, Pedagogical, and Content Knowledge was used for analysis. The data analysis pursued an inductive approach. Adopting a thematic analysis included coding participant responses, organizing codes into concepts and categories, and developing a theoretical framework from the resultant categories. A four-phase process was involved: coding, conceptualizing, categorizing, and theorizing, was employed. This process and using NVivo software for data organization and management helped identify patterns, themes, and significant concerns surrounding the study's core subject. The findings from the study were as follows: Firstly, it was revealed that most teachers have a positive perception and attitude towards using Kahoot! for formative assessment, believing that it enhances teaching and learning quality. However, they showed scepticism due to insufficient Information and Communication Technologies knowledge and training. Second, teachers' pedagogical and technological experiences were predominantly enjoyable. Kahoot! was accepted as beneficial for promoting collaboration, interaction, and immediate feedback. Third, the study identified enabling and constraining factors in using Kahoot! for formative assessment. The enabling factors include Kahoot!, which was convenient and accessible, promoted immediate feedback and fostered collaboration and interaction. The constraining factors include Information and Communication Technologies and network interference, which posed limitations. The research concluded that Kahoot! as a platform for formative assessment indeed scaffold mathematical understanding. The study recommends increasing teachers' access to educational technology, incorporating continuous professional development programs, providing subject-specific training, and encouraging teachers to adapt to emerging technologies. The study also provided recommendations for future research to explore learner perceptions, employ a mixed methods approach to help quantify learner performance and investigate the pedagogical and technological experiences of senior phase mathematics teachers regarding formative assessment. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
Technological Pedagogical Content Knowledge (TPACK): investigating senior primary mathematics teachers’ integration of technology in the classroom in Okahao educational circuit
- Shikesho, Hilya Ndahambelela
- Authors: Shikesho, Hilya Ndahambelela
- Date: 2024-04
- Subjects: Technological Pedagogical Content Knowledge , Cultural-historical activity theory , Educational technology , Mathematics Study and teaching (Primary) Namibia Okahao , Mediated learning experience , Social interaction
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423913 , vital:72104
- Description: The overwhelming advancement of ICT devices in the contemporary Namibian education system has led to their praise for supporting differentiated instruction, fostering collaboration, and engaging multiple intelligences in teaching and learning. Consequently, the compulsory incorporation of ICTs into the teaching and learning process becomes imperative across various fields of study, including Mathematics. However, the integration of technology-based teaching proves to be a complex and challenging issue, often considered a wicked problem. To explore this matter, a qualitative case study was conducted to investigate how Senior Primary Mathematics Teachers integrated technology to develop their TPACK. The study was conducted among the twenty-seven senior primary mathematics teachers in the Okahao educational circuit in the Omuasti region. The study utilized Vygotsky‘s (1978); Socio-cultural Theory, together with Mishra and Koehler (2006), and; the Technological Pedagogical Content Knowledge (TPACK) framework was used as a lens to analyse the data. The data were gathered through semi-structured questionnaires, semi-structured interviews, focus group interviews, and lesson observations. The study findings indicate that senior primary mathematics teachers utilize the available resources at their respective schools during their classroom instruction. The study further reveals that mathematics teachers exhibit a positive attitude toward the integration of technology. The study uncovers the intricate interplay between technological knowledge, pedagogical expertise, and content knowledge within the context of mathematics education. The findings reveal that while participants demonstrate a high level of proficiency in certain TPACK components such as CK, TK, PK, TPK, and PCK, they expressed a moderate level of expertise in TCK and TPCK. The study also identified challenges in TPACK development, particularly the need for subject specific technology training, lack of technological infrastructure, particularly advanced technology, as well as a deficiency in ICT knowledge. The importance of access to various technologies was emphasized, enabling teachers to seamlessly integrate technology into their practices and address diverse learning styles. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Authors: Shikesho, Hilya Ndahambelela
- Date: 2024-04
- Subjects: Technological Pedagogical Content Knowledge , Cultural-historical activity theory , Educational technology , Mathematics Study and teaching (Primary) Namibia Okahao , Mediated learning experience , Social interaction
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423913 , vital:72104
- Description: The overwhelming advancement of ICT devices in the contemporary Namibian education system has led to their praise for supporting differentiated instruction, fostering collaboration, and engaging multiple intelligences in teaching and learning. Consequently, the compulsory incorporation of ICTs into the teaching and learning process becomes imperative across various fields of study, including Mathematics. However, the integration of technology-based teaching proves to be a complex and challenging issue, often considered a wicked problem. To explore this matter, a qualitative case study was conducted to investigate how Senior Primary Mathematics Teachers integrated technology to develop their TPACK. The study was conducted among the twenty-seven senior primary mathematics teachers in the Okahao educational circuit in the Omuasti region. The study utilized Vygotsky‘s (1978); Socio-cultural Theory, together with Mishra and Koehler (2006), and; the Technological Pedagogical Content Knowledge (TPACK) framework was used as a lens to analyse the data. The data were gathered through semi-structured questionnaires, semi-structured interviews, focus group interviews, and lesson observations. The study findings indicate that senior primary mathematics teachers utilize the available resources at their respective schools during their classroom instruction. The study further reveals that mathematics teachers exhibit a positive attitude toward the integration of technology. The study uncovers the intricate interplay between technological knowledge, pedagogical expertise, and content knowledge within the context of mathematics education. The findings reveal that while participants demonstrate a high level of proficiency in certain TPACK components such as CK, TK, PK, TPK, and PCK, they expressed a moderate level of expertise in TCK and TPCK. The study also identified challenges in TPACK development, particularly the need for subject specific technology training, lack of technological infrastructure, particularly advanced technology, as well as a deficiency in ICT knowledge. The importance of access to various technologies was emphasized, enabling teachers to seamlessly integrate technology into their practices and address diverse learning styles. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
A distributed approach to leadership in an academic department in a South African university: an exploratory case study
- Authors: Haufiku, Kenneth David
- Date: 2023-10-13
- Subjects: Universities and colleges Administration , Education, Higher South Africa , Distributed leadership , College department heads South Africa , School management and organization South Africa , Group decision making
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419748 , vital:71672
- Description: The Head of Department (HOD) position at a university has traditionally been viewed as an individual construct. However, due to the demanding nature of such a position, it is not sought-after, as it remains exclusive and unappealing to many academics. Moreover, it is a position that does not encourage inclusive leadership. Tension and role ambiguity are known to arise between the scholarly project on the one hand and management and administrative matters on the other. To address challenges associated with this singular leadership position, an academic department at a South African university adopted a distributed leadership approach in their department as a research experiment. My study was based on this research experiment. I designed this research as an exploratory case study, guided by a socio-cultural conceptualisation of distributed leadership that included a leader-plus and a practice aspect, defined as a product of the interactions of school leaders, followers and their situation. This qualitative case study aimed to describe and explain how a distributed leadership approach was understood and practised in an academic department. It also investigated the enablements and constraints of the approach. Data were generated through document analysis, observation, and individual and focus group interviews. The participants in this study included the departmental leadership team and the department’s academic and administrative staff. Unfortunately, my study took place during the global COVID-19 pandemic and national lockdowns. I had no choice but to adapt my data generation methods due to lockdown restrictions. As a result, most data generation was done via online communication. The study used inductive and abductive analysis to make the data meaningful to the reader. The findings revealed that different participants had different ideas about distributed leadership. Distributed leadership was understood as a socio-cultural practice rather than an individual practice with multiple leaders in relational practice. In addition, this approach was understood as a way of developing and sharing expertise by encouraging teamwork, collegiality and collective decision-making which aligns with the notion of democratic decision-making which creates a platform for the enablement of leadership in others. The study further explored how distributed leadership was practised. The findings were that the HOD position, usually a one-person role, was reconceptualised as a HOD team comprised of three academics and the departmental administrator. The HOD team divided the work among themselves, and this was done according to each individual’s expertise. In addition, leadership within the academic department was not limited to the HOD team but stretched across the department; thus, multiple leaders were evident. Therefore, based on the data, this study discovered that a distributed approach values leadership expertise in others. Consequently, it can be used to promote an inclusive environment in which any organisation member can lead. Inclusivity in the decision-making process was also regarded as a strong practice in the academic department. As a result, this study contends that those in formal positions can develop leadership in others through a distributed leadership approach. Through that, lecturer leadership was enacted through formal faculty and university structures and informally as and when the situation required it. The enablements of this departmental leadership approach included the structural innovation of the Friday check-in as well as the buddy system. These two innovations provided the space for collegiality and the development of voice and leadership. The consultative nature of the HOD team was also viewed as an enablement. Certain factors constrained the distributed leadership approach, one of which was the tension between the hierarchical structure of the university and the more horizontal, distributed leadership approach being piloted in the academic department. In addition to that, another constraint was also very real with the transition to Zoom as an online teaching, learning and supervision platform as a consequence of the COVID-19 pandemic. The final constraint was experienced concerning the department’s history, as it was within a historically White university in South Africa. The effects of this history impacted the departmental culture and, as we know from the literature, institutional culture is extremely difficult to change. Finally, the study concluded that conceptualising distributed leadership as a sociocultural practice with leader-plus and practice aspects provides descriptive language and a solid theoretical and analytical framework for a distributed leadership study. The study makes an important knowledge contribution in the African Higher Education context as limited research has been carried out in this area. Furthermore, in terms of practice, my study serves as a stimulus for leadership discussions that are beneficial to everyone involved in educational institutions as they promote a level of leadership reflexivity, currently absent in many institutions. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Authors: Haufiku, Kenneth David
- Date: 2023-10-13
- Subjects: Universities and colleges Administration , Education, Higher South Africa , Distributed leadership , College department heads South Africa , School management and organization South Africa , Group decision making
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419748 , vital:71672
- Description: The Head of Department (HOD) position at a university has traditionally been viewed as an individual construct. However, due to the demanding nature of such a position, it is not sought-after, as it remains exclusive and unappealing to many academics. Moreover, it is a position that does not encourage inclusive leadership. Tension and role ambiguity are known to arise between the scholarly project on the one hand and management and administrative matters on the other. To address challenges associated with this singular leadership position, an academic department at a South African university adopted a distributed leadership approach in their department as a research experiment. My study was based on this research experiment. I designed this research as an exploratory case study, guided by a socio-cultural conceptualisation of distributed leadership that included a leader-plus and a practice aspect, defined as a product of the interactions of school leaders, followers and their situation. This qualitative case study aimed to describe and explain how a distributed leadership approach was understood and practised in an academic department. It also investigated the enablements and constraints of the approach. Data were generated through document analysis, observation, and individual and focus group interviews. The participants in this study included the departmental leadership team and the department’s academic and administrative staff. Unfortunately, my study took place during the global COVID-19 pandemic and national lockdowns. I had no choice but to adapt my data generation methods due to lockdown restrictions. As a result, most data generation was done via online communication. The study used inductive and abductive analysis to make the data meaningful to the reader. The findings revealed that different participants had different ideas about distributed leadership. Distributed leadership was understood as a socio-cultural practice rather than an individual practice with multiple leaders in relational practice. In addition, this approach was understood as a way of developing and sharing expertise by encouraging teamwork, collegiality and collective decision-making which aligns with the notion of democratic decision-making which creates a platform for the enablement of leadership in others. The study further explored how distributed leadership was practised. The findings were that the HOD position, usually a one-person role, was reconceptualised as a HOD team comprised of three academics and the departmental administrator. The HOD team divided the work among themselves, and this was done according to each individual’s expertise. In addition, leadership within the academic department was not limited to the HOD team but stretched across the department; thus, multiple leaders were evident. Therefore, based on the data, this study discovered that a distributed approach values leadership expertise in others. Consequently, it can be used to promote an inclusive environment in which any organisation member can lead. Inclusivity in the decision-making process was also regarded as a strong practice in the academic department. As a result, this study contends that those in formal positions can develop leadership in others through a distributed leadership approach. Through that, lecturer leadership was enacted through formal faculty and university structures and informally as and when the situation required it. The enablements of this departmental leadership approach included the structural innovation of the Friday check-in as well as the buddy system. These two innovations provided the space for collegiality and the development of voice and leadership. The consultative nature of the HOD team was also viewed as an enablement. Certain factors constrained the distributed leadership approach, one of which was the tension between the hierarchical structure of the university and the more horizontal, distributed leadership approach being piloted in the academic department. In addition to that, another constraint was also very real with the transition to Zoom as an online teaching, learning and supervision platform as a consequence of the COVID-19 pandemic. The final constraint was experienced concerning the department’s history, as it was within a historically White university in South Africa. The effects of this history impacted the departmental culture and, as we know from the literature, institutional culture is extremely difficult to change. Finally, the study concluded that conceptualising distributed leadership as a sociocultural practice with leader-plus and practice aspects provides descriptive language and a solid theoretical and analytical framework for a distributed leadership study. The study makes an important knowledge contribution in the African Higher Education context as limited research has been carried out in this area. Furthermore, in terms of practice, my study serves as a stimulus for leadership discussions that are beneficial to everyone involved in educational institutions as they promote a level of leadership reflexivity, currently absent in many institutions. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
An exploration into how Grade 3 Foundation Phase teachers implement differentiated instructional practices in their mathematics classrooms
- Authors: Jack, Nomzamo Bridget
- Date: 2023-10-13
- Subjects: Mathematics Study and teaching (Elementary) South Africa , Differentiated instruction , Inclusive education , Mathematics teachers Training of , English-medium instruction
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424057 , vital:72120
- Description: Today’s teaching space is more diverse than before. As a result, differentiated instruction is considered helpful in supporting learner diversity. This teaching approach considers socio-cultural, multiple intelligences, and learning styles also termed learning preferences of learners. It is against this view that I wanted to investigate the implementation of differentiated instruction teaching practices in the Foundation Phase. This study explored differentiated teaching strategies and procedures in mathematics teaching, and I observed four Grade 3 teachers. The theoretical framework underlying this study was the theory of practice architectures. This study is located within an interpretivist paradigm within which I employed a case study research design. The collection of the data sets was through observations and semi-structured interviews. For an analysis of observations, I used a deductive approach. On the other hand, for the semi-structured interviews, I use an inductive approach to discover patterns and themes that I applied during the data analysis process. The validation process was done by giving interview transcripts and a summary of discussions to respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed concerning the research questions, which were as follows: What are the current differentiated instruction teaching practices used by Grade 3 Mathematics teachers? How can the teachers’ differentiated instruction teaching practices be understood in terms of doings, sayings and relatings? How are differentiated instruction teaching practices made visible through the lens of the Theory of Practice Architecture? The findings from the study revealed that the use of learners’ everyday language influences their understanding of mathematics terminology. The study discovered that learners were more comfortable using English to make sense of mathematics terms instead of using isiXhosa, the Language of Learning and Teaching in the Foundation Phase. Additionally, linking learning to learners’ everyday English language enabled them to learn mathematics terms in a relaxed and non-threatening situation, while isiXhosa seemed to constrain learning. Further, the findings revealed that teachers were unclear about differentiated instruction. That was evident when they did not know the elements of differentiated instruction. Thus, the study recommends that teachers need to be supported through workshops to enable them to enact differentiated instruction in their teaching. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Authors: Jack, Nomzamo Bridget
- Date: 2023-10-13
- Subjects: Mathematics Study and teaching (Elementary) South Africa , Differentiated instruction , Inclusive education , Mathematics teachers Training of , English-medium instruction
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424057 , vital:72120
- Description: Today’s teaching space is more diverse than before. As a result, differentiated instruction is considered helpful in supporting learner diversity. This teaching approach considers socio-cultural, multiple intelligences, and learning styles also termed learning preferences of learners. It is against this view that I wanted to investigate the implementation of differentiated instruction teaching practices in the Foundation Phase. This study explored differentiated teaching strategies and procedures in mathematics teaching, and I observed four Grade 3 teachers. The theoretical framework underlying this study was the theory of practice architectures. This study is located within an interpretivist paradigm within which I employed a case study research design. The collection of the data sets was through observations and semi-structured interviews. For an analysis of observations, I used a deductive approach. On the other hand, for the semi-structured interviews, I use an inductive approach to discover patterns and themes that I applied during the data analysis process. The validation process was done by giving interview transcripts and a summary of discussions to respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed concerning the research questions, which were as follows: What are the current differentiated instruction teaching practices used by Grade 3 Mathematics teachers? How can the teachers’ differentiated instruction teaching practices be understood in terms of doings, sayings and relatings? How are differentiated instruction teaching practices made visible through the lens of the Theory of Practice Architecture? The findings from the study revealed that the use of learners’ everyday language influences their understanding of mathematics terminology. The study discovered that learners were more comfortable using English to make sense of mathematics terms instead of using isiXhosa, the Language of Learning and Teaching in the Foundation Phase. Additionally, linking learning to learners’ everyday English language enabled them to learn mathematics terms in a relaxed and non-threatening situation, while isiXhosa seemed to constrain learning. Further, the findings revealed that teachers were unclear about differentiated instruction. That was evident when they did not know the elements of differentiated instruction. Thus, the study recommends that teachers need to be supported through workshops to enable them to enact differentiated instruction in their teaching. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
Examining teachers’ pedagogical strategies for fostering critical thinking skills in English as a Second Language (ESL) classrooms: a case study of selected Namibian secondary school teachers
- Authors: Rittmann, Heinrich Heinz
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424097 , vital:72123
- Description: Thesis embargoed. Expected release date 2025. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Authors: Rittmann, Heinrich Heinz
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424097 , vital:72123
- Description: Thesis embargoed. Expected release date 2025. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
Exploring ESL teachers’ self-developed pedagogical practices for teaching reading comprehension in Namibian primary schools
- Authors: Alumbungu, Marta Ndakalako
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419714 , vital:71669
- Description: Embargoed. Possible release date 2026 pending publication. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Authors: Alumbungu, Marta Ndakalako
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419714 , vital:71669
- Description: Embargoed. Possible release date 2026 pending publication. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
Exploring how Grade 11 Chemistry teachers mediate learning of the topic redox reactions in their classrooms in Namibia
- Iindombo, Junilla Inamudhimbwa
- Authors: Iindombo, Junilla Inamudhimbwa
- Date: 2023-10-13
- Subjects: Chemistry Study and teaching (Secondary) Namibia , Pedagogical content knowledge , Oxidation Study and teaching (Secondary) Namibia , Oxidation-reduction reaction Study and teaching (Secondary) Activity programs Namibia , Practical work
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424030 , vital:72117
- Description: The Namibian Chemistry ordinary level syllabus requires learners to study the topic of redox reactions. This topic has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 11 and 12 Namibian Senior Secondary Certificate ‘O’ examinations. Teaching abstract concepts such as redox reactions requires higher cognitive thinking skills and thus presents a challenge. Against this background, this study sought to explore how teachers mediate learning of redox reactions in their classrooms. The focus was on conceptual understanding through linking content to the context of the learners. The study was underpinned by an interpretivist paradigm, within which a qualitative case study approach was adopted. Two Grade 11 Chemistry teachers from the Ohangwena and Oshana regions in Namibia were the research participants. I used semi-structured interviews, lesson observations and stimulated recall interviews to collect data. I used Shulman’s Pedagogical Content Knowledge as a theoretical framework in this study and the data sets were analysed using the Topic-Specific Pedagogical Content Knowledge components. Qualitative data were analysed inductively-deductively. The study’s findings revealed that teachers used various mediation tools such as analogies and prior knowledge. The results further illuminated that teachers should develop strong subject content knowledge and pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Authors: Iindombo, Junilla Inamudhimbwa
- Date: 2023-10-13
- Subjects: Chemistry Study and teaching (Secondary) Namibia , Pedagogical content knowledge , Oxidation Study and teaching (Secondary) Namibia , Oxidation-reduction reaction Study and teaching (Secondary) Activity programs Namibia , Practical work
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424030 , vital:72117
- Description: The Namibian Chemistry ordinary level syllabus requires learners to study the topic of redox reactions. This topic has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 11 and 12 Namibian Senior Secondary Certificate ‘O’ examinations. Teaching abstract concepts such as redox reactions requires higher cognitive thinking skills and thus presents a challenge. Against this background, this study sought to explore how teachers mediate learning of redox reactions in their classrooms. The focus was on conceptual understanding through linking content to the context of the learners. The study was underpinned by an interpretivist paradigm, within which a qualitative case study approach was adopted. Two Grade 11 Chemistry teachers from the Ohangwena and Oshana regions in Namibia were the research participants. I used semi-structured interviews, lesson observations and stimulated recall interviews to collect data. I used Shulman’s Pedagogical Content Knowledge as a theoretical framework in this study and the data sets were analysed using the Topic-Specific Pedagogical Content Knowledge components. Qualitative data were analysed inductively-deductively. The study’s findings revealed that teachers used various mediation tools such as analogies and prior knowledge. The results further illuminated that teachers should develop strong subject content knowledge and pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
Exploring the strategies for teaching reading comprehension to non-readers in upper primary phase: a case study of Namibian Grade 5 ESL experienced teachers
- Authors: Mavambe, Tsitsi
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424086 , vital:72122
- Description: Thesis embargoed. Expected release date 2025. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Authors: Mavambe, Tsitsi
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424086 , vital:72122
- Description: Thesis embargoed. Expected release date 2025. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
The use of dynamic software to potentially enhance conceptual understanding and a productive disposition in the visual learning of algebra: an interventionist case study
- Authors: Junius, Daniel Franscius
- Date: 2023-10-13
- Subjects: Mathematics education , Algebra Study and teaching (Secondary) Namibia , Educational technology , Visual learning , GeoGebra , High school students Attitudes
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431542 , vital:72784 , DOI 10.21504/10962/431542
- Description: Over the decades, the didactics and practice of teaching mathematics has offered many unique challenges and opportunities for exploration and understanding. The introduction and development of technology into mathematics is one of the occurrences which has also contributed to a new discourse in teaching mathematics – in this case the teaching of algebra. Algebra is still seen as a gatekeeper and remains as one of the key reasons for a negative disposition amongst learners towards learning the subject. Across the globe psychologists, philosophers and educators continue to engage in debates and research projects in search of answers and solutions for the improvement of algebra teaching and an improvement in dispositions towards learning algebra. This thesis reports on a research project that focused on the use of dynamic software to enhance the conceptual understanding and productive dispositions of selected learners through the visual learning of abstract algebraic concepts. The research was executed as an interventionist case study. A case study methodological strategy was adopted with two groups of 30 Grade 9 learners. One group was a Grade 9 mathematics class of a school in Windhoek who scored above average in algebra but showed a very low disposition score, while the other group was made up of learners from a community project who scored high on the disposition scale but achieved below average results in algebra. The analytical framework of the case study is structured around a combination of complementary algebraic topics presented through visual learning, with GeoGebra as a medium of instruction. With the focus on visualisation and the use of technology the study investigated and attempted to understand how participants processed and internalised algebraic concepts to make sense of abstract algebraic concepts and eventually gain sustained conceptual understanding. The study was framed by the theoretical theories of constructivism and the Dual Coding Theory. For the collection of data, a mixed methods approach was adopted following three cycles. Three algebraic topics were taught with GeoGebra applets yielding both qualitative and quantitative data, through the observation of participants, screen captures and reflective interviews, using instruments designed specifically for the study and collecting quantitative achievement test results. The study, a journey that both the participants and the researcher embarked upon, revealed that the use of technology enhanced conceptual understanding for both groups and both groups showed a positive change in disposition towards learning algebra. The intervention with GeoGebra consistently and progressively improved in terms of conceptual understanding and dispositions towards learning algebra significant improvements in results were achieved. The findings showed that this approach to teaching algebra yielded positive results and gave new insights into visual teaching with technology. New opportunities for further research were created. , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Authors: Junius, Daniel Franscius
- Date: 2023-10-13
- Subjects: Mathematics education , Algebra Study and teaching (Secondary) Namibia , Educational technology , Visual learning , GeoGebra , High school students Attitudes
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431542 , vital:72784 , DOI 10.21504/10962/431542
- Description: Over the decades, the didactics and practice of teaching mathematics has offered many unique challenges and opportunities for exploration and understanding. The introduction and development of technology into mathematics is one of the occurrences which has also contributed to a new discourse in teaching mathematics – in this case the teaching of algebra. Algebra is still seen as a gatekeeper and remains as one of the key reasons for a negative disposition amongst learners towards learning the subject. Across the globe psychologists, philosophers and educators continue to engage in debates and research projects in search of answers and solutions for the improvement of algebra teaching and an improvement in dispositions towards learning algebra. This thesis reports on a research project that focused on the use of dynamic software to enhance the conceptual understanding and productive dispositions of selected learners through the visual learning of abstract algebraic concepts. The research was executed as an interventionist case study. A case study methodological strategy was adopted with two groups of 30 Grade 9 learners. One group was a Grade 9 mathematics class of a school in Windhoek who scored above average in algebra but showed a very low disposition score, while the other group was made up of learners from a community project who scored high on the disposition scale but achieved below average results in algebra. The analytical framework of the case study is structured around a combination of complementary algebraic topics presented through visual learning, with GeoGebra as a medium of instruction. With the focus on visualisation and the use of technology the study investigated and attempted to understand how participants processed and internalised algebraic concepts to make sense of abstract algebraic concepts and eventually gain sustained conceptual understanding. The study was framed by the theoretical theories of constructivism and the Dual Coding Theory. For the collection of data, a mixed methods approach was adopted following three cycles. Three algebraic topics were taught with GeoGebra applets yielding both qualitative and quantitative data, through the observation of participants, screen captures and reflective interviews, using instruments designed specifically for the study and collecting quantitative achievement test results. The study, a journey that both the participants and the researcher embarked upon, revealed that the use of technology enhanced conceptual understanding for both groups and both groups showed a positive change in disposition towards learning algebra. The intervention with GeoGebra consistently and progressively improved in terms of conceptual understanding and dispositions towards learning algebra significant improvements in results were achieved. The findings showed that this approach to teaching algebra yielded positive results and gave new insights into visual teaching with technology. New opportunities for further research were created. , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
TPACK Development: technology integration with teacher educators in foundation phase teacher training programme
- Authors: Theodorio, Adedayo Olayinka
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431601 , vital:72789
- Description: Access restricted. Expected release date in 2025 , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Authors: Theodorio, Adedayo Olayinka
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431601 , vital:72789
- Description: Access restricted. Expected release date in 2025 , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
Using the indigenous technology of making oshikundu to mediate learning of the topic diffusion in Namibia
- Authors: Endjala, Alma Panduleni
- Date: 2023-10-13
- Subjects: Culturally relevant pedagogy Namibia , Diffusion Study and teaching (Secondary) Activity programs Namibia , Ethnoscience Namibia , Pedagogical content knowledge , Social learning , Science teachers Education (Continuing education) , Oshikundu
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419726 , vital:71670
- Description: The Namibian Science curriculum acknowledges that indigenous knowledge (IK) is an important basis for learning science. Among the shared reasons is that it provides learners with access to abstract scientific concepts. As a result, teachers are encouraged to integrate IK into the teaching and learning of science. However, it seems that there are no explicit guidelines on how IK should be integrated into science classrooms. It is against this backdrop that this study sought to explore how the indigenous technology of making oshikundu (a non-alcoholic beverage) can be mobilised by Grade 8 Life Science teachers to mediate learning of diffusion in their classrooms. The study was underpinned by interpretive and indigenous research paradigms. Within these paradigms, a qualitative case study approach was employed. Four Grade 8 Life Science teachers from four different schools in Okahandja town, Otjozondjupa Region, Namibia, participated in this study. Additionally, an expert community member who was knowledgeable about the indigenous technology of making oshikundu was requested to demonstrate how to make it. In this event, the Life Science teachers had to identify the science concepts embedded in the practice. To gather data, this study made use of semi-structured interviews, workshop discussions, observations and journal reflections. Vygotsky’s sociocultural theory was used as a theoretical framework and Mavhunga and Rollnick’s topic-specific pedagogical content knowledge (TSPCK) was used as an analytical framework. The findings of this study revealed that the teachers’ understanding was positively influenced by the integration of IK which certainly assisted them to relate better to the concept of diffusion. This was validated when teachers extracted emerging science concepts from the indigenous technology of making oshikundu. The implication of this study is that expert community member presentations can greatly enhance sense making of science concepts. The study thus recommends that school-based teachers’ continuing professional development in collaboration with expert community members should be carried out to enhance both the teachers’ subject content knowledge and pedagogical content knowledge on IK integration. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Authors: Endjala, Alma Panduleni
- Date: 2023-10-13
- Subjects: Culturally relevant pedagogy Namibia , Diffusion Study and teaching (Secondary) Activity programs Namibia , Ethnoscience Namibia , Pedagogical content knowledge , Social learning , Science teachers Education (Continuing education) , Oshikundu
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419726 , vital:71670
- Description: The Namibian Science curriculum acknowledges that indigenous knowledge (IK) is an important basis for learning science. Among the shared reasons is that it provides learners with access to abstract scientific concepts. As a result, teachers are encouraged to integrate IK into the teaching and learning of science. However, it seems that there are no explicit guidelines on how IK should be integrated into science classrooms. It is against this backdrop that this study sought to explore how the indigenous technology of making oshikundu (a non-alcoholic beverage) can be mobilised by Grade 8 Life Science teachers to mediate learning of diffusion in their classrooms. The study was underpinned by interpretive and indigenous research paradigms. Within these paradigms, a qualitative case study approach was employed. Four Grade 8 Life Science teachers from four different schools in Okahandja town, Otjozondjupa Region, Namibia, participated in this study. Additionally, an expert community member who was knowledgeable about the indigenous technology of making oshikundu was requested to demonstrate how to make it. In this event, the Life Science teachers had to identify the science concepts embedded in the practice. To gather data, this study made use of semi-structured interviews, workshop discussions, observations and journal reflections. Vygotsky’s sociocultural theory was used as a theoretical framework and Mavhunga and Rollnick’s topic-specific pedagogical content knowledge (TSPCK) was used as an analytical framework. The findings of this study revealed that the teachers’ understanding was positively influenced by the integration of IK which certainly assisted them to relate better to the concept of diffusion. This was validated when teachers extracted emerging science concepts from the indigenous technology of making oshikundu. The implication of this study is that expert community member presentations can greatly enhance sense making of science concepts. The study thus recommends that school-based teachers’ continuing professional development in collaboration with expert community members should be carried out to enhance both the teachers’ subject content knowledge and pedagogical content knowledge on IK integration. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
Visual representations of linear algebraic expressions: a case study in a Grade 9 after-school mathematics club
- Authors: Herbert, Sindisiwe
- Date: 2023-10-13
- Subjects: Visual learning , Algebra Study and teaching (Secondary) South Africa , Algebras, Linear , After-school programs , Kinaesthetic learning
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424019 , vital:72116
- Description: Visualisation is commonly used as a tool in introducing algebra through visual or kinaesthetic sequences designed to prompt learners' development of a general rule for moving from a term's position to its output value. Fluency in both the concepts and the conventions of elementary algebra are essential to learners, as algebra forms the language in which many advanced mathematical ideas are encoded. Moreover, algebraic fluency is often associated with an ability to think abstractly about arithmetic processes. In many classrooms, however, research has shown that learners often focus on fluency in algebraic conventions rather than concepts, learning how to manipulate expressions without understanding the algorithms they are taught to follow. This trend can be linked to several causes, including teacher-centred mathematics classrooms in which learners are – whether implicitly or explicitly – encouraged to copy formulae and methods in order to ‘get it right in a test’ without necessarily grasping the underlying logical relationships. This case study, therefore, aimed to determine whether there was value in using visual, kinaesthetic models to broaden and deepen learners' use of algebra. To that end, in the context of an extra-curricular mathematics club that aimed to decentre the teachers and demand innovative ideas of the participants, six pairs of Grade 9 learners were tasked with creating visual representations of a linear algebraic expression using coloured building cubes. The responses to this task over the course of five assignments were many and varied and almost universally displayed a sustained internal logic that the learners were able to explain and develop. Most pairs began with a visual list of terms arranged in sets of towers, pyramids or, in one case, a spiral. At the end of the study, all but one of the pairs had settled on a Visual Expression, in which various colours were used to represent elements of the algebra such as the values of the coefficient, the variable and the constant term. The participants' representations grew in complexity over the course of the study and the conformity of the final responses showed that the club was a collaborative space in which learners shared ideas. However, the structure of the Visual Expressions and their own confessions of nerves about ‘getting it wrong’ in the interviews suggest that the participants were stuck in a mindset that led them to seek out and idealise the representation closest to the original algebra, even though that representation revealed little about the structural relationship underlying the expression. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Authors: Herbert, Sindisiwe
- Date: 2023-10-13
- Subjects: Visual learning , Algebra Study and teaching (Secondary) South Africa , Algebras, Linear , After-school programs , Kinaesthetic learning
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424019 , vital:72116
- Description: Visualisation is commonly used as a tool in introducing algebra through visual or kinaesthetic sequences designed to prompt learners' development of a general rule for moving from a term's position to its output value. Fluency in both the concepts and the conventions of elementary algebra are essential to learners, as algebra forms the language in which many advanced mathematical ideas are encoded. Moreover, algebraic fluency is often associated with an ability to think abstractly about arithmetic processes. In many classrooms, however, research has shown that learners often focus on fluency in algebraic conventions rather than concepts, learning how to manipulate expressions without understanding the algorithms they are taught to follow. This trend can be linked to several causes, including teacher-centred mathematics classrooms in which learners are – whether implicitly or explicitly – encouraged to copy formulae and methods in order to ‘get it right in a test’ without necessarily grasping the underlying logical relationships. This case study, therefore, aimed to determine whether there was value in using visual, kinaesthetic models to broaden and deepen learners' use of algebra. To that end, in the context of an extra-curricular mathematics club that aimed to decentre the teachers and demand innovative ideas of the participants, six pairs of Grade 9 learners were tasked with creating visual representations of a linear algebraic expression using coloured building cubes. The responses to this task over the course of five assignments were many and varied and almost universally displayed a sustained internal logic that the learners were able to explain and develop. Most pairs began with a visual list of terms arranged in sets of towers, pyramids or, in one case, a spiral. At the end of the study, all but one of the pairs had settled on a Visual Expression, in which various colours were used to represent elements of the algebra such as the values of the coefficient, the variable and the constant term. The participants' representations grew in complexity over the course of the study and the conformity of the final responses showed that the club was a collaborative space in which learners shared ideas. However, the structure of the Visual Expressions and their own confessions of nerves about ‘getting it wrong’ in the interviews suggest that the participants were stuck in a mindset that led them to seek out and idealise the representation closest to the original algebra, even though that representation revealed little about the structural relationship underlying the expression. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
Technological pedagogical content knowledge development: investigating secondary school teachers' integration and use of technology during emergency remote teaching in Endola education circuit
- Authors: Munyanyo, Johanna
- Date: 2023-10
- Subjects: Pedagogical content knowledge , Social distancing (Public health) and education , Distance teaching , Educational technology , Technological Pedagogical Content Knowledge
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423882 , vital:72101
- Description: The Covid-19 pandemic has created the largest disruption of education systems in human history. The closure of schools and other learning spaces has impacted billions of learners worldwide. The mitigative measures and many new standard operating procedures have brought restrictions and many challenges. The face-to-face traditional teaching method lost its value, and teaching shifted to distance through the integration of technologies. The integration of technologies necessitated the emergency remote teaching process, as it is one of the distance teaching modes that can make teaching possible even for less technologically privileged nations. Literature has shown that the integration and usage of technology during teaching support the development of technological pedagogical and content knowledge (TPACK) of teachers. This study, therefore, sought to investigate how the integration and use of technology during the emergency remote teaching of Covid-19 developed the secondary school teachers’ technological pedagogical and content knowledge. The study is underpinned by an interpretive paradigm, and a qualitative case study approach was employed. It was conducted in seven secondary schools in the Endola education circuit, Ohangwena region, with the purposeful participation of twenty-six secondary school teachers. Data was collected using semi-structured questionnaires and semi-structured interviews. The study was informed by Vygotsky’s (1978) sociocultural theory together with the TPACK framework of Thompson and Mishra (2007) as both theoretical and analytical frameworks. The study's results showed that teachers made use of existing technological resources to sustain their teaching efforts during ERT. They encountered various challenges, including a lack of technological expertise (knowledge) among both teachers and learners. The shift to virtual instruction during ERT supported teachers in developing proficient technological pedagogical content knowledge. This research concludes that schools possess the necessary technological infrastructure to enable teachers to incorporate technology into their teaching methods. Furthermore, it highlights that teachers generally hold favourable attitudes toward integrating technology into their instruction. Nevertheless, it recommends that there is a need for improving both in-service and pre-service teachers’ training and support for effectively teaching in online and blended learning environments. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Authors: Munyanyo, Johanna
- Date: 2023-10
- Subjects: Pedagogical content knowledge , Social distancing (Public health) and education , Distance teaching , Educational technology , Technological Pedagogical Content Knowledge
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423882 , vital:72101
- Description: The Covid-19 pandemic has created the largest disruption of education systems in human history. The closure of schools and other learning spaces has impacted billions of learners worldwide. The mitigative measures and many new standard operating procedures have brought restrictions and many challenges. The face-to-face traditional teaching method lost its value, and teaching shifted to distance through the integration of technologies. The integration of technologies necessitated the emergency remote teaching process, as it is one of the distance teaching modes that can make teaching possible even for less technologically privileged nations. Literature has shown that the integration and usage of technology during teaching support the development of technological pedagogical and content knowledge (TPACK) of teachers. This study, therefore, sought to investigate how the integration and use of technology during the emergency remote teaching of Covid-19 developed the secondary school teachers’ technological pedagogical and content knowledge. The study is underpinned by an interpretive paradigm, and a qualitative case study approach was employed. It was conducted in seven secondary schools in the Endola education circuit, Ohangwena region, with the purposeful participation of twenty-six secondary school teachers. Data was collected using semi-structured questionnaires and semi-structured interviews. The study was informed by Vygotsky’s (1978) sociocultural theory together with the TPACK framework of Thompson and Mishra (2007) as both theoretical and analytical frameworks. The study's results showed that teachers made use of existing technological resources to sustain their teaching efforts during ERT. They encountered various challenges, including a lack of technological expertise (knowledge) among both teachers and learners. The shift to virtual instruction during ERT supported teachers in developing proficient technological pedagogical content knowledge. This research concludes that schools possess the necessary technological infrastructure to enable teachers to incorporate technology into their teaching methods. Furthermore, it highlights that teachers generally hold favourable attitudes toward integrating technology into their instruction. Nevertheless, it recommends that there is a need for improving both in-service and pre-service teachers’ training and support for effectively teaching in online and blended learning environments. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
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