Exploring affordances and hindrances when indigenous knowledge is integrated in the topic on waves and sound in a Grade 10 Physical Sciences township class
- Authors: Manyana, Xolani Justice
- Date: 2020
- Subjects: Physical sciences -- Study and teaching (Secondary) -- South Africa , Physical sciences -- Study and teaching (Secondary) -- South Africa -- Case studies , Ethnoscience -- Study and teaching -- South Africa , Schools -- South Africa -- Curricula , Social change
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/142889 , vital:38173
- Description: The lack of interest and hence the decline in the number of learners doing Science in schools, is attributed in part to the decontextualised ways in which Science is taught. As an attempt to address this challenge, the new South African National Curriculum Policy Statement (CAPS) encourages Science teachers to use culturally responsive pedagogies through integrating local or indigenous knowledge (IK) in Science lessons to make it accessible and relevant to learners. But, it does not explicitly state how Science teachers should go about enacting this. It is against this caveat that this study aimed at finding out indigenous practices and knowledge in the community and from two community members that could be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons with the view to establishing its influence (or not) on learners’ conceptions and dispositions towards Science. The study was conducted at Buyelembo Combined School (pseudonym), a township school in the Sarah Baartman District, in the Eastern Cape in South Africa. The research participants were 18 Grade 10 Physical Sciences learners, two Physical Sciences teachers and two community members. Data were generated using the learners’ group activity, discussions and presentations, observations (participatory observations and lesson observations), stimulated recall interviews and reflections. A thematic and inductive-deductive approach to data analysis was employed to come up with sub-themes and themes. Underpinned by an interpretivist perspective and informed by Vygotsky’s socio-cultural theory, a qualitative case study approach was adopted. Additionally, Ogunniyi’s Contiguity Argumentative Theory (CAT) was used as an analytical framework. The five cognitive states of CAT were employed to analyse data during the social interactions to surface any contradictions. The findings from this study revealed that there are indigenous practices and knowledge in relation to the sea that can be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons. However, regarding relevance of those indigenous practices and knowledge to science, the study revealed that the learners found no relevance at all but discussions and argumentation were enhanced. In addition, findings from this study revealed that the learners’ conceptions, dispositions, and sense-making in science were influenced positively through using hands-on practical activities when teaching Science concepts. Lastly, the study revealed that the use of mother tongue by the community members, learners and the teachers together with the language of learning and teaching promoted learner talk. Based on the findings of this study, I recommend that there is a need to support teachers on how to integrate indigenous practices and knowledge in their teaching, particularly when teaching Physical Sciences.
- Full Text:
- Date Issued: 2020
- Authors: Manyana, Xolani Justice
- Date: 2020
- Subjects: Physical sciences -- Study and teaching (Secondary) -- South Africa , Physical sciences -- Study and teaching (Secondary) -- South Africa -- Case studies , Ethnoscience -- Study and teaching -- South Africa , Schools -- South Africa -- Curricula , Social change
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/142889 , vital:38173
- Description: The lack of interest and hence the decline in the number of learners doing Science in schools, is attributed in part to the decontextualised ways in which Science is taught. As an attempt to address this challenge, the new South African National Curriculum Policy Statement (CAPS) encourages Science teachers to use culturally responsive pedagogies through integrating local or indigenous knowledge (IK) in Science lessons to make it accessible and relevant to learners. But, it does not explicitly state how Science teachers should go about enacting this. It is against this caveat that this study aimed at finding out indigenous practices and knowledge in the community and from two community members that could be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons with the view to establishing its influence (or not) on learners’ conceptions and dispositions towards Science. The study was conducted at Buyelembo Combined School (pseudonym), a township school in the Sarah Baartman District, in the Eastern Cape in South Africa. The research participants were 18 Grade 10 Physical Sciences learners, two Physical Sciences teachers and two community members. Data were generated using the learners’ group activity, discussions and presentations, observations (participatory observations and lesson observations), stimulated recall interviews and reflections. A thematic and inductive-deductive approach to data analysis was employed to come up with sub-themes and themes. Underpinned by an interpretivist perspective and informed by Vygotsky’s socio-cultural theory, a qualitative case study approach was adopted. Additionally, Ogunniyi’s Contiguity Argumentative Theory (CAT) was used as an analytical framework. The five cognitive states of CAT were employed to analyse data during the social interactions to surface any contradictions. The findings from this study revealed that there are indigenous practices and knowledge in relation to the sea that can be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons. However, regarding relevance of those indigenous practices and knowledge to science, the study revealed that the learners found no relevance at all but discussions and argumentation were enhanced. In addition, findings from this study revealed that the learners’ conceptions, dispositions, and sense-making in science were influenced positively through using hands-on practical activities when teaching Science concepts. Lastly, the study revealed that the use of mother tongue by the community members, learners and the teachers together with the language of learning and teaching promoted learner talk. Based on the findings of this study, I recommend that there is a need to support teachers on how to integrate indigenous practices and knowledge in their teaching, particularly when teaching Physical Sciences.
- Full Text:
- Date Issued: 2020
Exploring an intervention on how to integrate local or indigenous knowledge on the features of the moon in Grade 4 classes
- Authors: Magwentshu, Thando
- Date: 2020
- Subjects: Moon -- Study and teaching (Elementary) -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Education, Elementary -- South Africa , Ethnoscience -- Study and teaching (Elementary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166387 , vital:41358
- Description: The National Curriculum Statement (R-12) calls on all Natural Sciences teachers to integrate local or indigenous knowledge (IK) into their lessons. However, this seems to be easier said than done. For instance, in my experience as a Natural Sciences teacher I have observed that the Department of Education does not adequately equip and support teachers with the necessary pedagogical skills to integrate IK in science lessons. It is against this background that this study sought to explore an intervention on the development and implementation of model lessons on features of the moon that integrate local or IK in Grade 4 classes. The study adopted a qualitative case study approach underpinned by an interpretivist perspective. Within the interpretive paradigm, a qualitative case study approach was employed. The participants were four Grade 4 Natural Sciences and Technology teachers from selected schools in the Chris Hani West District. Data were gathered and triangulated using questionnaires, semi-structured interviews, document analysis, a presentation by an expert community member, workshop discussions and journal reflections. Vygotsky’s socio-cultural theory and Shulman’s pedagogical content knowledge (PCK) were used as a theoretical framework and analytical framework respectively. From the socio-cultural theory, three concepts were used: social interactions, mediation of learning and the zone of proximal development (ZPD). Additionally, within PCK, Mavhunga and Rollnick’s (2013) five Topic Specific Pedagogical Content Knowledge components: learners’ prior knowledge, what is difficult to understand, curricular saliency, representations and conceptual teaching strategies were used as analytical tools. A thematic approach to qualitative data analysis was adopted, to come up with sub-themes in relation to my research questions. The findings from this study revealed that before the intervention, some teachers had a narrow understanding of local or IK and how it could be integrated in their lessons. As a result, some teachers had never implemented integration of local or IK as required by the Curriculum and Assessment Policy Statement (CAPS) and the principles of the National Curriculum Statement. The findings of this study thus showed that after the intervention, teachers felt equipped with understanding of local or IK. Additionally, they were able to develop their own model lessons that integrated it. The study thus recommends that teachers should be supported as far as possible in order to be able to integrate local or IK in their science lessons.
- Full Text:
- Date Issued: 2020
- Authors: Magwentshu, Thando
- Date: 2020
- Subjects: Moon -- Study and teaching (Elementary) -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Education, Elementary -- South Africa , Ethnoscience -- Study and teaching (Elementary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166387 , vital:41358
- Description: The National Curriculum Statement (R-12) calls on all Natural Sciences teachers to integrate local or indigenous knowledge (IK) into their lessons. However, this seems to be easier said than done. For instance, in my experience as a Natural Sciences teacher I have observed that the Department of Education does not adequately equip and support teachers with the necessary pedagogical skills to integrate IK in science lessons. It is against this background that this study sought to explore an intervention on the development and implementation of model lessons on features of the moon that integrate local or IK in Grade 4 classes. The study adopted a qualitative case study approach underpinned by an interpretivist perspective. Within the interpretive paradigm, a qualitative case study approach was employed. The participants were four Grade 4 Natural Sciences and Technology teachers from selected schools in the Chris Hani West District. Data were gathered and triangulated using questionnaires, semi-structured interviews, document analysis, a presentation by an expert community member, workshop discussions and journal reflections. Vygotsky’s socio-cultural theory and Shulman’s pedagogical content knowledge (PCK) were used as a theoretical framework and analytical framework respectively. From the socio-cultural theory, three concepts were used: social interactions, mediation of learning and the zone of proximal development (ZPD). Additionally, within PCK, Mavhunga and Rollnick’s (2013) five Topic Specific Pedagogical Content Knowledge components: learners’ prior knowledge, what is difficult to understand, curricular saliency, representations and conceptual teaching strategies were used as analytical tools. A thematic approach to qualitative data analysis was adopted, to come up with sub-themes in relation to my research questions. The findings from this study revealed that before the intervention, some teachers had a narrow understanding of local or IK and how it could be integrated in their lessons. As a result, some teachers had never implemented integration of local or IK as required by the Curriculum and Assessment Policy Statement (CAPS) and the principles of the National Curriculum Statement. The findings of this study thus showed that after the intervention, teachers felt equipped with understanding of local or IK. Additionally, they were able to develop their own model lessons that integrated it. The study thus recommends that teachers should be supported as far as possible in order to be able to integrate local or IK in their science lessons.
- Full Text:
- Date Issued: 2020
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 selected high school teachers’ perceptions regarding the democratisation of knowledge in the South African schooling context
- Authors: Munga, Zarina Mohamed
- Date: 2020
- Subjects: Democratization -- South Africa -- Port Elizabeth High school teachers -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/49374 , vital:41699
- Description: The democratisation of knowledge in the schooling context includes the empowering of learners. Education/schools may be regarded as the key to obtaining equal, relevant and non-discriminatory knowledge. Thus, teachers play a vital role in ensuring that the democratisation of knowledge is encouraged in the classroom context. However, knowledge is not always accessible and equal to all individuals in society. A key policy challenge currently in South African schools is whether learners have meaningful access to education and whether effective teaching and learning is occurring in the classroom. Against this background, the purpose of this study was to create an awareness of the benefits as well as to investigate the challenges of the democratisation of knowledge. Furthermore, it aims to explore how teachers’ teaching can be enhanced in order to ensure that the democratisation of knowledge is effective in the classroom. A qualitative research approach was used to collect data from three selected public high schools in the Port Elizabeth area. This study was underpinned by a critical pedagogy theory guided by thought leaders such as Paulo Freire and John Dewey who were exponents of the democratisation of knowledge in education. The research findings indicate that curriculum demands, inadequate resources, a lack of guidance from the Department of Basic Education, socio-economic issues and a negative learner mindset hinder the democratisation of knowledge. In contrast, learner engagement, reconceptualising the curriculum, relevant resources, a supportive principal and school environment, teacher wellness, parental involvement and community connectedness support the democratisation of knowledge.
- Full Text:
- Date Issued: 2020
- Authors: Munga, Zarina Mohamed
- Date: 2020
- Subjects: Democratization -- South Africa -- Port Elizabeth High school teachers -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/49374 , vital:41699
- Description: The democratisation of knowledge in the schooling context includes the empowering of learners. Education/schools may be regarded as the key to obtaining equal, relevant and non-discriminatory knowledge. Thus, teachers play a vital role in ensuring that the democratisation of knowledge is encouraged in the classroom context. However, knowledge is not always accessible and equal to all individuals in society. A key policy challenge currently in South African schools is whether learners have meaningful access to education and whether effective teaching and learning is occurring in the classroom. Against this background, the purpose of this study was to create an awareness of the benefits as well as to investigate the challenges of the democratisation of knowledge. Furthermore, it aims to explore how teachers’ teaching can be enhanced in order to ensure that the democratisation of knowledge is effective in the classroom. A qualitative research approach was used to collect data from three selected public high schools in the Port Elizabeth area. This study was underpinned by a critical pedagogy theory guided by thought leaders such as Paulo Freire and John Dewey who were exponents of the democratisation of knowledge in education. The research findings indicate that curriculum demands, inadequate resources, a lack of guidance from the Department of Basic Education, socio-economic issues and a negative learner mindset hinder the democratisation of knowledge. In contrast, learner engagement, reconceptualising the curriculum, relevant resources, a supportive principal and school environment, teacher wellness, parental involvement and community connectedness support the democratisation of knowledge.
- Full Text:
- Date Issued: 2020
Exploring student teachers’ self-reflections on implementation of IsiXhosa literacy strategies with Grade 3 learners : a single case study approach
- Authors: Magangxa, Pretty Neliswa
- Date: 2020
- Subjects: Primary school teachers -- South Africa -- Xhosa language , Education -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46251 , vital:39528
- Description: Reflection is the core aspect in many teacher education programmes around the world, South Africa included. The Department of Higher Education and Training (DHET) regards reflection as a vital tool in integrating theoretical and practical knowledge gained in university coursework with practical knowledge obtained in the school classroom context. Literature highlighted that student teachers do not engage in reflection effectively, especially within the context of African language literacy teaching, thus they feel unprepared to deal with the complexities in classrooms. This has negative repercussions on how learners are taught and achieve their educational attainments. The main aim of this study was to explore and describe student teachers’ selfreflections on implementing isiXhosa literacy strategies with Grade 3 learners. This study further sought to understand their reflections on integrating theory and practice as well as their successes and challenges of implementing theoretical knowledge. The main argument of this study is that reflective thinking is a complex and valuable tool that can be utilised to provide quality teaching and learning. In this qualitative single case study premised on an interpretivist paradigm, I purposively selected student teachers and generated data through classroom observations, individual semi-structured interviews and reflective journals. Data was analysed through thematic analysis and two themes emerged. The findings revealed that student teachers used a learner-centred approach to teach isiXhosa literacy in Grade 3 classrooms. Moreover, it revealed that student teachers experienced curriculum demands that inhibited them from implementing isiXhosa literacy strategies efficiently. Conclusions were made based on ideas of sociocultural theory, the reflective thinking model and literature. From these findings, several recommendations were made for student teachers, literacy teacher educators, mentor teachers and policy makers.
- Full Text:
- Date Issued: 2020
- Authors: Magangxa, Pretty Neliswa
- Date: 2020
- Subjects: Primary school teachers -- South Africa -- Xhosa language , Education -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46251 , vital:39528
- Description: Reflection is the core aspect in many teacher education programmes around the world, South Africa included. The Department of Higher Education and Training (DHET) regards reflection as a vital tool in integrating theoretical and practical knowledge gained in university coursework with practical knowledge obtained in the school classroom context. Literature highlighted that student teachers do not engage in reflection effectively, especially within the context of African language literacy teaching, thus they feel unprepared to deal with the complexities in classrooms. This has negative repercussions on how learners are taught and achieve their educational attainments. The main aim of this study was to explore and describe student teachers’ selfreflections on implementing isiXhosa literacy strategies with Grade 3 learners. This study further sought to understand their reflections on integrating theory and practice as well as their successes and challenges of implementing theoretical knowledge. The main argument of this study is that reflective thinking is a complex and valuable tool that can be utilised to provide quality teaching and learning. In this qualitative single case study premised on an interpretivist paradigm, I purposively selected student teachers and generated data through classroom observations, individual semi-structured interviews and reflective journals. Data was analysed through thematic analysis and two themes emerged. The findings revealed that student teachers used a learner-centred approach to teach isiXhosa literacy in Grade 3 classrooms. Moreover, it revealed that student teachers experienced curriculum demands that inhibited them from implementing isiXhosa literacy strategies efficiently. Conclusions were made based on ideas of sociocultural theory, the reflective thinking model and literature. From these findings, several recommendations were made for student teachers, literacy teacher educators, mentor teachers and policy makers.
- Full Text:
- Date Issued: 2020
Exploring the career aspirations of youths from a rural secondary school in the Eastern Cape Province
- Authors: Ahmed, Leila
- Date: 2020
- Subjects: Career education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45963 , vital:39395
- Description: Many inequalities still exist among those living in both rural and urban areas despite the abolishment of apartheid in 1994. Addressing these inequalities has been deemed important and require urgent attention, especially career education among rural youth, as this is a social justice issue (Watson, 2010). There also appears to be a lack of qualitative research pertaining to the aspirations of rural youth. During sessions with the research team, the teachers and school governing board (SGB) members, it was indicated that the youth in the community seem to be without hope for the future and that career aspirations were lacking. Based on the background and problem identified, the main research question of this study aimed to explore how youths in a rural secondary school perceive how they might actualise their future career aspirations. This research was set within the interpretivist and critical paradigm. Qualitative data was gathered to gain an understanding of how the participants constructed meaning with regard to ways in which they might actualise their career aspirations, the challenges they faced and pathways to overcome these challenges. This study began with nine secondary school rural youths as participants but this number decreased to four as the research progressed. Four data sets were generated, namely photovoice, participant PowerPoint artefact creation, focus group interviews and PowerPoint presentations by participants to the community, learners and school. The data was generated using a qualitative thematic analysis guided by the utilisation of Creswell’s application of Tesch’s (1990) framework. Measures were employed to ensure trustworthiness, credibility, transferability and dependability (Ary, Jacobs, Razavieh & Sorensen, 2010). Both the primary and secondary researchers had access to identical files that contained all the data that was generated and stored by the primary researcher. Ethical approval to conduct the study was obtained from the ethics committee at the university and consent was obtained in writing from all relevant parties participating. This research found that the research participants had future career aspirations that included careers in the medical field, law enforcement, business, IT as well as the music industry. The participants envisaged a hopeful future for themselves, their families, their school and the community. Their aspirations focused on transcending their current lived experiences and attaining financial stability. They wished to give back to their communities and schools to ensure a better future for all. The participants aspired to be instruments of social change. The participants were aware that they would encounter various challenges along their path to actualise their dreams. The anticipated challenges included peer-pressure and negative influences, being confronted by various social ills such as violence, drugs and alcohol, abuse and gangsterism. They understood that a lack of self-belief would lead to hopelessness. The participants were concerned that if they did not succeed at school they would not be promoted to the next grade. They also indicated that parental involvement was a challenge and that they did not receive adequate support from their parents. The participants also mentioned that underperforming teachers and conflict with the SGB could derail their career aspirations. They were also concerned about their lack of financial means, as they did not have the necessary funding to gain access to a university but were aware of ways to overcome these challenges. They indicated that drawing on the spiritual domain is important to them and this included the church and their faith in God as a means to overcome their challenges. Education was also key to actualise their aspirations and the participants mentioned that being focused at school and knowing that education has the potential to open doors served as a form of motivation. They were prepared to work hard to succeed at school. It was important for their teachers to be committed, as this would assist in ensuring their success. They indicated the importance of having access to social capital through networking. This included guidance, support and mentoring, as well as using social media to inform society of their plight in order to receive encouragement and support. It was also noted that the aspirations project of which they were part, afforded the participants with transformative possibilities, as they began to critically reflect on the future. They shared their vision, hope and goals with those around them, which further motivated them to aspire to achieving their goals. The participants became selfconfident as a result of their new abilities. They were open to exploring alternative career opportunities and developed a sense of self-belief that they can realise their goals. The participants began to take a stand, as they were aware that agency begins with them. The findings revealed that the rural youth, their parents, the school as a whole, the life orientation teacher(s), the school principal, the school governing body, the community as well as the Department of Basic Education could guide them and assist rural secondary youths to actualise their aspirations.
- Full Text:
- Date Issued: 2020
- Authors: Ahmed, Leila
- Date: 2020
- Subjects: Career education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45963 , vital:39395
- Description: Many inequalities still exist among those living in both rural and urban areas despite the abolishment of apartheid in 1994. Addressing these inequalities has been deemed important and require urgent attention, especially career education among rural youth, as this is a social justice issue (Watson, 2010). There also appears to be a lack of qualitative research pertaining to the aspirations of rural youth. During sessions with the research team, the teachers and school governing board (SGB) members, it was indicated that the youth in the community seem to be without hope for the future and that career aspirations were lacking. Based on the background and problem identified, the main research question of this study aimed to explore how youths in a rural secondary school perceive how they might actualise their future career aspirations. This research was set within the interpretivist and critical paradigm. Qualitative data was gathered to gain an understanding of how the participants constructed meaning with regard to ways in which they might actualise their career aspirations, the challenges they faced and pathways to overcome these challenges. This study began with nine secondary school rural youths as participants but this number decreased to four as the research progressed. Four data sets were generated, namely photovoice, participant PowerPoint artefact creation, focus group interviews and PowerPoint presentations by participants to the community, learners and school. The data was generated using a qualitative thematic analysis guided by the utilisation of Creswell’s application of Tesch’s (1990) framework. Measures were employed to ensure trustworthiness, credibility, transferability and dependability (Ary, Jacobs, Razavieh & Sorensen, 2010). Both the primary and secondary researchers had access to identical files that contained all the data that was generated and stored by the primary researcher. Ethical approval to conduct the study was obtained from the ethics committee at the university and consent was obtained in writing from all relevant parties participating. This research found that the research participants had future career aspirations that included careers in the medical field, law enforcement, business, IT as well as the music industry. The participants envisaged a hopeful future for themselves, their families, their school and the community. Their aspirations focused on transcending their current lived experiences and attaining financial stability. They wished to give back to their communities and schools to ensure a better future for all. The participants aspired to be instruments of social change. The participants were aware that they would encounter various challenges along their path to actualise their dreams. The anticipated challenges included peer-pressure and negative influences, being confronted by various social ills such as violence, drugs and alcohol, abuse and gangsterism. They understood that a lack of self-belief would lead to hopelessness. The participants were concerned that if they did not succeed at school they would not be promoted to the next grade. They also indicated that parental involvement was a challenge and that they did not receive adequate support from their parents. The participants also mentioned that underperforming teachers and conflict with the SGB could derail their career aspirations. They were also concerned about their lack of financial means, as they did not have the necessary funding to gain access to a university but were aware of ways to overcome these challenges. They indicated that drawing on the spiritual domain is important to them and this included the church and their faith in God as a means to overcome their challenges. Education was also key to actualise their aspirations and the participants mentioned that being focused at school and knowing that education has the potential to open doors served as a form of motivation. They were prepared to work hard to succeed at school. It was important for their teachers to be committed, as this would assist in ensuring their success. They indicated the importance of having access to social capital through networking. This included guidance, support and mentoring, as well as using social media to inform society of their plight in order to receive encouragement and support. It was also noted that the aspirations project of which they were part, afforded the participants with transformative possibilities, as they began to critically reflect on the future. They shared their vision, hope and goals with those around them, which further motivated them to aspire to achieving their goals. The participants became selfconfident as a result of their new abilities. They were open to exploring alternative career opportunities and developed a sense of self-belief that they can realise their goals. The participants began to take a stand, as they were aware that agency begins with them. The findings revealed that the rural youth, their parents, the school as a whole, the life orientation teacher(s), the school principal, the school governing body, the community as well as the Department of Basic Education could guide them and assist rural secondary youths to actualise their aspirations.
- 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 the perceptions of School Governing Bodies towards foundation phase male teachers in Eastern Cape schools
- Authors: Kagola, Obakeng
- Date: 2020
- Subjects: Male teachers -- South Africa , Primary school teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46239 , vital:39518
- Description: Since the adoption and implementation of the South African Schools Act of (1996), School Governing Bodies (SGBs) have been provided with the powers to recommend the employment of teachers in schools. Moreover, SGBs are also required to have an impact on the promotion of diversity in schools through the employment of teachers in a non-discriminatory way. However, two decades since SASA of 1996, Foundation Phase teaching remains dominated by females. Literature in the South African context posits that gendered schooling practices still exist in the differentiated opportunities of the employment of teachers. Particularly male teachers eager to teach in the foundation phase in the Eastern Cape, KwaZulu-Natal and North West Province. The study sought to explore the perceptions of SGB members towards foundation phase male teachers in the Eastern Cape schools. This study employed Participatory Visual Research Methodologies (PVRM), as its research design and was underpinned by the critical paradigm. It utilised a participatory method, collages and a focus group discussion to generate data with five SGB members from three purposively selected schools in the Eastern Cape. The study utilised a feminist post-structural theory in the analysis of findings. The findings revealed three themes, which are; (1) Males are not seen as good caregivers, (2) Foundation phase male teachers are seen as multifaceted and lastly (3) Male teachers are seen as not suitable for Foundation Phase teaching. Each of the above findings offers recommendations to the following stakeholders, the Department of Basic Education (DBE), Department of Higher Education and Training (DHET) and for future research.
- Full Text:
- Date Issued: 2020
- Authors: Kagola, Obakeng
- Date: 2020
- Subjects: Male teachers -- South Africa , Primary school teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46239 , vital:39518
- Description: Since the adoption and implementation of the South African Schools Act of (1996), School Governing Bodies (SGBs) have been provided with the powers to recommend the employment of teachers in schools. Moreover, SGBs are also required to have an impact on the promotion of diversity in schools through the employment of teachers in a non-discriminatory way. However, two decades since SASA of 1996, Foundation Phase teaching remains dominated by females. Literature in the South African context posits that gendered schooling practices still exist in the differentiated opportunities of the employment of teachers. Particularly male teachers eager to teach in the foundation phase in the Eastern Cape, KwaZulu-Natal and North West Province. The study sought to explore the perceptions of SGB members towards foundation phase male teachers in the Eastern Cape schools. This study employed Participatory Visual Research Methodologies (PVRM), as its research design and was underpinned by the critical paradigm. It utilised a participatory method, collages and a focus group discussion to generate data with five SGB members from three purposively selected schools in the Eastern Cape. The study utilised a feminist post-structural theory in the analysis of findings. The findings revealed three themes, which are; (1) Males are not seen as good caregivers, (2) Foundation phase male teachers are seen as multifaceted and lastly (3) Male teachers are seen as not suitable for Foundation Phase teaching. Each of the above findings offers recommendations to the following stakeholders, the Department of Basic Education (DBE), Department of Higher Education and Training (DHET) and for future research.
- 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
Implementation of Professional Development Programmes For Grade R Teachers: A case study of four primary schools in Amathole West Education District, Eastern Cape
- Authors: Jumo, Theresa
- Date: 2020
- Subjects: Teachers -- Development -- Eastern Cape -- South Africa Teachers -- Vocational guidance -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/11341 , vital:39061
- Description: This study investigated the implementation of Professional Development Programmes for Grade R teachers in four primary schools in Amathole West Education District. The interpretive paradigm was employed in this study because it focused on the teachers’ professional development and their participation in a social learning interaction as community of practice. Furthermore, a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of professional development programmes. Semi-structured interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 1 Subject Advisor and 4 Teachers. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Professional Development Programmes for Grade R teachers. The data revealed that Grade R teachers under study were under qualified such that none of the teachers had the recommended Diploma in Grade R qualification as stated by the Department of Basic Education. It was also found that there was diversity in the teachers’ qualifications, colleges and the length in training. The study also indicated that although professional development programmes were held, these were however not properly monitored. Findings also revealed that the intervention strategies through professional development programmes and the support given by the district and the schools were strategies through professional development programmes and the support given by the district and the schools were not adequate and consistent. As a result the participants encountered a number of challenges regarding the implementation of professional development programmes for Grade R teachers. Namely: (1) lack of appropriately qualified personnel to support the teachers both at school and the district (2) lack of adequate follow up support visits and feedbacks from both the school and the district (3) lack of proper management by the schools and (4) lack of collaboration ii and team work in the schools. Thus, there were variances in schools under study especially with regards to late release of funding for teaching and learning materials, support offered to the principals by the Department of Education. As a result, recommendations from the study suggested that the Department of Education and the District have to come up with more strategies of continuously training the teachers and the principals and offering strong and adequate support. The study also recommended the engagement of NGOs for job embedded professional development with longer in-service training periods as compared to the shot in-service professional development programs of once- off workshops. Also another suggestion that the district must monitor school based professional development programs regularly was raised in the study
- Full Text:
- Date Issued: 2020
- Authors: Jumo, Theresa
- Date: 2020
- Subjects: Teachers -- Development -- Eastern Cape -- South Africa Teachers -- Vocational guidance -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/11341 , vital:39061
- Description: This study investigated the implementation of Professional Development Programmes for Grade R teachers in four primary schools in Amathole West Education District. The interpretive paradigm was employed in this study because it focused on the teachers’ professional development and their participation in a social learning interaction as community of practice. Furthermore, a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of professional development programmes. Semi-structured interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 1 Subject Advisor and 4 Teachers. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Professional Development Programmes for Grade R teachers. The data revealed that Grade R teachers under study were under qualified such that none of the teachers had the recommended Diploma in Grade R qualification as stated by the Department of Basic Education. It was also found that there was diversity in the teachers’ qualifications, colleges and the length in training. The study also indicated that although professional development programmes were held, these were however not properly monitored. Findings also revealed that the intervention strategies through professional development programmes and the support given by the district and the schools were strategies through professional development programmes and the support given by the district and the schools were not adequate and consistent. As a result the participants encountered a number of challenges regarding the implementation of professional development programmes for Grade R teachers. Namely: (1) lack of appropriately qualified personnel to support the teachers both at school and the district (2) lack of adequate follow up support visits and feedbacks from both the school and the district (3) lack of proper management by the schools and (4) lack of collaboration ii and team work in the schools. Thus, there were variances in schools under study especially with regards to late release of funding for teaching and learning materials, support offered to the principals by the Department of Education. As a result, recommendations from the study suggested that the Department of Education and the District have to come up with more strategies of continuously training the teachers and the principals and offering strong and adequate support. The study also recommended the engagement of NGOs for job embedded professional development with longer in-service training periods as compared to the shot in-service professional development programs of once- off workshops. Also another suggestion that the district must monitor school based professional development programs regularly was raised in the study
- Full Text:
- Date Issued: 2020
Implementation of safety measures in selected public high schools in the Alfred Nzo East education district
- Authors: Mditshwa, Simbongile
- Date: 2020
- Subjects: Schools -- Security measures School safety and security
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/17895 , vital:41975
- Description: The main aim of the study was to find out how safety measures are implemented in selected public high schools in the Alfred Nzo East Education District. The study was motivated by multiple media reports about incidents that have to do with the safety of learners especially in rural public schools. This case study was grounded in the interpretive paradigm and the qualitative approach was adopted. The study was theoretically guided by the principles from both the Street-Level Bureaucracy (SLB) and the Rational Decision Making Model (RDMM). The data was collected from three schools in the Alfred Nzo East Education District, Eastern Cape, RSA. A purposive sampling technique was utilized to choose the research participants. A total of 21 human participants were involved in interviews where two teachers per school, two learners per school, two SGB parents and a principal were interviewed. Interviews were supplemented with short observations and document analysis. The findings of the research include the following: educators get a minimal empowerment to manage school safety in terms of access to school, scholar transport and on. The researched schools had no school-based safety policies. Some of the challenges included the level of roadworthiness of the vehicles that are used to transport school children which exposes learners to a high risk and that puts more pressure on school safety. Drugs and dangerous weapons are other factors which contribute to the instability of school safety. The researcher recommended that educators should be empowered through support from the principals and from the district coordinator through frequent policy implementation conference using online platform to minimize the costs of physical conferences. I recommended that the community must be active whistle-blowers for drug smuggling because drugs in schools emanate from the communities. Indemnity forms, release forms and school-based policies must be made available for implementation and referencing purposes. Schools should establish healthy relationship with external stakeholders like traditional leaders, SAPS and the Department of Social Development to curb lack of safety in schools.
- Full Text:
- Date Issued: 2020
- Authors: Mditshwa, Simbongile
- Date: 2020
- Subjects: Schools -- Security measures School safety and security
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/17895 , vital:41975
- Description: The main aim of the study was to find out how safety measures are implemented in selected public high schools in the Alfred Nzo East Education District. The study was motivated by multiple media reports about incidents that have to do with the safety of learners especially in rural public schools. This case study was grounded in the interpretive paradigm and the qualitative approach was adopted. The study was theoretically guided by the principles from both the Street-Level Bureaucracy (SLB) and the Rational Decision Making Model (RDMM). The data was collected from three schools in the Alfred Nzo East Education District, Eastern Cape, RSA. A purposive sampling technique was utilized to choose the research participants. A total of 21 human participants were involved in interviews where two teachers per school, two learners per school, two SGB parents and a principal were interviewed. Interviews were supplemented with short observations and document analysis. The findings of the research include the following: educators get a minimal empowerment to manage school safety in terms of access to school, scholar transport and on. The researched schools had no school-based safety policies. Some of the challenges included the level of roadworthiness of the vehicles that are used to transport school children which exposes learners to a high risk and that puts more pressure on school safety. Drugs and dangerous weapons are other factors which contribute to the instability of school safety. The researcher recommended that educators should be empowered through support from the principals and from the district coordinator through frequent policy implementation conference using online platform to minimize the costs of physical conferences. I recommended that the community must be active whistle-blowers for drug smuggling because drugs in schools emanate from the communities. Indemnity forms, release forms and school-based policies must be made available for implementation and referencing purposes. Schools should establish healthy relationship with external stakeholders like traditional leaders, SAPS and the Department of Social Development to curb lack of safety in schools.
- 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
Remedial program on learners’ proficiency in english second language: a case of two township schools in king William’s town education district.
- Authors: Moyo, Thembekile
- Date: 2020
- Subjects: Reading -- Remedial teaching Reading (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/17910 , vital:41977
- Description: Literature indicates that there is a national crisis about learners who cannot read for comprehension at the primary level. However, there is limited literature that talks about effective remediation programmes in developing countries. This had a negative impact on the Matric results in the past years. Statistics have always shown the rural provinces such as Eastern Cape to be the most affected province with these poor results, due to the low levels of learners’ reading skills. This study focused on the remedial programme on learners’ proficiency in English second language, which was conducted in two township schools in King William’s Town District. This explored the remedial programme that could be used to help learners become proficient readers who could be able to read for meaning and comprehension. A case study research design was used where two township schools were sampled. A qualitative approach located in the interpretive paradigm was used to carry out the study. The purposive and the sampling procedure were used to solicit information from principals, educators, and learners. The data was collected through interviews, observations and focus groups. Its focus was to establish a remedial programme to improve learners’ proficiency in English second language. The findings revealed that a lack of English proficiency has a negative effect on the learners’ performance. The findings also revealed that the repetition of concepts helps the learners to master and increase their vocabulary and comprehension. A need for learner teacher support materials (LTSM) was revealed to equip the educators with knowledge and skills for teaching diversity in the classroom. The study recommends provision for trained remedial educators in all schools to attend to the individual needs of learners appropriately. Universities should include a component of remedial education in the training of educators, as they are the ones expected to remediate the struggling learners. Parents should encourage their children to be actively involved in learning the language of teaching and learning.
- Full Text:
- Date Issued: 2020
- Authors: Moyo, Thembekile
- Date: 2020
- Subjects: Reading -- Remedial teaching Reading (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/17910 , vital:41977
- Description: Literature indicates that there is a national crisis about learners who cannot read for comprehension at the primary level. However, there is limited literature that talks about effective remediation programmes in developing countries. This had a negative impact on the Matric results in the past years. Statistics have always shown the rural provinces such as Eastern Cape to be the most affected province with these poor results, due to the low levels of learners’ reading skills. This study focused on the remedial programme on learners’ proficiency in English second language, which was conducted in two township schools in King William’s Town District. This explored the remedial programme that could be used to help learners become proficient readers who could be able to read for meaning and comprehension. A case study research design was used where two township schools were sampled. A qualitative approach located in the interpretive paradigm was used to carry out the study. The purposive and the sampling procedure were used to solicit information from principals, educators, and learners. The data was collected through interviews, observations and focus groups. Its focus was to establish a remedial programme to improve learners’ proficiency in English second language. The findings revealed that a lack of English proficiency has a negative effect on the learners’ performance. The findings also revealed that the repetition of concepts helps the learners to master and increase their vocabulary and comprehension. A need for learner teacher support materials (LTSM) was revealed to equip the educators with knowledge and skills for teaching diversity in the classroom. The study recommends provision for trained remedial educators in all schools to attend to the individual needs of learners appropriately. Universities should include a component of remedial education in the training of educators, as they are the ones expected to remediate the struggling learners. Parents should encourage their children to be actively involved in learning the language of teaching and learning.
- 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 implementation of grade R admission policy: a case study of four primary schools in Mopani District Limpopo Province
- Authors: Lebea, Paulina Matsatsi
- Date: 2020
- Subjects: Admission policy(Schools) -- South Africa Education, Primary -- Admission
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/11310 , vital:39055
- Description: This study investigated the implementation of Grade R admission policy in Mopani District in Limpopo Province and focussed on four primary schools in Makhutswe circuit which has got Grade R classes. The interpretive paradigm was applied as the chosen methodology for the study. Data were collected through semi-structured interviews and focus group interviews. A review of secondary sources to corroborate the gathered information was also used. Data analysis was done using thematic analysis through emerging themes from the transcribed data from the interviews. The participants were purposively selected for the sample of this study. These included 1 principal per school, 1 Grade R educator per school, 5 SGB members per school, and 2 admission committee members per school. Through the participant’s responses from the schools under study, a transcript was formulated, coded, and categorized in view of the implementation of the Grade R Admission Policy in primary schools. The study found out that the admission policy for Grade R learners was not properly implemented in most of the primary schools due to lack of understanding how the policy must be implemented. It was also revealed that, most of the principals together with their admission committee members tend to use their own discretion concerning the admission of Grade R learners in schools. It further emerged that some of the learners denied admission despite the existing legislation that proscribes that every child has the right to education. Furthermore, the study found out that the district office did not involve the primary teachers before formulating the policy. Hence, the participants showed that they did not have good and proper understanding of the implementation process neither were they well versed about what entailed monitoring the admission policy. As a result, Department of Education resorted to coming up with ways of continuously training and conducting workshops for the educators before they can admit learners to Grade R.
- Full Text:
- Date Issued: 2020
- Authors: Lebea, Paulina Matsatsi
- Date: 2020
- Subjects: Admission policy(Schools) -- South Africa Education, Primary -- Admission
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/11310 , vital:39055
- Description: This study investigated the implementation of Grade R admission policy in Mopani District in Limpopo Province and focussed on four primary schools in Makhutswe circuit which has got Grade R classes. The interpretive paradigm was applied as the chosen methodology for the study. Data were collected through semi-structured interviews and focus group interviews. A review of secondary sources to corroborate the gathered information was also used. Data analysis was done using thematic analysis through emerging themes from the transcribed data from the interviews. The participants were purposively selected for the sample of this study. These included 1 principal per school, 1 Grade R educator per school, 5 SGB members per school, and 2 admission committee members per school. Through the participant’s responses from the schools under study, a transcript was formulated, coded, and categorized in view of the implementation of the Grade R Admission Policy in primary schools. The study found out that the admission policy for Grade R learners was not properly implemented in most of the primary schools due to lack of understanding how the policy must be implemented. It was also revealed that, most of the principals together with their admission committee members tend to use their own discretion concerning the admission of Grade R learners in schools. It further emerged that some of the learners denied admission despite the existing legislation that proscribes that every child has the right to education. Furthermore, the study found out that the district office did not involve the primary teachers before formulating the policy. Hence, the participants showed that they did not have good and proper understanding of the implementation process neither were they well versed about what entailed monitoring the admission policy. As a result, Department of Education resorted to coming up with ways of continuously training and conducting workshops for the educators before they can admit learners to Grade R.
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- Date Issued: 2020