- Title
- How the Teaching Development Grant was used (and the problem of common-sense understandings of teaching and learning)
- Creator
- Moyo, Temwa, McKenna, Sioux, Ndebele, Clever
- Subject
- To be catalogued
- Date
- 2022
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/426917
- Identifier
- vital:72400
- Identifier
- xlink:href="http://dx.doi.org/10.17159/2520-9868/i86a07"
- Description
- Teachers at primary and secondary education levels are required to hold a professional qualification but, at the higher education level, all that is required is content expertise. This may well contribute to South Africa's low university throughput and retention rates, in response to which, since 2004, the state has provided ZAR5.5 billion in the form of the Teaching Development Grant (now the University Capacity Development Grant) to address poor completion rates. We present an analysis of the use of the grant across the sector using a social realist framework. Every academic and student has themselves been taught and so have developed untheorised assumptions about curriculum and pedagogy. Such common-sense assumptions about teaching and learning often serve to reinforce the status quo, which is particularly problematic in a sector with poor and racially differentiated throughput and success rates. Many initiatives funded through the grant evidenced a reliance on common-sense assumptions rather than on theorised accounts. In particular, student development often took the form of remedial, add-on initiatives that left the mainstream curriculum untouched-and staff development was often generic and short term. We also found that expertise in academic development, which could potentially challenge common-sense assumptions, was unevenly distributed.
- Format
- computer, online resource, application/pdf, 1 online resource (17 pages), pdf
- Publisher
- University of KwaZulu-Natal
- Language
- English
- Relation
- Journal of Education, Moyo, T., McKenna, S. and Ndebele, C., 2022. How the Teaching Development Grant was used (and the problem of common-sense understandings of teaching and learning). Journal of Education (University of KwaZulu-Natal), (86), pp.126-142, Journal of Education volume 86 p. 126 2022 2520-9868
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Journal of Education (University of KwaZulu-Natal) (http://www.scielo.org.za/revistas/jed/iaboutj.htm)
- Rights
- Open Access
- Hits: 13
- Visitors: 14
- Downloads: 3
Collections
McKenna, Sioux (Prof)
RU Centre for Higher Education Research, Teaching and Learning (CHERTL)
RU Department of Education
SDG 04. Quality Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | How the Teaching Development Grant was used.pdf | 232 KB | Adobe Acrobat PDF | View Details |