A theory-based approach to evaluating a Continuing Teacher Professional Development Programme aimed at strengthening environment and sustainability education
- Authors: Songqwaru, Nonyameko Zintle
- Date: 2020
- Subjects: Fundisa for Change , Environmental education -- South Africa , Teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/145267 , vital:38423
- Description: This study uses a theory-based approach to evaluate the Fundisa for Change training programme, a continuing teacher professional development programme aimed at strengthening environment and sustainability education. The aim of the study was to surface assumptions that underpin the design and implementation of the Fundisa for Change training programme. The Fundisa for Change Teacher Education programme is a national collaborative programme that is implemented in all the nine provinces of South Africa. The study reports on the implementation of the programme in five provinces. The study aimed to surface the Fundisa for Change training programme’s implementation theory and programme theory as these affect programme delivery. The Fundisa for Change training programme was implemented in diverse contexts by different facilitators to different participants. To determine how training programme outcomes were achieved, use was made of context-mechanism-outcome (CMO) configurations for each site where the programme was implemented. Data used to construct CMO configurations was generated through document analysis of Fundisa for Change documents, interviews with stakeholders and participants, as well as observations of programme implementation at five sites. There were three phases to data analysis: content analysis of Fundisa for Change documents, content analysis of observation transcripts and use of the CMO configuration, an analytical tool used in realist evaluation. An initial CMO configuration was constructed prior to observing implementation of the programme and a refined CMO configuration for the Fundisa for Change training programme was constructed based on similarities between the CMO configurations constructed for each of the five sites under study. The partnership model of the Fundisa for Change training programme brought diverse expertise and resources (material, cognitive, social and emotional) which were conducive to the achievement of programme outcomes. The programme’s action context (structure, culture, agency and relations) contributed to the achievement of programme outcomes by participants. Participants’ subject content knowledge, teaching practice and assessment practice was enhanced through attending the Fundisa for Change training. On-course tasks were mediated during training and this created opportunities for participants to discuss and reflect on current practice in ways that could lead to a change in practice. In evaluating professional development programmes, an elaborated definition of context in terms of structure, culture, agency and relations enables a comprehensive exploration of potential programme mechanisms that can be activated when programmes are implemented. It is also important to disaggregate resources and reasons when identifying mechanisms as this assists with differentiating between context and mechanisms. The study offers insights into the professional learning of teachers grappling with new content and pedagogical content knowledges related to environment in the context of recent curriculum changes where the South African national school curriculum has come into focus. Environmental education programmes in South Africa have implicitly used a realist approach. This study offers the first substantive professional learning evaluation that develops this approach explicitly using Theory of Change and Realist Evaluation in combination.
- Full Text:
- Date Issued: 2020
- Authors: Songqwaru, Nonyameko Zintle
- Date: 2020
- Subjects: Fundisa for Change , Environmental education -- South Africa , Teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/145267 , vital:38423
- Description: This study uses a theory-based approach to evaluate the Fundisa for Change training programme, a continuing teacher professional development programme aimed at strengthening environment and sustainability education. The aim of the study was to surface assumptions that underpin the design and implementation of the Fundisa for Change training programme. The Fundisa for Change Teacher Education programme is a national collaborative programme that is implemented in all the nine provinces of South Africa. The study reports on the implementation of the programme in five provinces. The study aimed to surface the Fundisa for Change training programme’s implementation theory and programme theory as these affect programme delivery. The Fundisa for Change training programme was implemented in diverse contexts by different facilitators to different participants. To determine how training programme outcomes were achieved, use was made of context-mechanism-outcome (CMO) configurations for each site where the programme was implemented. Data used to construct CMO configurations was generated through document analysis of Fundisa for Change documents, interviews with stakeholders and participants, as well as observations of programme implementation at five sites. There were three phases to data analysis: content analysis of Fundisa for Change documents, content analysis of observation transcripts and use of the CMO configuration, an analytical tool used in realist evaluation. An initial CMO configuration was constructed prior to observing implementation of the programme and a refined CMO configuration for the Fundisa for Change training programme was constructed based on similarities between the CMO configurations constructed for each of the five sites under study. The partnership model of the Fundisa for Change training programme brought diverse expertise and resources (material, cognitive, social and emotional) which were conducive to the achievement of programme outcomes. The programme’s action context (structure, culture, agency and relations) contributed to the achievement of programme outcomes by participants. Participants’ subject content knowledge, teaching practice and assessment practice was enhanced through attending the Fundisa for Change training. On-course tasks were mediated during training and this created opportunities for participants to discuss and reflect on current practice in ways that could lead to a change in practice. In evaluating professional development programmes, an elaborated definition of context in terms of structure, culture, agency and relations enables a comprehensive exploration of potential programme mechanisms that can be activated when programmes are implemented. It is also important to disaggregate resources and reasons when identifying mechanisms as this assists with differentiating between context and mechanisms. The study offers insights into the professional learning of teachers grappling with new content and pedagogical content knowledges related to environment in the context of recent curriculum changes where the South African national school curriculum has come into focus. Environmental education programmes in South Africa have implicitly used a realist approach. This study offers the first substantive professional learning evaluation that develops this approach explicitly using Theory of Change and Realist Evaluation in combination.
- 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
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