Masters Degrees (Education Studies)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7176

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Diverse school contexts and novice teachers' professional development.
(2013) Poonsamy, Vanmala.; Amin, Nyna.
This study is an exploration of the influence of different school contexts on novice teachers’ professional development and learning. The study sought to understand and interpret how 1st year novice teachers who were exposed to a new UKZN teaching practice approach, learnt and developed in varying school contexts. It also attempted to understand how these teachers exposure to knowledge/experiences of contextual diversity during their training contributed to their development in their present school contexts. A qualitative approach with an interpretive framework was used, as this approach allowed for the phenomenon (novice teachers’ development in diverse school contexts) to be studied in natural settings and it foregrounded the social and cultural context. The study was underpinned by the teacher development framework designed by Amin and Ramrathan, and Samuel’s force field model and the situated learning theory. Amin and Ramrathan’s approach foregrounded contextual diversity as this is the reality of the post-apartheid South African schools. As the study also sought to explore novice teachers’ professional development in work contexts, it drew on the situated learning theory and Samuel’s force field model as a means to assess the extent the role the various forces (biography, curriculum, institutional and contextual) play in influencing novice teacher development. The case study methodology was used to elicit insight and clear perspectives of novice teachers’ multiple truths and realities with regard to their professional development in the contexts they worked. The participants were purposefully selected. They were three 1st year teachers who had completed the B.Ed degree at the same university. They were of the same race and gender. These participants taught at different school contexts. This enabled me to assess how these varying contexts shaped their professional development. Data was collected through semi-structured interviews. The use of semi-structured interviews allowed for new data to be generated through probing and clarification of answers. The interviews were audio-recorded to ensure that all data was available for analysis. The findings of the study reveal that the nature of the school contexts has a direct bearing on the professional development of the participants. Factors such as the school leadership and management styles, school resources and school based professional development programmes influenced how these teachers developed. The biography of the participants had a significant role in ensuring that they were able to rise above their many challenging experiences and thereby enhance their professional growth and professional development.
An exploration of the emotional dimensions of teachers' work.
(2014) Janak, Raksha.; Amin, Nyna.
This study is an exploration of the emotional dimensions of teachers’ work. The study sought to understand the emotional experiences of high school teachers in the type of work they do at school. The research design adopted for the study was that of a qualitative approach, accompanied by an interpretive paradigm. This allowed for the researcher to be able to gather rich, detailed data within real contexts of each participant to allow for the interpretation of emotions that each participant experiences. There was six participants in this study. Each of the participants are from diverse school contexts, two of whom teach at the same school. The study was underpinned by a conceptual framework that focused on the conceptualization of feelings and a theoretical framework that comprised of seven theories of emotions. These theories were namely the Social Constructionist theory, Naturalistic theory of emotion, James-Lange theory, Cannon-Bard theory, Two-Factor theory, Broaden-and-build theory of positive emotions and the cognitive theory of emotions. The conceptual and theoretical framework assisted the researcher in understanding and interpretation of teachers’ emotions. A case study methodology with six participants was employed to derive insight on teachers’ emotional experiences. Participant selection was conducted using the purposeful sampling technique. The instruments used in the collection of data were individual semi-structured interviews and a focus group interview which comprised a group of all six teachers. The interviews were audio-recorded to prevent loss of information and to ensure that it would be available for analysis. The findings are organised under headings: what consists of teachers’ work and what are the emotions involved in such work. Further sub-headings were used to represent the data. Findings revealed that teachers were found to be involved in administrative work, extracurricular activities, learner management and leadership at school. Various emotions in teachers’ work ranged from positive to negative feelings were discovered in the data. It was found that teachers felt great dissatisfaction and frustration towards non-teaching tasks at school. Positive feelings towards teachers work were attributed to learners’ success, acknowledgement, and when teachers were rewarded or appreciated for their work. Findings provide key insights into teachers’ work and emotional experiences.
Exploring teaching strategies used by teachers in multi-grade classrooms in rural settings in the Umlazi District.
(2020) Mnyandu, Service Zandile.; Amin, Nyna.
This study illustrates the curriculum strategies used by teachers in the multi-grade classroom in rural settings. Two schools practising multi-grade teaching were identified to generate data related to the phenomenon reviewed under study, using the qualitative interpretive case study approach of four multi-grade teachers in the Umbumbulu area of the Umlazi District. The data was generated by using semi-structured interviews and focus group discussion for the research study. Purposeful and convenience selection was used to choose the most valuable and obtainable participants. The study analyses multi-grade teachers’ experiences of navigating how they teach in the multi-grade classroom. The following strategies were identified in the literature: (1) Mixed/multi-age classroom arrangements. (2) Quasi-mono-grade models. (3) Learner-centred approaches in multi-grade classrooms (4) Peer instruction in multi-grade classrooms. The findings from the multi-grade teachers’ experiences identified the challenges that arise within the school and the community concerning the dwindling of learner numbers and the multi-teaching of different grades in one classroom under one teacher’s instruction. The findings detected suggestions in the curriculum planning that needs close attention by the Department of Basic Education curriculum planners particularly in multi-grade classrooms that seems to be unattended to at the macro-level. The findings recommend the empowering of mono/multi-grade teachers and parents on how to build rapport amongst them and to learn to work together to improve the children’s progress. Further, they have to understand that the significance and the presence of multi-grade schools in the vicinity is meant for the benefit of learners and to support society.
Grade 10 male students' experiences of school disengagement.
(2015) Collins, Brant.; Amin, Nyna.
This study explores the experiences of grade 10 boys towards school and, in particular, towards the phenomenon of school disengagement. The reason for pursuing research of this nature was due to the scarcity of literature available on the phenomenon of disengagement, particularly from the context of privileged, private schools. Disengagement permeates schools both in South Africa, as well as internationally and, therefore, it is important to develop a holistic understanding of the phenomenon. Moreover, the researcher wants to add to the existing body of knowledge and divulge a deeper understanding of disengagement, especially with regard to the specific context of the research site. This will allow for remedial action to be implemented in the future. The ecosystemic theory provided a suitable theoretical framework of reference, due to the multidimensional nature of both the phenomenon and the participants. The research study was conducted within the qualitative paradigm and focussed on the use of case studies and open-ended questions in order to extract the meaning-rich experiences from the participants. Three, in-depth, one-on-one interviews were recorded and transcribed. The transcriptions were analysed and the common themes were identified, presented and examined against the existing literature. The findings revealed that predominately emotional, personal, family, school, and peer influences affect boys‟ experiences of school disengagement. It also revealed the highly integrated nature of the subsystems affecting the boys; the importance of analysing each participant from their unique context; the multidimensionality of the phenomenon of disengagement; and that inspirational instruction is lacking in the lives of students who empathetically seek recognition for their scholastic efforts. Finally, the researcher concludes by stating some implications that the study has, with regard to formulating a remedial response to disengagement, as well as to future recommendations for research that may shed further light on the phenomenon of disengagement.
Lecturers and students’ views of integrating technology in the fashion curriculum.
(2019) Peter, Sweetlina Nomonde.; Amin, Nyna.
As new educational technologies become available, resources in higher education are lacking but the demand for access to better quality higher education is dramatically increasing. As such, the quest for academics to employ a variety of educational technologies that enable, extend and enhance teaching and learning is urgent and necessary. The aim of this study was to examine the views of lecturers and students on integrating technology in the fashion design programme for the purpose of teaching and learning at the Butterworth campus of the Walter Sisulu University (WSU). This study employed the post-positivist paradigm to gather quantitative data to analyse the views of both lecturers and students about the integration of technology in the fashion programme. Based on the literature review, the Technological Pedagogical and Content Knowledge (TPACK) framework and Diffusion of Innovation (DOI) were selected as theoretical frameworks in this study. The data was gathered through a questionnaire, which was adapted and modified from a study by Hossein and Kamal. All seven lecturers and a sample of seventy-nine fashion students participated in this study. The predetermined categories identified included technology knowledge, technology content knowledge, technology pedagogical knowledge, and technological pedagogical and content knowledge. These categories were measured with the view to generalize data to a wider population and to establish if there are any relationships between them. The main findings of the study were that, even though lecturers seem to have a high pedagogical content knowledge, the inclusion of appropriate technologies in the fashion programme requires a combination of robust content knowledge, a diverse array of teaching techniques and competency with emerging teaching technologies.
Novice teachers' experiences of teaching literacy in the foundation phase.
(2014) Baker, Merle Andrea.; Amin, Nyna.; Naidoo, Jayaluxmi.
South Africa has become synonymous with disparaging headlines regarding the dismal literacy performance of learners. Most reports and research on the country’s educational progress have displayed negative headlines regarding the literacy levels of the learners. The teaching of literacy has been under discussion in this country due to the low literacy levels that have been highlighted in both media and research. The results of the Annual National Assessment and the Progress in international reading literacy studies bear testimony to this. Consequently, this study focuses one aspect of teaching literacy from the perspective of novice literacy teachers. A qualitative study, located in the interpretative paradigm was used, to explore novice teachers’ experiences of teaching literacy in the foundation phase. A case study was employed, using semi-structured interviews of the experiences of teaching literacy by three novice teachers in the foundation phase at one school in Durban. The study firstly, reviewed literature on novice teachers, secondly, the teaching of literacy in the foundation phase and thirdly, presented Kolb’s experiential learning theory as the framework, which underpinned this study. The experiential learning theory documented the learning cycles of the three novice teachers by describing their feelings, their reflections, thinking, and doing. Data emerging from the findings, suggested that, given the history of South Africa, teachers in the foundation phase encounter a plethora of challenges and contextual factors that impact on their teaching of literacy. The novice teachers in this study employed teaching strategies to cope with the challenges, by engaging in a process of experiential learning. This research study, therefore advocates a need for a more sustainable development of novice teachers as intellectuals, who will be capacitated to develop strategies to cope with the literacy challenges in this country.
The reading experiences of grade four children.
(2010) Ganasi, Romy.; Amin, Nyna.
A social justice analysis of internationalization at a higher education institution.
(2013) David, Isaiah.; Amin, Nyna.
In a broad sense the international dimension within higher education is referred to as internationalization. International students to some extent bring this dimension. Higher education institutions are rated for the number of international students and staff they accrue. Consequently internationalization within higher education is highly competitive. This competitive, global business seems to neglect internationalization approaches within higher education that promote global social transformation thereby curbing the commodification of international students under the guise of turbo capitalism. My study seeks to interrogate documents regarding internationalization at UKZN (University of KwaZulu-Natal) for more just and fair experiences for both local and international students. In analyzing UKZN’s model and approach to internationalization social justice theories and concepts are called upon. Relevant documents are critically analyzed through the lens of hierarchical relations of oppression, discrimination based of nationality status and unjust distribution of limited resources and opportunities. In this light social justice theories and approaches were tested and selectively applied contextually to advocate for more utilitarian ends. The findings indicate that the USA and US institutions seem to dominate global partnerships at UKZN; that international students were differentiated geographically for pricing regardless of academic interests, need or merit; that the events hosted by the international student office did not address social global transformation however promoted travel almost exclusively and that international students were given four times more working hours than locals. In addition access to some UKZN postgraduate scholarships had no written restrictions for international students, currently situated in a developing, grossly unequal society, South Africa. Although under the global yoke of nationalism and commercialism the study posits the possibilities for resistance against oppressive practices which divide, stimulate violence and breed exploitation. Thus, lowered social identification as well as considering the realities of globally pervasive citizenship rights while not ignoring the needs and merits of the international community at UKZN could result in richer exchanges between local and international students for more meaningful, progressive global social change.
A systematic review of the literature on the effectiveness of cognitive based instruction for adult learning.
(2015) Mutula, Barbara Lynn.; Amin, Nyna.
Instructional research in adult learning has evolved over the years with increasing interest in the shift from behavioural to more cognitive models of instruction. Researchers and instructional designers have been drawn towards learners‟ cognitive structures and mental processes in learning environments in a bid to create effective instructional methods. Substantive research has been conducted on individual models of instruction, but current research on cognitive models of instruction across a range of disciplines in higher education was necessary. As more models of instruction emerge, an evaluation of their effectiveness is crucial to ensure successful learning. This study assessed the effectiveness of cognitive-based instruction for adult learning. A systematic review of the literature was conducted to locate current relevant studies that presented cognitive-based models of instruction applied to adult learning populations. A search strategy was used to search for relevant literature through databases, journals and reference lists. Inclusionary criteria yielded 31 qualitative and quantitative studies conducted in Africa, Asia, America, Australia and Europe; published between 2000 and 2014. A pooled sample size of over 32,033 male and female adult learners participated in the included studies. Models represented in the selected studies included problem-based learning, cognitive apprenticeship, adaptive instruction and intelligent tutoring systems respectively. The Quality assessment procedure resulted in 12 studies that indicated minimal strength in methodological rigour. Data was extracted with the use of data extraction sheets and presented in graphs and tables. Thematic and textual narrative syntheses were used to analyse the data and the systematic procedure was documented and presented in tables and flowcharts. Results indicated that cognitive-based instruction is most effective when a combination of valid cognitive tools and methods are used in tandem with adult learners‟ cognitive learning styles in appropriate learning environments.
Teachers’ visualisation of the mathematics curriculum.
(2022) Kowlesar, Roshini.; Amin, Nyna.
This study explores how teachers in a suburb of Durban visualise the Mathematics curriculum. The inquiry is predicated on the assumption that teachers’ visualisations make visible their foci on aspects of the Mathematics curriculum which is often not explicit. The study also aims to explain the different types of visualisations each participant held and the implications thereof for practice. This was a qualitative study conducted at a private school in Durban. Six teachers participated in the study. The data was generated by asking teachers to produce an image of their visualisation and conducting semi structured interviews. An interpretivist paradigm framed the study. Six visuals were generated by participants (tree, pizza, toolbox, jigsaw puzzle, germinating seed and 4-tiered cake). Based on its findings, the study identifies an understanding of the teachers’ thoughts of the Mathematics curriculum. New teachers begin by following the curriculum at hand very closely. Over time, as they learn more about both learners and curriculum, they adapt and adjust their interpretation and implementation of the curriculum. Finally, the study shows that new and aspiring teachers need opportunities to analyse and critique curriculum, beginning during teacher education and continuing in the in-service period in the company of their more experienced colleagues and mentors.
Teachers’ work in a context of adversity.
(2018) Maharaj, Nadira.; Amin, Nyna.; Dhunpath, Rabikanth.
This study investigated the nature of teachers’ work in a context of adversity at Shivta Primary School. The school is situated in an underprivileged rural township in KwaZulu-Natal known as Kalika. Social constructionism was adopted as the theoretical framework for the study and the open systems theory and Morrow’s formal and material elements of teachers’ work were employed to examine the nature of such work in a context where students hail from low socioeconomic backgrounds. A qualitative ethnographic approach was used to collect data. Interviews, focus groups and observation were used to examine the nature, complexity and demands of teachers’ work in a context of adversity. While teachers are expected to comply with national norms as well as those formulated by school management, teaching in a context of adversity generates additional challenges. The study’s results revealed that teachers’ work at Shivta Primary School is concentrated, complicated, emotionally challenging and demanding. Apart from their daily classroom activities, they are called on to provide social and emotional support to students due to the latter’s socioeconomic circumstances. The findings also indicate that the rhythm of teachers’ work is constantly interrupted by counselling and social work; administrative duties and other incidental activities. This calls for the ability to constantly respond to new situations that are outside their normal duties. The multiple interactions that constitute teaching reveal teachers’ work as complex, demanding, emerging and intensified rather than permanent and coherent. Teachers at Shivta Primary School operate within a structure that requires that they attend to matters after the school day has ended. While this may be typical of many schools, the degree of adversity confronted by students at this school makes this study atypical. It is thus recommended that policies provide for support for teachers that work in a context of adversity.
Teaching students with visual “disability”: the experiences of technical and vocational education and training (TVET) lecturers.
(2019) Khumalo, Zodwa Prudence.; Amin, Nyna.
The acceptance of students with “disabilities” into mainstream classrooms is a global issue. In South Africa, during the apartheid era, people with “disabilities” were segregated into their own schools, and did not receive quality education as their peers in mainstream schools. South Africa post- apartheid, with its democratic government created new policies, which were to address past apartheid oppression in its education system. Amongst other policies was an inclusive education policy, which advocates for the inclusion of students with “disabilities” into mainstream classes. A public Technical Vocational Education and Training (TVET) College in KwaZulu-Natal (KZN) has since 2015 enrolled students with visual “disabilities” as its initiative to implement the inclusive education policy. This resulted in the unexpected need for the lecturers to change their normal teaching strategies in order to accommodate these students. A study within the qualitative approach, using a case study methodology, was employed to gather data on the experiences of four TVET College lecturers teaching students with visual “disabilities”. Semi-structured interviews with four lecturers were used to generate data. Kolb’s Experiential Learning Theory underpinned this study and was useful in interpreting the experiences of TVET college lecturers. This study has revealed three major findings: the TVET College lecturers have never received any professional training to prepare them to teach these students. There are no resources currently available to teach students with visual “disabilities”. The lecturers received no support from management and the Department of Higher Education in teaching students with visual “disabilities”. Nevertheless, the lecturers have embraced this challenge and have found their own agency to cope with teaching these students despite all the challenges they have encountered from not being trained, battling with resources and not being supported.
What young children say about violence at their school.
(2010) Bengtson, Sharon.; Amin, Nyna.
This is a case study about young children's discourses about violence. The young children in this study attend a school that is situated in the suburb of Newlands East, previously restricted to so-called 'Coloured' persons. The area is known for its propensity for violence, and in schools teachers have to deal with many acts of violence on a daily basis. The study is premised on two ideas: one, that from young children's discourse on violence it might be possible to access their experiences, feelings, and fears about violence in schools; and two, young children are important sources of information in trying to understand our social order. The methodology entailed one focus group discussion with a group of Grade Five students. Three boys and seven girls were selected. Selection was based on their ability to express themselves clearly and their willingness to participate voluntarily. All participants were 'Coloured'. The facilitator of the focus group discussion was a Grade Seven student; this was to ensure that the children's responses would not be influenced by the presence of an adult. The findings are organized under two subheadings: what young children say about violence and what they say causes violence. The participants indicated that the following constitute violence: teasing, swearing, name-calling, bullying, betrayals, competitiveness, fighting, jealousy, stealing, hitting, racism, homosexuality, physical abuse and sexual abuse. They have identified the following as causes of violence: teachers, friends, physical characteristics, the home, prefects, rivalry and sexuality. Emergent findings suggest that young children's discourses are markedly different to adult discourses and provide key insights when trying to understand violence in schools from a child's vantage point.
Working memory and reading comprehension abilities in grade 4 boys.
(2014) Sandler, Amber Jean.; Amin, Nyna.
The purpose of this study was to research the relationship between working memory and reading comprehension abilities in grade 4 boys. The need for this research can be traced, in part, to the poor performance of learners in literacy in South Africa. It has become imperative to explore ways of enhancing learners’ ability to extract meaning from what they read and to give them the tools to enable them to be lifelong learners. Currently, there seems to be little research regarding working memory and reading comprehension ability conducted within a South African context. Accordingly, this study sought to better understand why learners do not always respond to reading intervention and to identify the specific educational needs that should be addressed in the classroom. This study used the Hodder Group Reading Test and The Automated Working Memory Assessment (AWMA) to evaluate the learners’ working memory and reading comprehension abilities. Data for this research was then analysed using statistical methods. The data analysis demonstrated a positive linear relationship between reading comprehension and working memory in grade 4 boys i.e. as reading comprehension increases so does working memory. It is hoped that the knowledge gained in this study will add to South African perceptions regarding working memory and reading performance.

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Browsing Masters Degrees (Education Studies) by Author "Amin, Nyna."