Exploring parents’ participation in school governance with the purpose of developing parents’ leadership: a formative intervention in a Namibian combined rural school
- Authors: Nghiteeka, Hileni
- Date: 2020
- Subjects: Educational leadership -- Namibia , Education, Secondary -- Parent participation – Namibia , Democracy and education -- Namibia , Transformational leadership -- Namibia , Rural schools -- Namibia , School management and organization – Namibia , Cultural Historical Activity Theory
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/145045 , vital:38403
- Description: In a post-independent Namibia, the Education Act 16 of 2001 accorded democratic rights and equal opportunities to all education stakeholders, including parents, to be involved in educational decision-making in schools. This involvement advocated increasing the voice of the educational stakeholders at a grass roots level in an attempt to redress the past injustices of the apartheid education system. However, the studies carried out internationally, as well as in Africa and Namibia, reveal that the issue of democratic participation in school decisions is a restricted reality. This study was conducted in Happy (pseudonym) combined school, a state rural school in the Oshikoto Region, Northern Namibia, aimed at exploring parents’ participation in school governance. The study adopted an interventionist approach to develop parents’ leadership in school. Framed by a distributed leadership perspective, the main purpose of the study was to seek parents’ voices through participation for them to be catalysts for change in transforming parents’ leadership in school. For its theoretical and analytical framing, the study adopted the Cultural Historical Activity Theory (CHAT). The study findings revealed that parents’ leadership as a concept was understood differently in the case study school and it was practiced within the boundaries of policies. Through the lens of distributed leadership, it was evident that distributed leadership was still in its infancy in the school, as only the characterisations of an authorised distributed leadership were evident in this school. The CHAT analysis revealed that parents’ leadership was constrained due to a number of challenges, including language barriers, transport to and from meetings and a lack of support from other parents and some teachers. Study participants, through participation in a Change Laboratory workshop process, envisioned some models such as raising funds to serve as an incentive for parents’ School Board members and for an information dissemination committee within the community to do educational campaigns in an effort to enhance parents’ leadership in school. To unleash distributed leadership in schools, the study offered some recommendations, including that parents’ leadership should be included as part of the curriculum at higher institutions in order to sensitise educators to this critical aspect of leadership, prior to joining the profession. Another recommendation was for stakeholders to make use of the study’s findings, when designing workshop materials and conducting workshops. Finally, the study recommended further interventionist research to be conducted on the same research topic, preferably on a larger scale, in an effort to add to the body of knowledge in the field of leadership and management, particularly with regards to parental leadership.
- Full Text:
- Date Issued: 2020
- Authors: Nghiteeka, Hileni
- Date: 2020
- Subjects: Educational leadership -- Namibia , Education, Secondary -- Parent participation – Namibia , Democracy and education -- Namibia , Transformational leadership -- Namibia , Rural schools -- Namibia , School management and organization – Namibia , Cultural Historical Activity Theory
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/145045 , vital:38403
- Description: In a post-independent Namibia, the Education Act 16 of 2001 accorded democratic rights and equal opportunities to all education stakeholders, including parents, to be involved in educational decision-making in schools. This involvement advocated increasing the voice of the educational stakeholders at a grass roots level in an attempt to redress the past injustices of the apartheid education system. However, the studies carried out internationally, as well as in Africa and Namibia, reveal that the issue of democratic participation in school decisions is a restricted reality. This study was conducted in Happy (pseudonym) combined school, a state rural school in the Oshikoto Region, Northern Namibia, aimed at exploring parents’ participation in school governance. The study adopted an interventionist approach to develop parents’ leadership in school. Framed by a distributed leadership perspective, the main purpose of the study was to seek parents’ voices through participation for them to be catalysts for change in transforming parents’ leadership in school. For its theoretical and analytical framing, the study adopted the Cultural Historical Activity Theory (CHAT). The study findings revealed that parents’ leadership as a concept was understood differently in the case study school and it was practiced within the boundaries of policies. Through the lens of distributed leadership, it was evident that distributed leadership was still in its infancy in the school, as only the characterisations of an authorised distributed leadership were evident in this school. The CHAT analysis revealed that parents’ leadership was constrained due to a number of challenges, including language barriers, transport to and from meetings and a lack of support from other parents and some teachers. Study participants, through participation in a Change Laboratory workshop process, envisioned some models such as raising funds to serve as an incentive for parents’ School Board members and for an information dissemination committee within the community to do educational campaigns in an effort to enhance parents’ leadership in school. To unleash distributed leadership in schools, the study offered some recommendations, including that parents’ leadership should be included as part of the curriculum at higher institutions in order to sensitise educators to this critical aspect of leadership, prior to joining the profession. Another recommendation was for stakeholders to make use of the study’s findings, when designing workshop materials and conducting workshops. Finally, the study recommended further interventionist research to be conducted on the same research topic, preferably on a larger scale, in an effort to add to the body of knowledge in the field of leadership and management, particularly with regards to parental leadership.
- Full Text:
- Date Issued: 2020
Exploring the influence of marine science camps on learners’ motivation and dispositions towards scientific inquiry
- Authors: Hambaze, Nozipiwo
- Date: 2020
- Subjects: Science projects , Marine sciences -- Study and teaching -- South Africa -- Case studies , Active learning , Science camps -- South Africa -- Case studies , Experiential learning , Science -- Study and teaching -- South Africa -- Case studies , Motivation in education -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163626 , vital:41062
- Description: For a number of years, it has been observed that learners’ motivation towards science has decreased , especially when th ey get to higher grades in secondary school. Strengthening learners’ motivation has become a very important area for educators to understand and reflect on. Many studies suggest that inquiry - based learning activities can provide a conducive learning enviro nment and build up learners ’ abilities and motivation to learn science beyond the classroom. It is against this backdrop that t his interventionist study s ought to investigate the influence of marine science camps on learners’ motivation towards scientific inquiry. The study was informed by Vygotsky ’s social constructivist theory and Wenger ’s community of practice theory. The participants were 21 grade 10 science learners from seven high schools in the Eastern Cape in South Africa. In order to answer the research questions , data w ere collected through the use of Student Motivation T owards Science Learning (SMTSL) questionnaires prior and post science camp, learner reflection journals and focus group interviews. Excel was used to analyse quantitative data w hereas an inductive - deductive thematic approach was used to analyse the qualitative data.The findin gs of the study revealed that through active participation learners’ dispositions shifted and became more positive after the scientific inquiry activity experience at the marine science camp. Furthermore , the findings of the study revealed that as a result of the marine science camp experiences learners were highly motivated to develop their own marine related science projects for the science fairs. Science fairs bear the testimony as one learner did not only co nduct a marine related project for a science fair but was awarded a gold medal at a regional science fair and a silver medal the national fair. The same lea r ne r was awarded an opportunity to present his project in other international fair. Notably also, l earners displayed increase science motivation as a result of participating at the marine science camp. iv This study thus recommends that i n order to enhance scie ntific inquiry among science learners, efforts in developing out - of - school programs not only by th e department of education but also other stakeholders such as universities are needed to inspire and motivate more learners in sciences. Additionally , pure sc ience faculties and social science s should work closely with each other to promote science.
- Full Text:
- Date Issued: 2020
- Authors: Hambaze, Nozipiwo
- Date: 2020
- Subjects: Science projects , Marine sciences -- Study and teaching -- South Africa -- Case studies , Active learning , Science camps -- South Africa -- Case studies , Experiential learning , Science -- Study and teaching -- South Africa -- Case studies , Motivation in education -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163626 , vital:41062
- Description: For a number of years, it has been observed that learners’ motivation towards science has decreased , especially when th ey get to higher grades in secondary school. Strengthening learners’ motivation has become a very important area for educators to understand and reflect on. Many studies suggest that inquiry - based learning activities can provide a conducive learning enviro nment and build up learners ’ abilities and motivation to learn science beyond the classroom. It is against this backdrop that t his interventionist study s ought to investigate the influence of marine science camps on learners’ motivation towards scientific inquiry. The study was informed by Vygotsky ’s social constructivist theory and Wenger ’s community of practice theory. The participants were 21 grade 10 science learners from seven high schools in the Eastern Cape in South Africa. In order to answer the research questions , data w ere collected through the use of Student Motivation T owards Science Learning (SMTSL) questionnaires prior and post science camp, learner reflection journals and focus group interviews. Excel was used to analyse quantitative data w hereas an inductive - deductive thematic approach was used to analyse the qualitative data.The findin gs of the study revealed that through active participation learners’ dispositions shifted and became more positive after the scientific inquiry activity experience at the marine science camp. Furthermore , the findings of the study revealed that as a result of the marine science camp experiences learners were highly motivated to develop their own marine related science projects for the science fairs. Science fairs bear the testimony as one learner did not only co nduct a marine related project for a science fair but was awarded a gold medal at a regional science fair and a silver medal the national fair. The same lea r ne r was awarded an opportunity to present his project in other international fair. Notably also, l earners displayed increase science motivation as a result of participating at the marine science camp. iv This study thus recommends that i n order to enhance scie ntific inquiry among science learners, efforts in developing out - of - school programs not only by th e department of education but also other stakeholders such as universities are needed to inspire and motivate more learners in sciences. Additionally , pure sc ience faculties and social science s should work closely with each other to promote science.
- Full Text:
- Date Issued: 2020
Exploring working with Grade 6 Elementary Agricultural Science teachers on how to integrate local knowledge in food preservation
- Authors: Sabina, Hashondili
- Date: 2020
- Subjects: Agriculture -- Study and teaching (Elementary) -- Namibia , Food -- Preservation -- Study and teaching (Elementary) -- Namibia , Education, Elementary -- Namibia , Ethnoscience -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/148093 , vital:38709
- Description: Many scholars have reported that science teachers are grappling with linking science to learners’ everyday life experiences and Namibian science teachers are no exception. As a result, learners are finding that scientific concepts often remain decontextualised and abstract. In light of this, the Namibian National Curriculum indicates that teaching and learning should start with the knowledge and experiences of learners from home. It also encourages teachers to integrate local knowledge into their science lessons but does not give proper guidelines on how science teachers should go about enacting this. This tension between curriculum formulation and implementation triggered my interest to carry out an interventionist research study aimed at exploring working with Grade 6 Elementary Agricultural Science teachers on how to integrate local knowledge on food preservation in particular. This study is underpinned by an interpretive paradigm, within which a qualitative case study was employed. It was conducted with three Grade 6 Elementary Agricultural Science teachers from three different schools in the Oshana region of Namibia. I used semi-structured interviews, document analysis, workshop discussions, participatory observation and reflections to gather data. Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge theories was used as lenses to analyse my data. The findings of the study revealed that the sample teachers understood what indigenous knowledge is and its benefits but struggled to integrate it in their lessons. The findings of the study further revealed that the presentations by the expert community members enabled these teachers to identify possible science topics that they could teach, using some of the traditional practices such as food preservation. The study thus recommends that teachers need to be supported on how to integrate local knowledge or indigenous knowledge in their classrooms. Teachers should therefore be involved in professional learning communities that will help them share their difficulties they encounter during their teaching practices and to collaboratively come up with strategies to overcome such difficulties. Community members who are custodians of the cultural heritage should be invited to share their indigenous knowledge with science teachers so that they can link it from community members to classroom science.
- Full Text:
- Date Issued: 2020
- Authors: Sabina, Hashondili
- Date: 2020
- Subjects: Agriculture -- Study and teaching (Elementary) -- Namibia , Food -- Preservation -- Study and teaching (Elementary) -- Namibia , Education, Elementary -- Namibia , Ethnoscience -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/148093 , vital:38709
- Description: Many scholars have reported that science teachers are grappling with linking science to learners’ everyday life experiences and Namibian science teachers are no exception. As a result, learners are finding that scientific concepts often remain decontextualised and abstract. In light of this, the Namibian National Curriculum indicates that teaching and learning should start with the knowledge and experiences of learners from home. It also encourages teachers to integrate local knowledge into their science lessons but does not give proper guidelines on how science teachers should go about enacting this. This tension between curriculum formulation and implementation triggered my interest to carry out an interventionist research study aimed at exploring working with Grade 6 Elementary Agricultural Science teachers on how to integrate local knowledge on food preservation in particular. This study is underpinned by an interpretive paradigm, within which a qualitative case study was employed. It was conducted with three Grade 6 Elementary Agricultural Science teachers from three different schools in the Oshana region of Namibia. I used semi-structured interviews, document analysis, workshop discussions, participatory observation and reflections to gather data. Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge theories was used as lenses to analyse my data. The findings of the study revealed that the sample teachers understood what indigenous knowledge is and its benefits but struggled to integrate it in their lessons. The findings of the study further revealed that the presentations by the expert community members enabled these teachers to identify possible science topics that they could teach, using some of the traditional practices such as food preservation. The study thus recommends that teachers need to be supported on how to integrate local knowledge or indigenous knowledge in their classrooms. Teachers should therefore be involved in professional learning communities that will help them share their difficulties they encounter during their teaching practices and to collaboratively come up with strategies to overcome such difficulties. Community members who are custodians of the cultural heritage should be invited to share their indigenous knowledge with science teachers so that they can link it from community members to classroom science.
- Full Text:
- Date Issued: 2020
Integrating local knowledge when mediating learning of food preservation in a Namibian multicultural Grade 6 class
- Shetunyenga, Shetunyenga Fillipus
- Authors: Shetunyenga, Shetunyenga Fillipus
- Date: 2020
- Subjects: Food -- Preservation -- Study and teaching (Elementary) -- Namibia , Ethnoscience -- Study and teaching (Elementary) -- Namibia , Ethnoscience -- Namibia , Education, Elementary -- Namibia , Multicultural education -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163602 , vital:41052
- Description: The challenge posed by multicultural classrooms has been acknowledged in many studies. Some scholars believe that the knowledge learners bring to school from their homes or community forms a basis for the knowledge to be acquired at school. That is, if learners’ cultural experiences and/or indigenous knowledge are integrated into teaching of science, learners might make good sense of science. Even though the Namibian National Curriculum has responded well to the calls of recognising and integrating indigeno us knowledge during teaching and learning, it has failed to provide guidance on how this should be done. Therefore, there is a need to minimise the gap between the intention of the National Curriculum and the implementation of this intended curriculum at classroom level. It is against this background that this study sought to investigate whether or not learners’ conceptions and attitudes are influenced by integrating local or indigenous knowledge when teaching food preservation in a Namibian multicultural classroom context. Underpinned by an interpretive paradigm, the study took the form of a mixed-method case study approach. It was conducted at an urban combined school in the Oshana region, Namibia. The sample consisted of 29 Grade 6 learners doing Agricultural Science, the grade 6 Agricultural Science teacher and four community members from different cultural groups. The community members were invited to demonstrate how they culturally preserve mahangu (wheat), fish, milk, and meat in their respective cultures. Data were generated using the pre-and post-intervention questionnaires, a group activity, observations (videotaped lessons) and learners’ journal reflections. Quantitative data from the pre- and post-intervention questionnaires were analysed deductively and presented in tables and graphs. On the other hand, a thematic approach was used to inductively analyse qualitative data, where Vygotsky’s (1978) socio-cultural theory was used as a theoretical lens focusing on culture, mediation, and social interactions. The findings of this study revealed that learners’ conceptions, attitudes, and interest shifted positively as a result of the integration of local or indigenous knowledge on food preservation. Additionally, during the presentations by the community members, learners were actively engaged, asking questions and showing interest in learning about other cultures. The study thus recommends that Agricultural Science or science teachers should, where possible, make efforts to integrate local or indigenous knowledge in their multicultural classrooms.
- Full Text:
- Date Issued: 2020
- Authors: Shetunyenga, Shetunyenga Fillipus
- Date: 2020
- Subjects: Food -- Preservation -- Study and teaching (Elementary) -- Namibia , Ethnoscience -- Study and teaching (Elementary) -- Namibia , Ethnoscience -- Namibia , Education, Elementary -- Namibia , Multicultural education -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163602 , vital:41052
- Description: The challenge posed by multicultural classrooms has been acknowledged in many studies. Some scholars believe that the knowledge learners bring to school from their homes or community forms a basis for the knowledge to be acquired at school. That is, if learners’ cultural experiences and/or indigenous knowledge are integrated into teaching of science, learners might make good sense of science. Even though the Namibian National Curriculum has responded well to the calls of recognising and integrating indigeno us knowledge during teaching and learning, it has failed to provide guidance on how this should be done. Therefore, there is a need to minimise the gap between the intention of the National Curriculum and the implementation of this intended curriculum at classroom level. It is against this background that this study sought to investigate whether or not learners’ conceptions and attitudes are influenced by integrating local or indigenous knowledge when teaching food preservation in a Namibian multicultural classroom context. Underpinned by an interpretive paradigm, the study took the form of a mixed-method case study approach. It was conducted at an urban combined school in the Oshana region, Namibia. The sample consisted of 29 Grade 6 learners doing Agricultural Science, the grade 6 Agricultural Science teacher and four community members from different cultural groups. The community members were invited to demonstrate how they culturally preserve mahangu (wheat), fish, milk, and meat in their respective cultures. Data were generated using the pre-and post-intervention questionnaires, a group activity, observations (videotaped lessons) and learners’ journal reflections. Quantitative data from the pre- and post-intervention questionnaires were analysed deductively and presented in tables and graphs. On the other hand, a thematic approach was used to inductively analyse qualitative data, where Vygotsky’s (1978) socio-cultural theory was used as a theoretical lens focusing on culture, mediation, and social interactions. The findings of this study revealed that learners’ conceptions, attitudes, and interest shifted positively as a result of the integration of local or indigenous knowledge on food preservation. Additionally, during the presentations by the community members, learners were actively engaged, asking questions and showing interest in learning about other cultures. The study thus recommends that Agricultural Science or science teachers should, where possible, make efforts to integrate local or indigenous knowledge in their multicultural classrooms.
- Full Text:
- Date Issued: 2020
Investigating conceptual teaching of word problems through visualisation processes: a case of selected Grad 9 mathematics teachers
- Authors: John, Ssennyomo Bernard
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Pythagorean theorem -- Study and teaching (Secondary) , Mathematics teachers -- South Africa , Visualization
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167497 , vital:41486
- Description: This study investigated how selected grade 9 mathematics teachers used visualisation strategies to conceptually teach Pythagoras' theorem word problems as a result of an intervention program. This research project is an integral component of the ViProMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. This case study of mathematics teachers in the John Taolo Gaetsewe (JTG) District in the Northern Cape Province, used a social constructivist theory. The study is grounded within an interpretive paradigm and used an explanatory sequential mixed methods design. It surveyed eighty-seven mathematics teachers from all the secondary schools in the JTG District, focusing on their experiences when using visualisation approaches to teach Pythagoras’ theorem word problems. After the survey, three teachers purposively selected from three different schools in the district took part in the intervention programme. I used a survey questionnaire, classroom observations and interviews to collect the data from the study participants. The data were analysed quantitatively and qualitatively. The findings from survey data revealed that while teachers in the JTG District acknowledge the importance and value of visualisation strategies in the teaching of Pythagoras’ theorem word problems, many of them are either using visuals minimally or not using them at all. Challenges such as lack of resources in schools, time constrains, a lack of support from subject advisers, among others were noted. This thus necessitated a need for an intervention with some teachers in the district, specifically focusing on the use of visualisation tools and skills to teach Pythagoras’ theorem word problems for conceptual understanding. Lessons observations showed that all observed teachers used visual models to generate images and used the models to develop mathematical ideas. The teachers used the images to create platforms for classroom discussions. The discussions were driven by questions which teachers asked both for ascertaining learners’ prior knowledge and for finding out if they understood what the teachers were teaching. Interviews revealed that teachers’ perceptions had changed because they now know how to make and use different models to build on learners’ prior knowledge, extend what they are teaching to real life and make sense of Pythagoras’ proposition in multiple ways and to establish connections among a rich set of mathematics concepts when teaching Pythagoras’ theorem word problems. This study concludes that the use of visual strategies has the potential of enhancing conceptual teaching of Pythagoras’ theorem word problems. The implications for teachers are that learners need to be taught how to create visual representations (both internally and externally) of the relations between objects in a word problem as this will help them in maximising understanding. Furthermore, it is hoped that the results of this study could be used by various stake holders who include inter alia, mathematics subject advisers and teacher training institutions to improve the teaching of Pythagoras’ theorem word problems.
- Full Text:
- Date Issued: 2020
- Authors: John, Ssennyomo Bernard
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Pythagorean theorem -- Study and teaching (Secondary) , Mathematics teachers -- South Africa , Visualization
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167497 , vital:41486
- Description: This study investigated how selected grade 9 mathematics teachers used visualisation strategies to conceptually teach Pythagoras' theorem word problems as a result of an intervention program. This research project is an integral component of the ViProMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. This case study of mathematics teachers in the John Taolo Gaetsewe (JTG) District in the Northern Cape Province, used a social constructivist theory. The study is grounded within an interpretive paradigm and used an explanatory sequential mixed methods design. It surveyed eighty-seven mathematics teachers from all the secondary schools in the JTG District, focusing on their experiences when using visualisation approaches to teach Pythagoras’ theorem word problems. After the survey, three teachers purposively selected from three different schools in the district took part in the intervention programme. I used a survey questionnaire, classroom observations and interviews to collect the data from the study participants. The data were analysed quantitatively and qualitatively. The findings from survey data revealed that while teachers in the JTG District acknowledge the importance and value of visualisation strategies in the teaching of Pythagoras’ theorem word problems, many of them are either using visuals minimally or not using them at all. Challenges such as lack of resources in schools, time constrains, a lack of support from subject advisers, among others were noted. This thus necessitated a need for an intervention with some teachers in the district, specifically focusing on the use of visualisation tools and skills to teach Pythagoras’ theorem word problems for conceptual understanding. Lessons observations showed that all observed teachers used visual models to generate images and used the models to develop mathematical ideas. The teachers used the images to create platforms for classroom discussions. The discussions were driven by questions which teachers asked both for ascertaining learners’ prior knowledge and for finding out if they understood what the teachers were teaching. Interviews revealed that teachers’ perceptions had changed because they now know how to make and use different models to build on learners’ prior knowledge, extend what they are teaching to real life and make sense of Pythagoras’ proposition in multiple ways and to establish connections among a rich set of mathematics concepts when teaching Pythagoras’ theorem word problems. This study concludes that the use of visual strategies has the potential of enhancing conceptual teaching of Pythagoras’ theorem word problems. The implications for teachers are that learners need to be taught how to create visual representations (both internally and externally) of the relations between objects in a word problem as this will help them in maximising understanding. Furthermore, it is hoped that the results of this study could be used by various stake holders who include inter alia, mathematics subject advisers and teacher training institutions to improve the teaching of Pythagoras’ theorem word problems.
- Full Text:
- Date Issued: 2020
Investigating how teacher leadership can be developed among teachers in a rural school Namibia
- Authors: Shapange, Laban
- Date: 2020
- Subjects: Technical education -- South Africa , Vocational education -- South Africa , Educational leadership -- South Africa , Postsecondary education -- South Africa -- Administration
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144728 , vital:38374
- Description: In established democracies, the notion of ‘singular’ school leadership practised by the principal has been challenged and a more expansive approach to leadership, which includes teacher leadership, is now widely accepted. However, in Namibia, as with many countries on the African continent, the idea of ‘singular’ school leadership embedded in the position of principal still prevails. Effective leadership is generally accepted as being core to effective school improvement. The evidence from the school improvement literature constantly highlights that productive leaders exercise an indirect influence on a school’s ability and potential to improve and enhance the achievement of learners. This influence does not necessarily come from senior managers only, but partly lies in the strength of middle level leaders and teachers. Research has shown that when teachers assume shared leadership in the redesign of the school, mentor their colleagues, engage in problem solving at the school level and provide professional growth opportunities for their colleagues, they can be effective in bringing about positive change. These findings triggered my interest to study the potential of this approach to teacher leadership development in Namibia. In this context, this study investigated how teacher leadership can be developed among the teachers in a combined school in rural Namibia. The study examined both the understanding of the concept and the practices of teacher leadership among the teachers and school management team and also aimed at bringing about transformation in their practice. The study was a qualitative case study, which took an interventionist approach, framed by Cultural Historical Activity Theory as the theoretical and analytical framework. In addition, the study also used Grant’s Model of Teacher Leadership as an analytical tool. Eleven teachers and three members of the management team took part in the study as research participants and were selected by means of the purposive sampling method. Data were generated from two different phases. The first phase of the study examined perceptions and practices of leadership, while in the second phase of the study, a series of intervention Change Laboratory Workshops were conducted. Document analysis, observations, focus group interviews and closed-ended questionnaires were used as data gathering tools. The study lasted for a period of six weeks. Data were analysed using inductive and abductive approaches. The main findings of the study revealed that teacher leadership is understood as an ability to influence and inspire both learners and other teachers. Furthermore, although the participants demonstrated an understanding of teacher leadership as a concept, their understanding of teacher leaders’ roles was more on classroom management and control of learners. Teacher leadership development was understood as the process of empowering teachers to take-up various roles and delegated functions through school structures such as committees and within the community. The study further revealed a number of cultural-historic contextual tensions that led to constraints of teacher leadership practice in the case study school. For example, school management team members were seen as a barrier to teacher leadership practice and development. Factors such as limited involvement of teachers in decision-making in the school and lack of school-based continuous professional development programmes for teachers emerged as causes that constrained teacher leadership practice and development in the case study school. The Change Laboratory Workshop findings suggested that in the participants’ view, the revival of the different school committees would especially make a positive contribution to teacher leadership practice and development at the case study school.
- Full Text:
- Date Issued: 2020
- Authors: Shapange, Laban
- Date: 2020
- Subjects: Technical education -- South Africa , Vocational education -- South Africa , Educational leadership -- South Africa , Postsecondary education -- South Africa -- Administration
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144728 , vital:38374
- Description: In established democracies, the notion of ‘singular’ school leadership practised by the principal has been challenged and a more expansive approach to leadership, which includes teacher leadership, is now widely accepted. However, in Namibia, as with many countries on the African continent, the idea of ‘singular’ school leadership embedded in the position of principal still prevails. Effective leadership is generally accepted as being core to effective school improvement. The evidence from the school improvement literature constantly highlights that productive leaders exercise an indirect influence on a school’s ability and potential to improve and enhance the achievement of learners. This influence does not necessarily come from senior managers only, but partly lies in the strength of middle level leaders and teachers. Research has shown that when teachers assume shared leadership in the redesign of the school, mentor their colleagues, engage in problem solving at the school level and provide professional growth opportunities for their colleagues, they can be effective in bringing about positive change. These findings triggered my interest to study the potential of this approach to teacher leadership development in Namibia. In this context, this study investigated how teacher leadership can be developed among the teachers in a combined school in rural Namibia. The study examined both the understanding of the concept and the practices of teacher leadership among the teachers and school management team and also aimed at bringing about transformation in their practice. The study was a qualitative case study, which took an interventionist approach, framed by Cultural Historical Activity Theory as the theoretical and analytical framework. In addition, the study also used Grant’s Model of Teacher Leadership as an analytical tool. Eleven teachers and three members of the management team took part in the study as research participants and were selected by means of the purposive sampling method. Data were generated from two different phases. The first phase of the study examined perceptions and practices of leadership, while in the second phase of the study, a series of intervention Change Laboratory Workshops were conducted. Document analysis, observations, focus group interviews and closed-ended questionnaires were used as data gathering tools. The study lasted for a period of six weeks. Data were analysed using inductive and abductive approaches. The main findings of the study revealed that teacher leadership is understood as an ability to influence and inspire both learners and other teachers. Furthermore, although the participants demonstrated an understanding of teacher leadership as a concept, their understanding of teacher leaders’ roles was more on classroom management and control of learners. Teacher leadership development was understood as the process of empowering teachers to take-up various roles and delegated functions through school structures such as committees and within the community. The study further revealed a number of cultural-historic contextual tensions that led to constraints of teacher leadership practice in the case study school. For example, school management team members were seen as a barrier to teacher leadership practice and development. Factors such as limited involvement of teachers in decision-making in the school and lack of school-based continuous professional development programmes for teachers emerged as causes that constrained teacher leadership practice and development in the case study school. The Change Laboratory Workshop findings suggested that in the participants’ view, the revival of the different school committees would especially make a positive contribution to teacher leadership practice and development at the case study school.
- Full Text:
- Date Issued: 2020
Investigating meaningful and critical teaching of poetry in English First Additional Language: a case of two Grade 11 classrooms in Lusikisiki District, Eastern Cape
- Authors: Dlamini, Sibongile Melody
- Date: 2020
- Subjects: Poetry -- Study and teaching (Secondary) -- South Africa -- Lusikisiki , Second language acquisition , Critical discourse analysis , Literacy -- South Africa -- Lusikisiki , Culturally relevant pedagogy -- South Africa -- Lusikisiki
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/130636 , vital:36449
- Description: Poetry stands out among literary genres as a rich resource for language teaching and learning (Danesh & Shirkhani, 2015). However, according to some reports on Grade 12 English First Additional Language in the Eastern Cape, poetry is a particularly challenging genre to both teachers and learners. This background has given rise to this study, which aimed to investigate the critical and meaningful teaching of poetry in Grade 11, a class preparing learners for Grade 12. This interpretive qualitative case study drew on Vygotsky’s (1978) socio-cultural theory of cognitive development, which states that learners’ best knowledge is produced when co-operative learning takes place, with the help of the teacher. Purposive sampling was used to select two high schools from Lusikisiki district in the Eastern Cape, and one Grade 11 class and one teacher from each school. Lesson observations, document analysis, semi-structured interviews with the teachers, and focus group discussions with the learners were used to collect data. Cultural-Historical Activity Theory, Critical Discourse Analysis, Dutta’s (2001) model of poetry learning, as well as insights from Vygotsky’s socio-cultural theory were used to analyse data. In addition, Four Reader Roles by Freebody and Luke (1990) were employed as a data analysis tool to find out the degree to which the poetry teaching developed learners into code breakers, text users, text participants and text analysts. The data revealed that both teachers and learners had a limited understanding of and negative attitudes towards poetry, and this affects the way teachers teach as well as how learners learn poetry. It also indicated that a teacher-centred approach constrains meaning and critical poetry teaching and learning. The findings suggested that in place of the traditional way of poetry teaching, teachers need to learn, develop and use innovative teaching strategies to strengthen poetry understanding in learners.
- Full Text:
- Date Issued: 2020
- Authors: Dlamini, Sibongile Melody
- Date: 2020
- Subjects: Poetry -- Study and teaching (Secondary) -- South Africa -- Lusikisiki , Second language acquisition , Critical discourse analysis , Literacy -- South Africa -- Lusikisiki , Culturally relevant pedagogy -- South Africa -- Lusikisiki
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/130636 , vital:36449
- Description: Poetry stands out among literary genres as a rich resource for language teaching and learning (Danesh & Shirkhani, 2015). However, according to some reports on Grade 12 English First Additional Language in the Eastern Cape, poetry is a particularly challenging genre to both teachers and learners. This background has given rise to this study, which aimed to investigate the critical and meaningful teaching of poetry in Grade 11, a class preparing learners for Grade 12. This interpretive qualitative case study drew on Vygotsky’s (1978) socio-cultural theory of cognitive development, which states that learners’ best knowledge is produced when co-operative learning takes place, with the help of the teacher. Purposive sampling was used to select two high schools from Lusikisiki district in the Eastern Cape, and one Grade 11 class and one teacher from each school. Lesson observations, document analysis, semi-structured interviews with the teachers, and focus group discussions with the learners were used to collect data. Cultural-Historical Activity Theory, Critical Discourse Analysis, Dutta’s (2001) model of poetry learning, as well as insights from Vygotsky’s socio-cultural theory were used to analyse data. In addition, Four Reader Roles by Freebody and Luke (1990) were employed as a data analysis tool to find out the degree to which the poetry teaching developed learners into code breakers, text users, text participants and text analysts. The data revealed that both teachers and learners had a limited understanding of and negative attitudes towards poetry, and this affects the way teachers teach as well as how learners learn poetry. It also indicated that a teacher-centred approach constrains meaning and critical poetry teaching and learning. The findings suggested that in place of the traditional way of poetry teaching, teachers need to learn, develop and use innovative teaching strategies to strengthen poetry understanding in learners.
- Full Text:
- Date Issued: 2020
Investigating visual literacy development through advertisements: a case of Grade 7 English Language Teaching in Mount Frere District, Eastern Cape
- Authors: Mbuqe, Zolile Patrick
- Date: 2020
- Subjects: Visual literacy , English language -- Study and teaching -- Audio-visual aids , Second language acquisition -- South Africa , English language -- Study and teaching -- Activity programs , Advertising -- Study and teaching , Visual learning , English language -- Study and teaching -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/143458 , vital:38248
- Description: Although the Curriculum and Assessment Policy Statement lists visual literacy as one of the aspects of English First Additional Language in Grades 4-12, many teachers face challenges in teaching it. This study aimed to investigate visual literacy development through advertisements. Drawing on Cultural Historical Activity Theory, this qualitative intervention designed two research phases in which data was collected and analysed. The first phase, a pre-intervention, included lesson observation, analysis of documents and post-lesson semi-structured interviews. Based on Phase One findings and using advertisements as an entry point in developing visual literacy, Phase Two occurred at a change laboratory workshop and engaged eight teachers with the dynamics of meaning making and teaching. This data was analysed using elements of social semiotics and Serafini’s resource practices. The key findings are that despite low visual literacy understanding and practices, rigorous formative intervention indicated advancement in teachers’ understanding of visual literacy. In addition, through this intervention, teachers developed agency in dealing with schooling adversities such as lack of resources and knowledge hence further formative intervention research in visual literacy is recommended for both EFAL subject advisors and teachers.
- Full Text:
- Date Issued: 2020
- Authors: Mbuqe, Zolile Patrick
- Date: 2020
- Subjects: Visual literacy , English language -- Study and teaching -- Audio-visual aids , Second language acquisition -- South Africa , English language -- Study and teaching -- Activity programs , Advertising -- Study and teaching , Visual learning , English language -- Study and teaching -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/143458 , vital:38248
- Description: Although the Curriculum and Assessment Policy Statement lists visual literacy as one of the aspects of English First Additional Language in Grades 4-12, many teachers face challenges in teaching it. This study aimed to investigate visual literacy development through advertisements. Drawing on Cultural Historical Activity Theory, this qualitative intervention designed two research phases in which data was collected and analysed. The first phase, a pre-intervention, included lesson observation, analysis of documents and post-lesson semi-structured interviews. Based on Phase One findings and using advertisements as an entry point in developing visual literacy, Phase Two occurred at a change laboratory workshop and engaged eight teachers with the dynamics of meaning making and teaching. This data was analysed using elements of social semiotics and Serafini’s resource practices. The key findings are that despite low visual literacy understanding and practices, rigorous formative intervention indicated advancement in teachers’ understanding of visual literacy. In addition, through this intervention, teachers developed agency in dealing with schooling adversities such as lack of resources and knowledge hence further formative intervention research in visual literacy is recommended for both EFAL subject advisors and teachers.
- Full Text:
- Date Issued: 2020
Mobilising the indigenous practice of making Oshikundu using an inquiry-based approach to support Grade 8 Life Science teachers in mediating learning of enzymes
- Shinana, Ester Ndakondja Lineekela
- Authors: Shinana, Ester Ndakondja Lineekela
- Date: 2020
- Subjects: Education, Secondary -- Namibia , Ethnoscience -- Namibia , Fermented beverages -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Enzymes -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163615 , vital:41061
- Description: The Namibian curriculum encourages Life Science teachers to integrate indigenous knowledge into their science lessons. Additionally, it also encourages teachers to promote scientific inquiry in their science classrooms. However, it is not clear how Life Science teachers should go about doing this. As a result, science is taught in decontextualised ways and inquiry-based methods are neglected. It is against this background that this study sought to mobilise the indigenous practice of making oshikundu to mediate learning of enzymes and to promote inquiry-based methods. Essentially, an attempt was made to mediate the learning of enzymes through inquiry-based methods using, in particular, the Predict-Explain-Explore-Observe-Explain (PEEOE)approach.The approach entails learners making predictions and providing explanations for their predictions before they do their observations. The study employed a qualitative case study approach underpinned by an interpretive paradigm. It was conducted at two schools in the Omusati Region in Namibia and three Life Science teachers (two from one school and one from a different school) participated in this study.A variety of data gathering techniques such as document analysis, workshop discussions, participatory observation, and journal reflections were used to gather data and for triangulation purposes. A thematic approach to data analysis was adopted and data analysis and interpretation we redone inductively using Vygotsky’s socio-cultural theory and Shulman’s Pedagogical Content Kno Knowledge (TSPCK) model was used as the analytical framework to identify and improve the quality of Life Science teachers’ PCK in the topic of enzyme s in particular. Findings from this study revealed that some teachers had a narrow understanding of the concept of scientific inquiry, whereas some demonstrated a better understanding of the concept and how it is used in Life Science classrooms. The findings also revealed that the understanding of the teachers of an inquiry approach and how they understood science should be taught, further influenced their practice ; this was in addition to resource constraints. Furthermore, it was also established that some teachers did not include the concept of enzymes in their teaching. The workshop intervention equipped teachers with the knowledge on an inquiry approach and how to promote scientific inquiry skills in their classrooms. Likewise, the practical demonstration of making oshikundu also equipped the teachers with the knowledge of enzymes and together with the PEEOE approach, how to teach enzyme s using an inquiry approach. Teachers experienced challenges, as they had to use their creative, critical thinking and reasoning skills in order to identify the scientific concepts from the practical demonstration of oshikundu. The study suggests that there is a need for professional development programmes focusing specifically on supporting in-service science teachers’ understanding of inquiry and how to use the inquiry-based approach in their classrooms. Equally, the pre-service science teachers need such preparations during their training. Furthermore, the study also presents that there is a need to engage both pre-service and in-service teachers deeply with the new content of the Life Science syllabus.
- Full Text:
- Date Issued: 2020
- Authors: Shinana, Ester Ndakondja Lineekela
- Date: 2020
- Subjects: Education, Secondary -- Namibia , Ethnoscience -- Namibia , Fermented beverages -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Enzymes -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163615 , vital:41061
- Description: The Namibian curriculum encourages Life Science teachers to integrate indigenous knowledge into their science lessons. Additionally, it also encourages teachers to promote scientific inquiry in their science classrooms. However, it is not clear how Life Science teachers should go about doing this. As a result, science is taught in decontextualised ways and inquiry-based methods are neglected. It is against this background that this study sought to mobilise the indigenous practice of making oshikundu to mediate learning of enzymes and to promote inquiry-based methods. Essentially, an attempt was made to mediate the learning of enzymes through inquiry-based methods using, in particular, the Predict-Explain-Explore-Observe-Explain (PEEOE)approach.The approach entails learners making predictions and providing explanations for their predictions before they do their observations. The study employed a qualitative case study approach underpinned by an interpretive paradigm. It was conducted at two schools in the Omusati Region in Namibia and three Life Science teachers (two from one school and one from a different school) participated in this study.A variety of data gathering techniques such as document analysis, workshop discussions, participatory observation, and journal reflections were used to gather data and for triangulation purposes. A thematic approach to data analysis was adopted and data analysis and interpretation we redone inductively using Vygotsky’s socio-cultural theory and Shulman’s Pedagogical Content Kno Knowledge (TSPCK) model was used as the analytical framework to identify and improve the quality of Life Science teachers’ PCK in the topic of enzyme s in particular. Findings from this study revealed that some teachers had a narrow understanding of the concept of scientific inquiry, whereas some demonstrated a better understanding of the concept and how it is used in Life Science classrooms. The findings also revealed that the understanding of the teachers of an inquiry approach and how they understood science should be taught, further influenced their practice ; this was in addition to resource constraints. Furthermore, it was also established that some teachers did not include the concept of enzymes in their teaching. The workshop intervention equipped teachers with the knowledge on an inquiry approach and how to promote scientific inquiry skills in their classrooms. Likewise, the practical demonstration of making oshikundu also equipped the teachers with the knowledge of enzymes and together with the PEEOE approach, how to teach enzyme s using an inquiry approach. Teachers experienced challenges, as they had to use their creative, critical thinking and reasoning skills in order to identify the scientific concepts from the practical demonstration of oshikundu. The study suggests that there is a need for professional development programmes focusing specifically on supporting in-service science teachers’ understanding of inquiry and how to use the inquiry-based approach in their classrooms. Equally, the pre-service science teachers need such preparations during their training. Furthermore, the study also presents that there is a need to engage both pre-service and in-service teachers deeply with the new content of the Life Science syllabus.
- Full Text:
- Date Issued: 2020
The development of teacher leadership: a formative interventionist study in a semi-urban secondary school of Khomas region in Namibia
- Authors: Shilongo, Justina
- Date: 2020
- Subjects: Educational leadership -- Namibia , Educational leadership -- Namibia -- Case studies , Education -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144923 , vital:38392
- Description: Historically the education system in Namibia was shaped by the policies of the apartheid ideology (Amukugo, 1993). During that time, authority and responsibility were centralised and teachers were not part of the decision making process. By then, most people expected to be told what to do and would not initiate something on their own, a culture inherited that even exists today. In addition, opportunities were not given to teachers to develop as leaders. While Namibians have this history on record, the fact remains that the way in which apartheid laws were put in place, the ideological basis of the policy of apartheid and its impact, was not supportive of the ideas of democracy that Namibia is advocating for today. Despite a number of series of policy guidelines and directives issued to guide the development of a democratic culture in the education sector, less is happening about the leadership of teachers in schools. This stimulated me to conduct an activity theoretical interventionist research, aimed at exploring what opportunities there are for teachers to develop as leaders. This study is a case study, operating from a generative standpoint. The study was conducted in a semi-urban secondary school in Windhoek, Khomas Region, Namibia. The study took a formative intervention approach as it sought to bring about change to practice in the case study school and also to contribute to a body of knowledge in the field of study. This qualitative study employed interviews, observations, document analysis and WhatsApp messaging as data generation tools. Crystallised data revealed multiple realities that demonstrated meaningful and trustworthy data. To analyse data the study employed inductive and abductive analysis to make data meaningful to the reader. Thus, to explore teacher leadership development in a semi-urban secondary school, Change Laboratories Workshops was used as a method to gather and analyse data, as underpinned by 2nd generation CHAT. Grant’s (2017) model of teacher leadership was also used to analyse the data and indicate where teacher leadership roles were mostly visible from all four zones. The findings revealed that there were different understandings of the notion of teacher leadership. It was understood as the possession of certain qualities, a managerial role, an involvement in the decision-making process and a form of social responsibility. It was also revealed that teachers led in all four zones (Grant, 2017b), however participants were not active in all the roles. High participation was noticed in zone one, within the classroom; zone two, leading in curricular and extra-curricular activities and zone four, leading beyond the school into the community. This study explored teacher leadership development and at length identified the conditions that constrained and enabled teachers to develop as leaders in a secondary school. The factors that constrained teacher leadership in the case study school were: lack of time, demanding workloads and other commitments, lack of interest in extramural activities and SMT support for initiatives. Fear and unwillingness to take on leadership roles, narrow views on leadership and ingrained traditional leadership structures, limited leadership capacity building initiatives and the absence of clear educational policies on teacher leadership were also identified. The high involvement in zone one, two and four were attributed to some mechanisms the school put in place to promote teacher leadership, such as through various committees set-up, as well as a culture of mutual care and love. During the change laboratory workshops, teachers opted to be trained in leadership-related matters and to revive the CPD committee.
- Full Text:
- Date Issued: 2020
- Authors: Shilongo, Justina
- Date: 2020
- Subjects: Educational leadership -- Namibia , Educational leadership -- Namibia -- Case studies , Education -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144923 , vital:38392
- Description: Historically the education system in Namibia was shaped by the policies of the apartheid ideology (Amukugo, 1993). During that time, authority and responsibility were centralised and teachers were not part of the decision making process. By then, most people expected to be told what to do and would not initiate something on their own, a culture inherited that even exists today. In addition, opportunities were not given to teachers to develop as leaders. While Namibians have this history on record, the fact remains that the way in which apartheid laws were put in place, the ideological basis of the policy of apartheid and its impact, was not supportive of the ideas of democracy that Namibia is advocating for today. Despite a number of series of policy guidelines and directives issued to guide the development of a democratic culture in the education sector, less is happening about the leadership of teachers in schools. This stimulated me to conduct an activity theoretical interventionist research, aimed at exploring what opportunities there are for teachers to develop as leaders. This study is a case study, operating from a generative standpoint. The study was conducted in a semi-urban secondary school in Windhoek, Khomas Region, Namibia. The study took a formative intervention approach as it sought to bring about change to practice in the case study school and also to contribute to a body of knowledge in the field of study. This qualitative study employed interviews, observations, document analysis and WhatsApp messaging as data generation tools. Crystallised data revealed multiple realities that demonstrated meaningful and trustworthy data. To analyse data the study employed inductive and abductive analysis to make data meaningful to the reader. Thus, to explore teacher leadership development in a semi-urban secondary school, Change Laboratories Workshops was used as a method to gather and analyse data, as underpinned by 2nd generation CHAT. Grant’s (2017) model of teacher leadership was also used to analyse the data and indicate where teacher leadership roles were mostly visible from all four zones. The findings revealed that there were different understandings of the notion of teacher leadership. It was understood as the possession of certain qualities, a managerial role, an involvement in the decision-making process and a form of social responsibility. It was also revealed that teachers led in all four zones (Grant, 2017b), however participants were not active in all the roles. High participation was noticed in zone one, within the classroom; zone two, leading in curricular and extra-curricular activities and zone four, leading beyond the school into the community. This study explored teacher leadership development and at length identified the conditions that constrained and enabled teachers to develop as leaders in a secondary school. The factors that constrained teacher leadership in the case study school were: lack of time, demanding workloads and other commitments, lack of interest in extramural activities and SMT support for initiatives. Fear and unwillingness to take on leadership roles, narrow views on leadership and ingrained traditional leadership structures, limited leadership capacity building initiatives and the absence of clear educational policies on teacher leadership were also identified. The high involvement in zone one, two and four were attributed to some mechanisms the school put in place to promote teacher leadership, such as through various committees set-up, as well as a culture of mutual care and love. During the change laboratory workshops, teachers opted to be trained in leadership-related matters and to revive the CPD committee.
- Full Text:
- Date Issued: 2020
The potential of Geography fieldwork projects to develop action competence in response to social-ecological concerns: a case study of two Grade 10 Geography classes in Northern Namibia
- Authors: Mwiila, Modestus
- Date: 2020
- Subjects: Geography -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/126563 , vital:35901
- Description: The study explored the potential of Geography fieldwork projects to develop learners’ action competence in response to social-ecological problems in two schools in the Omusati and Oshana Education Regions. The study investigates ways in which learners’ activities create an opportunity for them to act for the environment. That is, to investigate ways in which learners can be shaped into environmentally literate citizens who act for the environment. A total of 43 grade 10 learners and two grade 10 Geography teachers participated in this qualitative, interpretive case study. Data was generated through document analysis, focus group interview with learners, semi-structured interviews with educators, and participant observations. Such data were analysed into three phases, first inductively and then abductively using Jensen’s (2004) Investigations, Visions, Actions and Change (IVAC) model to produce analytic statements that form the basis of the research findings. The study found that Geography fieldwork projects foster understandings of environmental problems in a local area. Through fieldwork projects, schools initiate indirect environmental actions, however, some environmental problems are too large or complex to be resolved by the actions initiated by learners. Based on these findings, the study identifies Geography fieldwork as an opportunity to create a community of practice in effort to address socioecological concerns. The study further recommends that learners should be allowed to engage with both social investigative actions and technical, scientific investigative actions when doing project work.
- Full Text:
- Date Issued: 2020
- Authors: Mwiila, Modestus
- Date: 2020
- Subjects: Geography -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/126563 , vital:35901
- Description: The study explored the potential of Geography fieldwork projects to develop learners’ action competence in response to social-ecological problems in two schools in the Omusati and Oshana Education Regions. The study investigates ways in which learners’ activities create an opportunity for them to act for the environment. That is, to investigate ways in which learners can be shaped into environmentally literate citizens who act for the environment. A total of 43 grade 10 learners and two grade 10 Geography teachers participated in this qualitative, interpretive case study. Data was generated through document analysis, focus group interview with learners, semi-structured interviews with educators, and participant observations. Such data were analysed into three phases, first inductively and then abductively using Jensen’s (2004) Investigations, Visions, Actions and Change (IVAC) model to produce analytic statements that form the basis of the research findings. The study found that Geography fieldwork projects foster understandings of environmental problems in a local area. Through fieldwork projects, schools initiate indirect environmental actions, however, some environmental problems are too large or complex to be resolved by the actions initiated by learners. Based on these findings, the study identifies Geography fieldwork as an opportunity to create a community of practice in effort to address socioecological concerns. The study further recommends that learners should be allowed to engage with both social investigative actions and technical, scientific investigative actions when doing project work.
- Full Text:
- Date Issued: 2020
The role of expansive learning in the potential development of rural youth as value creators: a case study of youth farming activity in the Amahlathi Local Municipality in the Eastern Cape
- Authors: Matiwane, Lwazi Mandilive
- Date: 2020
- Subjects: Environmental education -- South Africa -- Lenye , Rural development -- South Africa -- Lenye , Unemployed youth -- South Africa -- Lenye , Social learning -- South Africa -- Lenye , Educational change -- South Africa -- Lenye , Youth in development -- South Africa -- Lenye , Sustainable development -- South Africa -- Lenye , Agriculture -- Study and teaching -- Activity programs , Active learning -- South Africa -- Lenye , Cultural Historical Activity Theory
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/146034 , vital:38489
- Description: Environmental sustainability and agriculture are key development and transformational concerns in South Africa while rural development and youth unemployment are key national issues pertinent in the Eastern Cape which ranks in the top three provinces for both concerns. As a formative interventionist researcher, working in a singular case study with youth in Lenye village located in the Eastern Cape Province of South Africa, I sought to investigate the following: Can, and if so, how can expansive learning facilitated by a change laboratory intervention contribute to the development of youth as potential value creators for rural development? This was investigated through the following sub questions: 1) What value is created at each point of the expansive learning process of the change laboratory process and for who? 2) What value can still be created at each point of the expansive learning process of the change laboratory? 3) How is that value created via an expansive learning process? I collected data as I participated as a youth member through: extended contextual profiling via a focus group interview, individual interviews, note taking and document analysis. Furthermore, I attended village meetings, youth meetings and emergent youth development/youth in agriculture/agriculture opportunities. Additionally, change laboratory workshops were conducted and I used audio recordings and notes to capture data. The data collected was then analysed through second generation Cultural Historical Activity Theory using the concepts of immediate, potential, applied, realised and reframing value. In conclusion, the expansive learning process may contribute to the development of rural youth as value creators for sustainable development through youth development, agriculture and community development. All forms of value were created along the expansive learning process for the formative interventionist researcher, the Lenye youth and the greater Lenye youth community. All forms of value may still be created for the Lenye youth, the formative interventionist researcher and the greater Lenye youth community.
- Full Text:
- Date Issued: 2020
- Authors: Matiwane, Lwazi Mandilive
- Date: 2020
- Subjects: Environmental education -- South Africa -- Lenye , Rural development -- South Africa -- Lenye , Unemployed youth -- South Africa -- Lenye , Social learning -- South Africa -- Lenye , Educational change -- South Africa -- Lenye , Youth in development -- South Africa -- Lenye , Sustainable development -- South Africa -- Lenye , Agriculture -- Study and teaching -- Activity programs , Active learning -- South Africa -- Lenye , Cultural Historical Activity Theory
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/146034 , vital:38489
- Description: Environmental sustainability and agriculture are key development and transformational concerns in South Africa while rural development and youth unemployment are key national issues pertinent in the Eastern Cape which ranks in the top three provinces for both concerns. As a formative interventionist researcher, working in a singular case study with youth in Lenye village located in the Eastern Cape Province of South Africa, I sought to investigate the following: Can, and if so, how can expansive learning facilitated by a change laboratory intervention contribute to the development of youth as potential value creators for rural development? This was investigated through the following sub questions: 1) What value is created at each point of the expansive learning process of the change laboratory process and for who? 2) What value can still be created at each point of the expansive learning process of the change laboratory? 3) How is that value created via an expansive learning process? I collected data as I participated as a youth member through: extended contextual profiling via a focus group interview, individual interviews, note taking and document analysis. Furthermore, I attended village meetings, youth meetings and emergent youth development/youth in agriculture/agriculture opportunities. Additionally, change laboratory workshops were conducted and I used audio recordings and notes to capture data. The data collected was then analysed through second generation Cultural Historical Activity Theory using the concepts of immediate, potential, applied, realised and reframing value. In conclusion, the expansive learning process may contribute to the development of rural youth as value creators for sustainable development through youth development, agriculture and community development. All forms of value were created along the expansive learning process for the formative interventionist researcher, the Lenye youth and the greater Lenye youth community. All forms of value may still be created for the Lenye youth, the formative interventionist researcher and the greater Lenye youth community.
- Full Text:
- Date Issued: 2020
Towards realising the benefits of citizen participation in environmental monitoring: a case study in an Eastern Cape natural resource management programme
- Authors: Mtati, Nosiseko
- Date: 2020
- Subjects: Tsitsa Project , Rural development projects -- South Africa -- Eastern Cape , Environmental monitoring -- South Africa -- Tsitsa River , Environmental monitoring -- Citizen participation -- South Africa -- Tsitsa River , Water supply, Agricultural -- South Africa -- Tsitsa River , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167562 , vital:41492
- Description: The Tsitsa Project focusses on land use management and rural livelihoods in the Tsitsa River catchment in the Eastern Cape Province of South Africa. It is funded by the Department of Environmental Affairs and the environmental monitoring initiative is implemented by Rhodes University, where I am employed as the catchment coordinator. This study explores the environmental monitoring initiative within the bigger Tsitsa Project. Community members in the catchment monitor sediment transportation in the Tsitsa River and its tributaries, which originally became of interest because it is proposed that a dam (Ntabelanga Dam) be established here. This study aims to understand citizen environmental monitoring in the Tsitsa Project; what the project managers regarded as benefits; and how the monitors themselves perceived benefits of participating as monitors. A realist approach was followed, in order to understand the connections between the context and the mechanisms in the project, and how these combined to result in the outcomes observed. Realist research emphasises the importance of context in shaping outcomes such as the achieved benefits of citizen monitoring. Data was collected using a case study method, where each individual monitor and their particular context, was regarded as a case. Semistructured interviews were conducted with 17 monitors and five Tsitsa Project staff; this was supported by field notes and the reviewing of project documents including field reports. The realist analysis looked at the context of the monitors in general and the mechanisms applied by the project in recruiting, training and managing the monitors. A second layer of mechanisms was identified as those responses from the monitors to what the project was introducing to them. Outcomes were both positive and negative, including how long monitors remained in the initiative, what benefits they derived from the process, and what potential benefits they did not achieve. This included lost opportunities to provide recognition for skills and experience gained. Recommendations are made regarding the recruitment, training and management of monitors, to optimise benefits for the monitors, the host institution and the initiative’s staff. The study is significant because of its particular yet representative characteristics and it will assist both the Tsitsa Project, which aims to expand its citizen environmental monitoring initiative, as well as wider Natural Resource Management Programmes in South Africa. It is also hoped that it will contribute to the literature on environmental monitoring as a little researched form of citizen science globally.
- Full Text:
- Date Issued: 2020
- Authors: Mtati, Nosiseko
- Date: 2020
- Subjects: Tsitsa Project , Rural development projects -- South Africa -- Eastern Cape , Environmental monitoring -- South Africa -- Tsitsa River , Environmental monitoring -- Citizen participation -- South Africa -- Tsitsa River , Water supply, Agricultural -- South Africa -- Tsitsa River , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167562 , vital:41492
- Description: The Tsitsa Project focusses on land use management and rural livelihoods in the Tsitsa River catchment in the Eastern Cape Province of South Africa. It is funded by the Department of Environmental Affairs and the environmental monitoring initiative is implemented by Rhodes University, where I am employed as the catchment coordinator. This study explores the environmental monitoring initiative within the bigger Tsitsa Project. Community members in the catchment monitor sediment transportation in the Tsitsa River and its tributaries, which originally became of interest because it is proposed that a dam (Ntabelanga Dam) be established here. This study aims to understand citizen environmental monitoring in the Tsitsa Project; what the project managers regarded as benefits; and how the monitors themselves perceived benefits of participating as monitors. A realist approach was followed, in order to understand the connections between the context and the mechanisms in the project, and how these combined to result in the outcomes observed. Realist research emphasises the importance of context in shaping outcomes such as the achieved benefits of citizen monitoring. Data was collected using a case study method, where each individual monitor and their particular context, was regarded as a case. Semistructured interviews were conducted with 17 monitors and five Tsitsa Project staff; this was supported by field notes and the reviewing of project documents including field reports. The realist analysis looked at the context of the monitors in general and the mechanisms applied by the project in recruiting, training and managing the monitors. A second layer of mechanisms was identified as those responses from the monitors to what the project was introducing to them. Outcomes were both positive and negative, including how long monitors remained in the initiative, what benefits they derived from the process, and what potential benefits they did not achieve. This included lost opportunities to provide recognition for skills and experience gained. Recommendations are made regarding the recruitment, training and management of monitors, to optimise benefits for the monitors, the host institution and the initiative’s staff. The study is significant because of its particular yet representative characteristics and it will assist both the Tsitsa Project, which aims to expand its citizen environmental monitoring initiative, as well as wider Natural Resource Management Programmes in South Africa. It is also hoped that it will contribute to the literature on environmental monitoring as a little researched form of citizen science globally.
- Full Text:
- Date Issued: 2020
Use of eco-art education in supporting the establishment of sustainability competencies in basic education: an interventionist case study
- Authors: Da Silva, Juliana Schmidt
- Date: 2020
- Subjects: Environment (Art) , Environmental education -- Brazil , Sustainable development -- Brazil , Education -- Curricula -- Brazil , Eco-art education
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166127 , vital:41331
- Description: Recent socioecological approaches in Environmental Education acknowledge the complexity of “real-world situations”, which include environmental problems. One response to the challenge of enabling people to develop sustainability is the key competencies in sustainability framework. It can be faced as a guide to planning Environmental Education actions. On the other side, art practices hold potential to expand learning in varied ways. Art can offer the strategies employed in learning processes directed to sustainability, constituting the field of eco-art education. This research aims to investigate the integration of the visions of the key competencies in sustainability and the eco-art education in an Environmental Education project at high school level. Horta and Gastronomia (Vegetable Garden and Gastronomy) is an extra-curricular activity which happens every year at Irmão Jaime Biazus high school in Porto Alegre, Brazil. It addresses food security and sustainability associating the garden, the kitchen and exploration of sustainability issues using eco-art strategies. Action research approach is used, defining two research cycles to explore the effectiveness of eco-art for the development of key competencies in sustainability. The first cycle focuses on the eco-art activities applied in Horta and Gastronomia (2017 group) while the second cycle deals with a post-project intervention designed to observe indicators of the sustainability competencies and further explore eco-art strategies. This study adds to the field of sustainability competencies by exploring teaching strategies through eco-art education. Insight into key competencies in sustainability is given by presenting the investigation of the group of students about a situation of their reality. The activities implemented, classified according to their objectives, are contextualized regarding the competencies and in learning sequences. This research also contributes to the development of the sustainability competencies framework by applying the theory to a basic education level, adapting the work originally proposed to higher education contexts.
- Full Text:
- Date Issued: 2020
- Authors: Da Silva, Juliana Schmidt
- Date: 2020
- Subjects: Environment (Art) , Environmental education -- Brazil , Sustainable development -- Brazil , Education -- Curricula -- Brazil , Eco-art education
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166127 , vital:41331
- Description: Recent socioecological approaches in Environmental Education acknowledge the complexity of “real-world situations”, which include environmental problems. One response to the challenge of enabling people to develop sustainability is the key competencies in sustainability framework. It can be faced as a guide to planning Environmental Education actions. On the other side, art practices hold potential to expand learning in varied ways. Art can offer the strategies employed in learning processes directed to sustainability, constituting the field of eco-art education. This research aims to investigate the integration of the visions of the key competencies in sustainability and the eco-art education in an Environmental Education project at high school level. Horta and Gastronomia (Vegetable Garden and Gastronomy) is an extra-curricular activity which happens every year at Irmão Jaime Biazus high school in Porto Alegre, Brazil. It addresses food security and sustainability associating the garden, the kitchen and exploration of sustainability issues using eco-art strategies. Action research approach is used, defining two research cycles to explore the effectiveness of eco-art for the development of key competencies in sustainability. The first cycle focuses on the eco-art activities applied in Horta and Gastronomia (2017 group) while the second cycle deals with a post-project intervention designed to observe indicators of the sustainability competencies and further explore eco-art strategies. This study adds to the field of sustainability competencies by exploring teaching strategies through eco-art education. Insight into key competencies in sustainability is given by presenting the investigation of the group of students about a situation of their reality. The activities implemented, classified according to their objectives, are contextualized regarding the competencies and in learning sequences. This research also contributes to the development of the sustainability competencies framework by applying the theory to a basic education level, adapting the work originally proposed to higher education contexts.
- Full Text:
- Date Issued: 2020
A critical analysis of selected teachers’ perceptions and experiences of the role that visualisation processes play in their Van Hiele level 1 teaching to migrate their learners to the next Van Hiele level
- Authors: Munichinga, Ben Muyambango
- Date: 2019
- Subjects: Hiele, Pierre M. van. Structure and insight , Visualization , Mathematics -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia , Mathematics -- Study and teaching (Secondary) -- Activity programs -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96735 , vital:31313
- Description: Learning is a process that involves building on prior knowledge, enriching and exchanging existing understanding where learners’ knowledge base is scaffolded in the construction of knowledge. Research on the teaching and learning of geometry in mathematics suggests that physical manipulation experiences, especially of shapes, is an important process in learning at all ages. The focus of the study was the migration of Grade 8 learners from one Van Hiele level to the next as a result of teachers incorporating visualisation processes and Van Hiele phases of instructions in their teaching. The study underpinned by the social constructivist’s theory, therefore aimed at teachers developing visual materials and using Van Hiele’s phases of instruction to teach two dimensional figures in Geometry. The study was carried out in Namibia, Zambezi region in Bukalo circuit. It involved four schools, with 93 learners and three teacher participants. The research is an interpretive case study of a planned intervention programme, which took a four weeks to complete. Participating learners wrote a Van Hiele Geometric test prior and post the intervention programme to determine their geometric level of thought. Participating teachers all received training on visualisation in mathematics and the Van Hiele theory before the intervention. During the intervention, teacher planned and each taught three lessons on two-dimensional figures. Qualitative data was collected from classroom observation, stimulus recall interviews and focus group interviews. Quantitative data came from the pre and post-test of learners. This study found that on average, Grade 8 learners who participated in the study were operating at levels lower than expected of pupils at their stage of schooling. This study also found that, visualisation processes and the Van Hiele phases are effective when used in geometry lessons to migrate learners from lower Van Hiele levels to higher. For teachers in the same circuit, partnership and planning of difficult topics on an agreed regular basis is recommended. When planning lessons teachers are encouraged to take advantage of the Van Hiele phases of instructions. This study thus recommends the incorporation of visualisation strategies of teaching geometry in particular at primary and lower secondary levels. Mathematics teachers are further encouraged to design visual materials such as Geoboards to use for every topic in geometry. Such visual materials should be carefully developed and evaluated to ensure that their use in the classroom is effectively linked to concepts under discussion in a given lesson.
- Full Text:
- Date Issued: 2019
- Authors: Munichinga, Ben Muyambango
- Date: 2019
- Subjects: Hiele, Pierre M. van. Structure and insight , Visualization , Mathematics -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia , Mathematics -- Study and teaching (Secondary) -- Activity programs -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96735 , vital:31313
- Description: Learning is a process that involves building on prior knowledge, enriching and exchanging existing understanding where learners’ knowledge base is scaffolded in the construction of knowledge. Research on the teaching and learning of geometry in mathematics suggests that physical manipulation experiences, especially of shapes, is an important process in learning at all ages. The focus of the study was the migration of Grade 8 learners from one Van Hiele level to the next as a result of teachers incorporating visualisation processes and Van Hiele phases of instructions in their teaching. The study underpinned by the social constructivist’s theory, therefore aimed at teachers developing visual materials and using Van Hiele’s phases of instruction to teach two dimensional figures in Geometry. The study was carried out in Namibia, Zambezi region in Bukalo circuit. It involved four schools, with 93 learners and three teacher participants. The research is an interpretive case study of a planned intervention programme, which took a four weeks to complete. Participating learners wrote a Van Hiele Geometric test prior and post the intervention programme to determine their geometric level of thought. Participating teachers all received training on visualisation in mathematics and the Van Hiele theory before the intervention. During the intervention, teacher planned and each taught three lessons on two-dimensional figures. Qualitative data was collected from classroom observation, stimulus recall interviews and focus group interviews. Quantitative data came from the pre and post-test of learners. This study found that on average, Grade 8 learners who participated in the study were operating at levels lower than expected of pupils at their stage of schooling. This study also found that, visualisation processes and the Van Hiele phases are effective when used in geometry lessons to migrate learners from lower Van Hiele levels to higher. For teachers in the same circuit, partnership and planning of difficult topics on an agreed regular basis is recommended. When planning lessons teachers are encouraged to take advantage of the Van Hiele phases of instructions. This study thus recommends the incorporation of visualisation strategies of teaching geometry in particular at primary and lower secondary levels. Mathematics teachers are further encouraged to design visual materials such as Geoboards to use for every topic in geometry. Such visual materials should be carefully developed and evaluated to ensure that their use in the classroom is effectively linked to concepts under discussion in a given lesson.
- Full Text:
- Date Issued: 2019
A design experiment exploring the influence of visual and kinesthetic tools in learning Grade 8 linear algebra in a Namibian secondary school
- Authors: Kalua, Enos
- Date: 2019
- Subjects: Algebra -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92683 , vital:30724
- Description: Based on a broad literature review, understanding algebra is a challenge among learners in middle schools around the world. Early researches also indicated that algebra is often taught through inherent symbols and procedures. This does not exclude Namibian learners in secondary schools whom I have worked with for over 10 years. Examination reports (2014, 2016 and 2017) serve as evidence that learners performed poorly (below 45%) in the area of algebra, with these reports indicating that teachers need to strongly emphasise the issue of solving linear equations. Therefore, this study presents a proposed design research in an attempt to help learners develop meaningful understanding of linear algebra at Grade 8 level. Eight learners whose ages ranged from 13 - 14 years from one Namibian secondary school in Oshikoto region, in northern Namibia, were the participants in this study. The learners represented different groups of learning abilities, ranging from low learning abilities to high learning abilities. The designed programme for this intervention consisting of eight lessons was planned for three weeks and the lessons were conducted in the afternoon to avoid any interruption with normal learning hours. The study used four tools for data collection, namely, benchmark tests (pre-test and post-test), observation, focus groups and unstructured interviews. The data collected for this study was inductively analysed. The purpose of this study was to determine whether and how the specific visual and kinaesthetic teaching tools (diagrams, expansion box and balance method) used may have contributed to learners’ understanding of algebraic concepts and techniques (variables, expressions and equations). The study used diagrams (geometrical plane shapes) for separating terms, an expansion box for expanding brackets and the balance method for solving linear equations. The study revealed the use of diagrams helped the learners in understanding the separation of variable and constant terms when simplifying expressions through addition and/or subtraction. Moreover, the study also revealed that the use of an expansion box was useful for the learners in understanding expansion of brackets in expressions with more than one term. Regarding the use of the balance method, the study showed that learners were already able to solve linear equations by the transfer method, hence, the balance method was not necessary.
- Full Text:
- Date Issued: 2019
- Authors: Kalua, Enos
- Date: 2019
- Subjects: Algebra -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92683 , vital:30724
- Description: Based on a broad literature review, understanding algebra is a challenge among learners in middle schools around the world. Early researches also indicated that algebra is often taught through inherent symbols and procedures. This does not exclude Namibian learners in secondary schools whom I have worked with for over 10 years. Examination reports (2014, 2016 and 2017) serve as evidence that learners performed poorly (below 45%) in the area of algebra, with these reports indicating that teachers need to strongly emphasise the issue of solving linear equations. Therefore, this study presents a proposed design research in an attempt to help learners develop meaningful understanding of linear algebra at Grade 8 level. Eight learners whose ages ranged from 13 - 14 years from one Namibian secondary school in Oshikoto region, in northern Namibia, were the participants in this study. The learners represented different groups of learning abilities, ranging from low learning abilities to high learning abilities. The designed programme for this intervention consisting of eight lessons was planned for three weeks and the lessons were conducted in the afternoon to avoid any interruption with normal learning hours. The study used four tools for data collection, namely, benchmark tests (pre-test and post-test), observation, focus groups and unstructured interviews. The data collected for this study was inductively analysed. The purpose of this study was to determine whether and how the specific visual and kinaesthetic teaching tools (diagrams, expansion box and balance method) used may have contributed to learners’ understanding of algebraic concepts and techniques (variables, expressions and equations). The study used diagrams (geometrical plane shapes) for separating terms, an expansion box for expanding brackets and the balance method for solving linear equations. The study revealed the use of diagrams helped the learners in understanding the separation of variable and constant terms when simplifying expressions through addition and/or subtraction. Moreover, the study also revealed that the use of an expansion box was useful for the learners in understanding expansion of brackets in expressions with more than one term. Regarding the use of the balance method, the study showed that learners were already able to solve linear equations by the transfer method, hence, the balance method was not necessary.
- Full Text:
- Date Issued: 2019
A phenomenological study of Senior Primary school teachers’ understandings of an English Across the Curriculum approach to language teaching in Namibia
- Authors: Kambonde, Emily
- Date: 2019
- Subjects: English teachers -- Training of -- Namibia , English language -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92381 , vital:30718
- Description: This is a phenomenological study designed to investigate English teachers’ understandings of the concept of English Across the Curriculum (EAC), and the extent to which such understandings inform their pedagogic practices at the Senior Primary phase, in a Namibian context. The study was located within the qualitative, interpretive paradigm, using a multi-method approach of semi-structured interviews, classroom observations and documentary evidence as research instruments. The participants were three English second-language teachers at a primary school in a suburban area. Findings from the study revealed that there were several understandings of EAC, and though there might have been an underlying understanding of the concept, classroom practices were incongruent with what EAC requires. It was also found that there are documents based on social constructivist and Genre Theory in the National Professional Standards for teachers, but teachers were not familiar with the content of these documents and they were not used by teachers as guiding documents on how they need to implement EAC. It is recommended that English teachers receive continuous professional development courses on language development theories and EAC, as well as specific training to implement EAC so that “every teacher can be a language teacher”.
- Full Text:
- Date Issued: 2019
- Authors: Kambonde, Emily
- Date: 2019
- Subjects: English teachers -- Training of -- Namibia , English language -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92381 , vital:30718
- Description: This is a phenomenological study designed to investigate English teachers’ understandings of the concept of English Across the Curriculum (EAC), and the extent to which such understandings inform their pedagogic practices at the Senior Primary phase, in a Namibian context. The study was located within the qualitative, interpretive paradigm, using a multi-method approach of semi-structured interviews, classroom observations and documentary evidence as research instruments. The participants were three English second-language teachers at a primary school in a suburban area. Findings from the study revealed that there were several understandings of EAC, and though there might have been an underlying understanding of the concept, classroom practices were incongruent with what EAC requires. It was also found that there are documents based on social constructivist and Genre Theory in the National Professional Standards for teachers, but teachers were not familiar with the content of these documents and they were not used by teachers as guiding documents on how they need to implement EAC. It is recommended that English teachers receive continuous professional development courses on language development theories and EAC, as well as specific training to implement EAC so that “every teacher can be a language teacher”.
- Full Text:
- Date Issued: 2019
An analysis of how the use of geoboards as visualisation tools can be utilised in the teaching of quadrilaterals
- Authors: Matengu, Given Kahale
- Date: 2019
- Subjects: Manipulatives (Education) , Information visualization , Visualization , Mathematics -- Study and teaching , Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96724 , vital:31312
- Description: The relationship between visualisation processes and using manipulatives in the teaching and learning of mathematics is apparent and yet not so vocal in the literature. This could be because of the common mistaken understanding that because manipulatives are visual in nature, then visualisation processes should be obvious. Literature warns that just because something is visual therefore it is transparent, is incorrect. This study argues that the effective use of manipulatives in the teaching of mathematics helps learners to effectively understand mathematical concepts. Research on the teaching and learning of mathematics suggests that physical manipulation experiences, especially of concrete materials concerning shapes, is an important process in learning at all ages. One such teaching tool, the Geoboard, a physical manipulative that employs visualisation processes when correctly used, is explored in this study. The aim of this interpretive case study was to investigate and analyse the use of Geoboards as a visualisation tool in the teaching of the properties of quadrilaterals. The study focused on visualisation processes and the use of Geoboards through a teaching framework that was informed by the Van Hiele phases of teaching geometry. The study was conducted in the Opuwo circuit of the Kunene region, Namibia, and it involved three selected Grade 7 mathematics teachers, each from a different primary school. It was underpinned by a constructivist theory using the Van Hiele phases of teaching geometry and framed within visualisation processes. The study employed the use of qualitative data collection techniques such as observations and interviews. The analysis of the findings of this study revealed that Geoboards were very useful in demonstrating the visual representations of the properties of quadrilaterals in a cheap and yet novel way in the selected teachers’ classes. Moreover, the use of Geoboards by the selected teachers effectively fostered visualisation processes such as concrete pictorial imagery, dynamic imagery, perceptual apprehension, sequential apprehension, discursive apprehension and operative apprehension. It was also revealed that Geoboards enabled the selected teachers to structure and teach their lessons in a well-planned manner according to the Van Hiele phases, although it was difficult for them to adhere strictly to the hierarchy of the phases.
- Full Text:
- Date Issued: 2019
- Authors: Matengu, Given Kahale
- Date: 2019
- Subjects: Manipulatives (Education) , Information visualization , Visualization , Mathematics -- Study and teaching , Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96724 , vital:31312
- Description: The relationship between visualisation processes and using manipulatives in the teaching and learning of mathematics is apparent and yet not so vocal in the literature. This could be because of the common mistaken understanding that because manipulatives are visual in nature, then visualisation processes should be obvious. Literature warns that just because something is visual therefore it is transparent, is incorrect. This study argues that the effective use of manipulatives in the teaching of mathematics helps learners to effectively understand mathematical concepts. Research on the teaching and learning of mathematics suggests that physical manipulation experiences, especially of concrete materials concerning shapes, is an important process in learning at all ages. One such teaching tool, the Geoboard, a physical manipulative that employs visualisation processes when correctly used, is explored in this study. The aim of this interpretive case study was to investigate and analyse the use of Geoboards as a visualisation tool in the teaching of the properties of quadrilaterals. The study focused on visualisation processes and the use of Geoboards through a teaching framework that was informed by the Van Hiele phases of teaching geometry. The study was conducted in the Opuwo circuit of the Kunene region, Namibia, and it involved three selected Grade 7 mathematics teachers, each from a different primary school. It was underpinned by a constructivist theory using the Van Hiele phases of teaching geometry and framed within visualisation processes. The study employed the use of qualitative data collection techniques such as observations and interviews. The analysis of the findings of this study revealed that Geoboards were very useful in demonstrating the visual representations of the properties of quadrilaterals in a cheap and yet novel way in the selected teachers’ classes. Moreover, the use of Geoboards by the selected teachers effectively fostered visualisation processes such as concrete pictorial imagery, dynamic imagery, perceptual apprehension, sequential apprehension, discursive apprehension and operative apprehension. It was also revealed that Geoboards enabled the selected teachers to structure and teach their lessons in a well-planned manner according to the Van Hiele phases, although it was difficult for them to adhere strictly to the hierarchy of the phases.
- Full Text:
- Date Issued: 2019
An analysis of the roles and functions of teachers’ gestures as visualisation tools in the teaching of mathematics at the junior primary phase (Grades 0 –3)
- Authors: Namakalu, Dietlinde Nelao
- Date: 2019
- Subjects: Gesture , Gesture in mathematics education , Visual learning , Visualization , Education, Elementary -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96713 , vital:31311
- Description: There is ample evidence in the literature that gestures are important hand and bodily actions that play vital roles during interactions between learners and teachers in the mathematics classroom. These gestures enable both the teacher and the learner to visualise mathematical concepts and ideas. The aim of this Namibian interpretive case study, located in enactivist theory, was to analyse the types of gestures that three selected teachers at the junior primary phase (Grades 0–3) used in their teaching of mathematics. The study also interrogated the roles that these gestures played in the teaching process of the three teachers. As I intended to analyse the types of gestures the selected teachers used and understand their views and perceptions of the roles and functions their gestures played as visualisation tools in the teaching of mathematics, I observed ten lessons of each teacher and video recorded them. I then interviewed them (one-on-one stimulus-recall interviews) and interpreted the gestures they used and utterances they made about using these gestures. The types of gestures that the participating teachers used are classified according to McNeill‘s (1992) framework, namely pointing (deictic) gestures, iconic (illustrators) gestures, metaphoric gestures, beat (motor) gestures and symbolic (emblems) gestures. The study found that the participating teachers incorporated a variety of gestures into their lessons and used them strategically. According to the teachers, gestures made the lessons interesting and encouraged active participation of the learners in the lessons. The teachers also revealed that gestures assist in explaining mathematical concepts and thus affected the learners‘ understanding positively. This study strongly suggests that the usefulness and efficacy of employing gestures as visualisation tools in mathematics education should be strategically harnessed.
- Full Text:
- Date Issued: 2019
- Authors: Namakalu, Dietlinde Nelao
- Date: 2019
- Subjects: Gesture , Gesture in mathematics education , Visual learning , Visualization , Education, Elementary -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96713 , vital:31311
- Description: There is ample evidence in the literature that gestures are important hand and bodily actions that play vital roles during interactions between learners and teachers in the mathematics classroom. These gestures enable both the teacher and the learner to visualise mathematical concepts and ideas. The aim of this Namibian interpretive case study, located in enactivist theory, was to analyse the types of gestures that three selected teachers at the junior primary phase (Grades 0–3) used in their teaching of mathematics. The study also interrogated the roles that these gestures played in the teaching process of the three teachers. As I intended to analyse the types of gestures the selected teachers used and understand their views and perceptions of the roles and functions their gestures played as visualisation tools in the teaching of mathematics, I observed ten lessons of each teacher and video recorded them. I then interviewed them (one-on-one stimulus-recall interviews) and interpreted the gestures they used and utterances they made about using these gestures. The types of gestures that the participating teachers used are classified according to McNeill‘s (1992) framework, namely pointing (deictic) gestures, iconic (illustrators) gestures, metaphoric gestures, beat (motor) gestures and symbolic (emblems) gestures. The study found that the participating teachers incorporated a variety of gestures into their lessons and used them strategically. According to the teachers, gestures made the lessons interesting and encouraged active participation of the learners in the lessons. The teachers also revealed that gestures assist in explaining mathematical concepts and thus affected the learners‘ understanding positively. This study strongly suggests that the usefulness and efficacy of employing gestures as visualisation tools in mathematics education should be strategically harnessed.
- Full Text:
- Date Issued: 2019
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