Browsing by Author "Bertram, Carol Anne."

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An analysis of Social Studies teachers’ pedagogy in selected secondary schools in Malawi.
(2022) Mapala, Cogitator Wilton.; Bertram, Carol Anne.
The thesis analyses the pedagogic practice and choices of four Social Studies teachers in Malawi secondary schools who are teaching Form Two, which is an equivalent of Grade Ten (10). This study was qualitative, using interpretivist paradigm and Bernstein’s notions of classification and framing in analysing teacher’s pedagogic practices. The study’s findings show that Social Studies teachers had a similar pattern of pedagogic practice with minor variations depending on the instructional method used. Generally, the pedagogic practices of teachers are characterised by strong framing with regard to selection, sequencing and pacing that suggests that Social Studies teachers’ pedagogic practices gave less autonomy to learners. This confirms the general assertion that teachers are struggling to embrace the educational principles of learner-centred education. Further, it was observed that hierarchical rules had both strong and weak classifications and framings that show mixed pedagogic practices. The study shows there was also a mixed pattern, regarding the evaluation criteria. Although it is characterised by both strong and weak framings depending on what the teacher wants to achieve in a pedagogic relation, it was predominantly weak. This study also affirms the findings of Brodie et al., (2002) in which they argued that some teachers have the form of the learner-centred education with or without the substance and that teachers take up new ideas differently. It also indicated that pedagogic practices of teachers reflect what they think about the pedagogy. It is the interpretation and beliefs teachers have about pedagogic practices that influence how they teach and make choices of how and what to teach. The study also shows that the pedagogic choice is influenced by time allocated to each lesson against the instructional activities planned, syllabus coverage and lack of preparation.
An analysis of the values in the Foundation Phase of the South African curriculum and their application in the work books.
(2013) Rawhani, Veda Chowghi Abd-el Fattah.; Bertram, Carol Anne.
This study investigated the extent to which human and civic values were addressed in the Life Skills and English Literacy curriculum for grade three. It also looked at the extent to which these values were applied in the Rainbow workbooks, which are workbooks provided to all learners by the national Department of Basic Education. The study began by defining values and selecting two lists of values, a democratic/civic list of values which included: democracy, social justice, equity, equality, non-racism, non-sexism, ubuntu (human dignity), an open society, accountability (responsibility), rule of law, respect, reconciliation and peace. The second list was a human/spiritual list of values which included: truth, respect, kindness, tolerance, responsibility, cleanliness, neatness, contentment, courage /creativity. The research method used was a content analysis. The discourse in this field indicates that there is a need to define a list of common values that will transform people into citizens with characters that will be of benefit to them and to the society at large, and that education should play an important role in promoting these values. The important role of values in the curriculum is endorsed by local and international studies as well as the Department of Basic Education. The Department of Education developed a Manifesto of Values (2001) as a blueprint for values in education. Despite this, the present CAPS has a minimal focus on values and as a result so do the workbooks. A number of very fundamental and pertinent values don’t appear in the curriculum or the workbooks. The values most addressed are responsibility towards personal hygiene and the environment and respect. The values least addressed are truth and peace. The present state of the values addressed in the curriculum does not equip it to transform society to the one that was envisioned in the Manifesto. This study recommends that the curriculum needs to be infused with human and civic values across the subjects, additionally special attention needs to go into developing educators to ensure they know how and why to practice these values.
Are teachers lifelong learners? : a case study of informal learning in a suburban high school.
(2011) Thaver, Kamandhree.; Bertram, Carol Anne.
Internationally, there is a growing body of research that focuses on teachers’ informal learning. However, there is very little research in South Africa on informal learning and most research focuses on formal professional development initiatives. The purpose of this study is to address the gap in South African literature on the contemporary educational phenomenon of informal teacher learning. The study aims to investigate how teachers learn informally at school. The key research questions, 1. What do the selected teachers understand by the concept teacher learning? 2. In what ways do teachers learn informally at school? 3. What kinds of knowledge do teachers learn informally at school? were used to frame the study. The body of literature surveyed for this study makes reference to the variety of ways teachers learn informally in school and the benefits derived from this alternative form of learning. In South Africa, studies undertaken by Abrahams (1997) and Graven (2004) seem to suggest that there is some kind of support for collaboration and communities of practice as models of teacher learning. This study was conducted with a group of five teachers, both novice and experienced at a suburban government girls’ high school in KwaZulu-Natal. The study used the exploratory, descriptive style of case study methodology where the case is teacher learning in a high school. It was designed to unfold in four different stages and a data collection instrument specific to each stage was used to generate the necessary data: Journals (Stage 1), Photographs (Stage 2), Photovoice (Stage 3). The data were analysed in three steps: (1) Identifying patterns and themes emerging from the interview transcripts and journal entries. (2) Content analysis to give a rich, textured description of all the details of the participants’ experiences and reflections through the narrative written about each participant. (3) A deeper analysis then followed linking data to literature by looking across narratives of the five participants for what was similar or different about what knowledges they learnt and in what ways they learnt these knowledges. Some of the key findings indicate that these participants are self-motivated and that each of them took the initiative in an individual capacity to engage in informal teacher learning to either enhance or develop their content knowledge, pedagogic knowledge, pedagogic content knowledge or contextual knowledge. They learnt these knowledges by engaging in either individual learning (planned or unplanned) or social learning (planned or unplanned) from or with colleagues.
Assessment in further education and training (FET) life sciences : an analysis of assessment tasks in three selected schools in the Mpumalanga Province.
(2011) Mkholo, Bhekeni Stuart Maxwell.; Bertram, Carol Anne.; Dempster, Edith Roslyn.
This study describes the extent to which summative assessment tasks assess the different cognitive levels and learning outcomes with reference to the SAG (2008) for Grade 10 Life Sciences. Essentially, it describes the fit between the intended and implemented assessment, using documentary analysis as a research strategy. In order to determine the fit between intended and implemented assessment the Life Sciences SAG (2008) and question papers on summative assessment tasks were analysed. The question papers were obtained from three schools which were sampled purposively in the Mpumalaga Province. The Life Sciences SAG (2008) was analysed in order to determine the official percentage weightings (marks) of the cognitive levels and learning outcomes which must be assessed in the summative assessment tasks (intended assessment). Using the Revised Bloom’s Taxonomy as an analysis tool, question papers on summative assessment tasks were also analysed in order to determine the average percentage weightings (marks) of the cognitive levels and learning outcomes which were assessed (implemented assessment). When the intended and implemented assessments were compared the following results were obtained: For practical tasks and end-of-year examinations there was an incongruity between the intended and implemented assessment in terms of the cognitive levels and learning outcomes. The discrepancy between the intended and the implemented assessment was also found in controlled tests but only in terms of the learning outcomes. In controlled tests the fit between intended and implemented assessment in terms of the cognitive levels could not be determined because the SAG (2008) does not prescribe the cognitive levels which must be assessed. Furthermore, a weak fit between the intended and the implemented assessment in terms of the lower cognitive levels and learning outcomes was found in mid-year examinations. However, there was a strong fit between the intended and implemented assessment in terms of the higher cognitive levels in mid-year examinations. Lastly, for the research projects the fit between the intended and implemented assessment could not be determined because the Life Sciences SAG (2008) does not prescribe the cognitive levels as well as the percentage weightings of the learning outcomes which must be assessed.
A case of informal teacher learning in a secondary school.
(2011) Prammoney, Sharmaine.; Bertram, Carol Anne.
The purpose of this study was to explore how teacher learning happened informally at the workplace. Another aim was to describe the ways in which informal learning contributes to teacher development. The study also endeavoured to establish if the school supported or hindered informal learning. The method of case study was used to understand how both novice and experienced teachers learn informally in a secondary school. The study examined five teachers’ informal learning experiences in the school by drawing on accounts of the individual teachers’ perceptions and reflections documented in journals, photographs and interviews. The journal entries were used to write narratives which outlined how teachers learnt informally in the workplace. Teachers were asked to take photographs of the places in which they learnt informally. The interviews awarded teachers the opportunity to talk about the photographs they chose to capture. The study found that teachers engage in various forms of informal learning opportunities at school. These opportunities were both planned and unplanned. The research indicated that informal learning is situated. Some of the learning opportunities included being part of a learning community, learning by interacting with colleagues in informal chats and attending meetings. In these instances it was found that teachers learnt with and from others, which is socially. This illustrates collaborative learning in the school. Teachers also engaged in individual learning. It was discovered that the school must provide opportunities for teachers to engage in informal learning. The study considered the various opportunities that existed in the school for teachers to develop and found that such opportunities contributed towards extending teacher knowledge and development. The study found that teachers in the study were willing to take the initiative to seek the learning they thought they required. The study recommends that informal learning be recognised as an authentic form of teacher learning and development in schools. Further, schools must become sites of learning for teachers by creating, encouraging and sustaining learning opportunities.
A case study exploring the pedagogical content knowledge of intermediate phase Mathematics teachers.
(2019) Nadas, Leena.; Bertram, Carol Anne.
The poor performance of South African learners in mathematics has been a cause of great concern. Various factors have been identified which contribute to learners’ underperformance and amongst these factors, is that of teacher knowledge. Shulman (1986) who was the initial researcher on teacher knowledge, categorized seven knowledge domains. These knowledge domains include: content knowledge, general pedagogical knowledge, curriculum knowledge, knowledge of learners and their characteristics, knowledge of educational contexts, knowledge of educational purposes and values and pedagogical content knowledge (PCK). PCK is deemed as the knowledge domain that makes “teachers, teachers” rather than subject experts (Cochran, King and DeRuiter, 1993). This study has therefore focused on this specific knowledge domain. The purpose of this study was to explore the pedagogical content knowledge (PCK) of two Grade Six mathematics teachers from the Umgungundlovu district in KwaZulu- Natal. The study focused on the categories of PCK that the teachers drew on when teaching 2D and 3D shapes. The teachers were purposively selected on the basis of having five years or more of teaching experience and their willingness to participate in the research. The study was guided by a qualitative case study method and located within the interpretive paradigm. Structured lesson observations and video stimulated interviews were used as data collection methods. The video stimulated interviews were transcribed and Ball et al’s. (2008) framework on Mathematics Knowledge for Teaching (MKT) with a specific focus on PCK was used to analyze the data. The data was coded according to the three categories of PCK in the MKT framework. These categories are comprised of Knowledge of Content and Curriculum (KCC), Knowledge of Content and Teaching (KCT) and Knowledge of Content and Students. The findings of this study suggest that the teachers implemented KCC, KCS and KCT in their teaching of 2D and 3D shapes. However, it was also observed that both teachers failed to address the incorrect responses provided by their learners. The issue of time constraints was identified as a possible factor that could have contributed to the teachers’ inability to probe deeper into the learners’ misconceptions. In addition to this, the study also aimed to describe the nature of the relationship between the teachers’ PCK and pedagogic decision making. The results of this study also suggest that the teachers’ KCS and KCC greatly influenced their pedagogic decision making and a call for further research in this area is suggested.
A case study of informal teacher learning in the foundation phase.
Govender, Shakunthila.; Bertram, Carol Anne.
This study describes how two teachers in foundation phase learn informally in the workplace. It also aims to analyse the context within each school and evaluates to what extent the context supports teacher learning. A case study methodology approach was adopted to understand the phenomenon of informal learning in an in-depth way. Three different collection methods were used to generate data. Each teacher was interviewed to generate data to answer both research questions, which are the ways in which selected foundation phase teachers learn informally and how the school context supports or impedes their learning. The participants then put a collage together to illustrate the ways in which they learn. Their explanation and discussion of the collage was audio recorded. Each participant took photographs of their learning experiences to supplement the data already generated. This was followed by photo-elicitation interview. Data was organised using Opfer and Pedder’s (2011) complex systems on teacher learning. Teacher learning is non-linear and nested into subsystems, namely the individual, the activity and the school, which all operate in a nested way and are a catalyst for teacher learning. Themes were highlighted and in-depth narratives of the participant’s learning trajectories were documented. The learning activities were then plotted on a grid which distinguished between unplanned and incidental and social and individual learning activities. Both participants generated a kaleidoscope of data. The data produced perspectives on the ways in which teachers learn informally. Sarah was a confident teacher, 37 years in the profession. Her social and individual learning were balanced equally while her learning was predominantly planned. Deborah appeared to lack confidence with just 8 years in the profession. Her learning was more individualistic since her context lacked collaborative learning experience. Her planned and unplanned learning experiences are equivalent. The findings support Opfer and Pedder’s (2011) claim that teacher learning is cyclic and nested into subsystems. It also revealed that teachers learn in different ways and their trajectories of learning may vary but learning still takes place. The context of Sarah’s school supported teacher learning, but Deborah’s school impeded her learning and did not provide a collaborative culture to support her learning. This study outlined the problems faced by Deborah in a particular rural South African school context that impeded learning opportunities and development. Evidence provided in the study supports Opfer and Pedder’s Complexity Theory (2011, p.376) which argues that the school plays an instrumental part in the nested cyclic system to influence teacher learning. Sarah’s school context created more opportunities for teacher learning emphasising that the context is very influential tool in learning processes. The study shows that the school is a catalyst for teacher learning. It recommends that each school needs to review, reassess and restructure the programs available for professional development and teacher learning providing substantial opportunities for the teachers to learn.
Conceptualising whole school development : examining the approaches of non-government organisations to school development in South Africa.
(1999) Bertram, Carol Anne.; Parker, Benjamin Philip.
This study attempts to provide conceptual clarification around the concept of whole school development in South Africa. It does so through examining the approaches to school development of five non-government organisations in South Africa as well as the literature and research in the areas of school effectiveness, school improvement and educational change. The concept of whole school development emerged in South Africa in the 1990s. It was seen as the way to develop quality schooling where individual teacher inservice programmes traditionally offered by NGOs had failed. The literature review presents two different ways of approaching school change: namely school effectiveness and school improvement. It locates the South African concept of whole school development within the international paradigm of school improvement because it has a clear commitment to understanding the process of school change. International research suggests that there is a need for school change processes to deal with school culture and not only with changing school structures and procedure. A focus on changing culture seems to suggest an understanding of change which is normative-re-educative. School development planning is the most common strategy for school development and this study suggests that it needs to be implemented in an holistic way. These themes are conceptualised as continua. After presenting the data from the interviews, the study then maps the work of the five organisations onto these continua. Common themes which emerge are that all the organisations make use of school development planning to some extent: all organisations rely on well-skilled facilitators and all acknowledge the imperative to build the capacity of teachers within the school to lead their own development process through a school development committee. The study ends by suggesting three principles of procedure which can be used in school development. These are that school development needs to focus both on structure and culture; that an organising framework is needed to help schools prioritise the issues and that a systemic way of approaching problems is useful. Some of the challenges facing whole school development, particularly around issues of replicability. sustainability and the role of the community are explored.
Curriculum recontextualisation : a case study of the South African high school history curriculum.
(2008) Bertram, Carol Anne.; Harley, Keneth Lee.; Hugo, Wayne.
This thesis aims to answer the question: How is history knowledge contextualised into pedagogic communication? Empirically, it takes place at a specific point in the curriculum change process in South Africa, namely the period when the new curriculum for the Further Education and Training (FET) band was implemented in Grade 10 classrooms in 2006. The study is theoretically informed by a sociological lens and is specifically informed by the theories of Basil Bernstein, particularly his concepts of the pedagogic device, pedagogic discourse, pedagogic practice and vertical and horizontal knowledge structures. It is premised on the assumption that the official policy message changes and recontextualises as it moves across the levels of the pedagogic device. It tracks the recontextualisation of the history curriculum from the writers of the curriculum document to the actual document itself, to the training of teachers and the writing of textbooks and finally to three Grade 10 classrooms where the curriculum was implemented in 2006. The empirical work takes the form of a case study of the FET history curriculum. Data were collected from a range of different participants at different levels of the pedagogic device. It was not possible to interrogate all the sets of data with the same level of detail. As one moves up and down and pedagogic device, certain things come into focus, while other things move out of focus. Data were collected through interviews with the writers of the history curriculum, with publishers and writers of selected Grade 10 history textbooks and through participant observation of a workshop held by the provincial education department to induct teachers in the requirements of the new FET history curriculum. Data were collected in the Grade 10 history classrooms of three secondary schools in 2005 and 2006. The school fieldwork comprised video recording five consecutive lessons (ten lessons over two years) in each of the three Grade 10 classrooms, interviewing the history teachers and selected learners, collecting the test papers and assignment tasks and assessment portfolios from selected learners. The study uses the pedagogic device as both a theoretical tool, and a literary device for the organization of the thesis. Within the field of production, the study examines what is the discipline of history from the perspective of historians and of the sociologists of knowledge. History is a horizontal knowledge structure that finds its specialisation in its procedures. However, an historical gaze demands both a substantive knowledge base and the specialised procedures of the discipline. Within the Official Recontextualising Field, the study examines the history curriculum document and the writing of this document. The NCS presents knowledge in a more integrated way. The knowledge is structured using key historical themes such as power alignments, human rights, issues of civil society and globalisation. There is a move away from a Eurocentric position to a focus on Africa in the world. Pedagogically, the focus is on learning doing history, through engaging with sources. Within the Pedagogic Recontextualising Field, the major focus of the teacher training workshop was on working with the outcomes and assessment standards within the ‘history-as-enquiry’ framework. Textbook writers and publishers work closely with the DoE Guidelines and focus on covering the correct content and the learning outcomes and assessment standards. The three teachers within the field of reproduction taught and interpreted the curriculum in different ways, but the nature of the testing (focused primarily on sources) was similar as there are strong DoE guidelines in this regard. For Bernstein, evaluation condenses the meaning of the whole pedagogic device. This is even more so when the curriculum is outcomes-based. The assessment tasks that Grade 10 learners in this study were required to do had the appearance of being source-based, but they seldom required learners to think like historians, nor did they require them to have a substantial and a coherent knowledge base. The FET history curriculum is in danger of losing its substantive knowledge dimension as the procedural dimension, buoyed up by the overwhelming logic of outcomes-based education and the strongly externally framed Departmental assessment regulations, becomes paramount.
An exploration of clusters as teacher learning communities for grade 12 geography teachers in the inland circuit.
(2016) Myende, Sanele Siphosenkosi.; Bertram, Carol Anne.
Since the advent of democracy in 1994, South Africa has undergone enormous changes in education system. With a change in education system, the curriculum is expected to change. This means that teachers as agents of teaching and learning need to adapt to the ever changing system. However, there has been great concern that teacher development has not been supportive of these changes. Therefore, more effective teacher development initiatives are required. The main objective of teacher development is to enhance classroom practice and to ensure better learning outcomes in South African schools. This study investigated teacher clusters as a new initiative for teacher development in South Africa. The main aim was to explore to what extent two Geography teacher clusters function as teacher learning communities. The study was located within the interpretative paradigm and a qualitative approach was adopted. Semi-structured interviews and observations were used. Five participants were interviewed and cluster meetings were observed twice. The study was based on one district and circuit in KwaZulu-Natal. Findings show that two major activities take place in cluster meetings. Firstly, assessment is a major activity, which includes setting of question papers, moderation of scripts, discussing previous question paper standards and developing memoranda together. Secondly, content discussions are based on content knowledge of a subject. A range of researchers concur on the following features/ characteristics of professional learning communities: shared vision, values, and goals; collegiality and collaborative learning; supportive conditions; shared personal practice; a collective focus on student learning; shared trust amongst the teachers; and teacher driven and shared leadership. Clusters did not demonstrate all characteristics of teacher learning communities. Shared trust, shared vision, values and goal, shared personal practice, teacher driven and shared leadership were not present across clusters. However, collective focus on student learning and collaborative learning were identified as being present. Therefore, it is imperative for the Department of Basic Education to strengthen clusters to function as professional learning communities
An exploration of Intermediate Phase English First Additional Language teacher learning through the use of PILO toolkits to improve curriculum coverage: case study of three primary schools in the King Cetshwayo District.
(2021) Gamede, Khethiwe Emily.; Bertram, Carol Anne.; Mthiyane, Cynthia Carol Nonhlanhla.
In South African Primary schools, the education policy states that the learners may learn in their mother tongue up to grade three. Thereafter, English or Afrikaans becomes the compulsory Language of Learning and Teaching (LOLT) from grade four. But most grade four to six learners demonstrate a poor understanding of English First Additional Language (EFAL). A further concern is that the teachers do not complete curriculum coverage when teaching EFAL. The initiation of Jika iMfundo (JM) programme was intended to help and support teachers in KwaZulu-Natal through the use of PILO toolkits in order to improve curriculum coverage. Toolkits are resources designed to help teachers to improve curriculum coverage and to influence learning outcomes. JM provided PILO toolkits that included curriculum planners to teachers during workshop training. The curriculum planners were used to pace teachers’ teaching and assessment against CAPS expectations in order to help teachers to reflect and recognize the gaps that were related to curriculum coverage. The purpose of this research was to explore Intermediate Phase English first Additional Language (EFAL) teacher learning through using the PILO toolkits to improve curriculum coverage in three primary schools in the King Cetshwayo District. This research used qualitative methods within the interpretative paradigm. Data was generated through semi-structured interviews, participants’ biographic information, field notes and document analysis. The research data reveals that teachers acquired content and subject knowledge from training workshops through the use of the PILO toolkits offered by the JM programme. The collaborative active participation was implemented during workshop trainings provided teachers with the understanding needed to deliver effective learning and teaching in their classrooms. Moreover, the findings indicated that regular collaborative interaction between teachers and their Heads of Departments (HODs) was ensured by meetings that were held within their respective schools by the HODs, and they were visited by subject advisors as well as attended cluster meetings, which helped them to cover the expected curriculum. However, there were tensions between the monitoring and support aspects of the PILO toolkit planners and the fast pacing of the curriculum and learners’ grasp of concepts.
An exploration of teacher learning in a life sciences cluster in Mpumalanga Province.
(2019) Mxenge, Ntombekhaya.; Bertram, Carol Anne.
Teacher professional learning is a terrain that continues to prove challenging to be clearly understood by key role players. Many initiatives and policies have been designed, redesigned and replaced within no time after the previous one had just been introduced. This has happened without an impact evaluation being conducted to check why the policies are not working. To encourage teacher initiated professional learning, the Provincial Department of Basic Education (DBE) in Mpumalanga has been using teacher clusters as models of teacher development since 2012. The study explores the nature of learning that takes place in one Life Sciences cluster in a district in Mpumalanga. The purpose of the study was to investigate how teachers learn, how collaborative learning occurs and what roles teachers and Departmental officials play. The study draws from Wenger’s concept of social learning to have a better understanding of how learning takes place in the cluster. Wenger’s learning dimensions offered a useful tool for analysing teacher learning as it happens in the cluster. The study offers a critique of the appropriateness of using Wenger’s framework for analysing the activities in the cluster. Methodologically the study used the qualitative approach. Multiple forms of gathering data were used, namely, interviews with teachers and departmental officials, observations of cluster meetings, document analysis and informal conversations with the respondents. Wenger’s three learning dimensions were used for deductive analysis of data, namely, Mutual engagement, Joint enterprise and Shared repertoire. The findings of the study show that the clusters are set up for the main purpose of improving the learners’ Grade 12 examination results and that all the activities that take place in the cluster meetings at provincial, district and circuit level are focused on this goal. Thus, the purpose of the cluster meetings is established by the Department, and the teachers come to use the same discourse, although there is no discussion of the joint enterprise. While there are indications of shared repertoires in the groups, these are established by the Departmental officials and not initiated by the teachers. The teacher learning that takes place in the meetings is narrowly focused on how to teach ‘to the test’ so that the learners will perform better in the exam. The nature of the teachers’ learning is learning by acquisition and there is minimal focus on learning through participation. Overall, the conclusion is that the cluster operates in a managerial way to ensure that the Department’s policies are implemented and teachers are held accountable.
An exploration of teacher learning in Grade 12 history professional development workshops.
(2016) Msomi, Derrick Mthandeni.; Bertram, Carol Anne.
This exploratory study focuses on teacher learning in Grade 12 History Professional Development Workshops. The study explores the nature and purpose of the professional development workshops that are organized by the Department of Basic Education (DBE) in the District. It further looks at what teachers learn when they attend these workshops. The study also assesses the extent to which the principles of effective professional development are featured in these workshops. The research design of the study is located within the qualitative, interpretive paradigm. Data were collected through one-on-one, semi-structured interviews with History teachers and the Subject Advisor, as well as observation during the professional development workshops. The findings in this study indicate that teachers learnt new content and different skills in the professional development workshops. The professional development workshops organised by the DBE in this district seemed to uplift the capacity of knowledge and skills of teachers. They expanded teacher knowledge capacity, in order to improve learner performance. The study reflected, to a larger extent, the effective principles of professional development. For example, teachers were able to reflect on their own performance with the purpose of improving on their practice. After attending workshops, teachers improved their way of understanding effective teaching methods when dealing with source-based tasks and essay writing. Their assessment on tasks became better than before they attended the workshops. They acquired this through a number of activities that were given to them in the workshops. The activities were done collaboratley, that is, they were allowed opportunity to work in small groups thus able to critically look at their challenges as History teachers.
An exploration of the knowledge base for teaching language that foundation phase teachers bring into the Advanced Certificate in Teaching (ACT) Programme.
(2014) Mcaba, Pandora Pemrose Sibongiseni.; Mbatha, Thabile Austaline.; Bertram, Carol Anne.
This study explores the knowledge base that Foundation Phase teachers have regarding language teaching when they enrol on the Advanced Certificate in Teaching (ACT). The ACT is a part-time programme for practicing teachers who already have a teaching diploma. The purpose of this study was to explore the teachers’ knowledge base, with the focus on English First Additional Language (EFAL) and Home Language (HL). Data was collected from eighty-six students registered for ACT at UKZN. The approach adopted for this study is an interpretive approach. Quantitative data was collected through tests and qualitative data through interviews. The focus of the test was on Content Knowledge (CK), Pedagogical Content Knowledge (PCK) and beliefs that Foundation Phase teachers have regarding the teaching of language EFAL and HL. South Africa has performed poorly in the studies conducted in the South African Consortium for Monitoring Education Quality (SACMEQ), (2002) and Progress in International reading (PIRLS), (2006, and 2011). In the Annual National Assessment (ANA), learners did not achieve as per the required standard, which was 50%. Many studies conducted have identified language gaps especially with reading in Foundation Phase (FP), hence many reading intervention strategies were initiated by the Department of Education, but results have not been promising. In 2011, Curriculum and Assessment Policy Statements (CAPS) were introduced with English as an additional compulsory subject in the FP with the hope that learners would develop English competence (DBE, 2011). However, language results were consistently poor. Teachers in the FP have to be in possession of a distinctive body of knowledge to be able to teach effectively. At the same time, Literacy content knowledge is not enough if teachers do not have appropriate strategies to teach each literacy component. It is important for teachers to understand how to connect CK and PCK. The research findings were that teachers’ content and PCK was lacking, as most teachers did not get trained in curriculum transformation and could not implement the necessary changes. Teachers in this study did not identify a similar body of CK required by FP teachers to teach, which shows there is little agreement amongst teachers regarding this. At the same time, a quarter of teachers struggled to diagnose reading errors in English and isiZulu, despite the fact that isiZulu teachers were the majority in the study. Regarding PCK, 23% of participants seemed not able to articulate how they could use the example of a picture of a market place as a resource to enhance language. Participants noted that the reasons for learners’ lack of language acquisition were external factors like the lack of resources and lack of parental support. Many did not see their own pedagogy as a reason for learners not developing language skills effectively.
An exploration of the role of Nizenande District Teacher Development Centre in supporting professional teacher learning.
(2018) Shange, Lindokuhle Portia Penelope.; Bertram, Carol Anne.
In KwaZulu Natal, District Teacher Development Centres have been set up in order to support teacher learning. This study explored how Nizenande District Teacher Development Centre (DTDC) supports teacher learning. The aim was to investigate what kind of activities teachers engage in, and what resources are accessible to teachers at the centre to enhance teacher learning. This study was located within the interpretive paradigm and a qualitative case study design was adopted. Purposive and convenience sampling were utilised in this study. Semi-structured interviews and observations were used. I interviewed three DTDC personnel and three IsiZulu teachers from different schools in the same district. The findings of this study indicate that the resources at the centre were not fully utilised by teachers due to the shortage of trained personnel to run programmes that require the use of the physical resources. Teachers said that they learnt new knowledge and skills from the activities that they engaged in at the centre. The centre offers a venue where teachers meet and learn collaboratively and hold meetings. Teacher learning at the centre is in two forms, one being voluntarily where teachers learn collaboratively in the PLCs, and the other where activities like School Based Assessment (SBA) and Curriculum Assessment Policy Statements (CAPS) moderation workshops, orientation workshop and final examination paper moderation that are imposed to them by the department. The professional development workshops at the centre seem to uplift teachers’ knowledge and skills in order to improve learner attainment. After attending the workshops, teachers said that they improved their understanding of developing a proper lesson plan, learnt the new skill of marking and how to structure essay type question for learners’ assessment tasks. They acquired this through engaging in several activities that were offered to them by the Department of Education district official. These activities were conducted collaboratively and teachers were allowed to participate in small groups thus enabling them to critically look at their challenges as IsiZulu teachers.
An exploration of three rural teachers’ practices on the use of English as a language of learning and teaching (LOLT) when teaching geography.
(2017) Mahlaba, Lucky Nkosikhona.; Bertram, Carol Anne.
The purpose of this study is to explore the teachers‟ practices on the use of English as a Language of learning and teaching (henceforth LOLT) when teaching Geography in three secondary schools located in rural areas in the uMshwathi District of KwaZulu-Natal. Three participants teaching Geography at the FET level in these three rural school contexts were selected using a purposive sample method. This research seeks to answer the three following critical questions: What are teachers‟ challenges of teaching Geography in rural schools using English as a LOLT? Secondly, what are teachers‟ practices of teaching Geography using English as a LOLT? Thirdly, how do teachers‟ practices facilitate the learners‟ understanding of Geographical concepts using English as a LOLT? This study lends itself to an interpretivist approach as it aims to understand the challenges and teachers‟ practices on the use of English as a Language of learning and teaching (LOLT) when teaching Geography to ESL learners. Three principles of Geography discourse by Naidoo (2013) were used as a conceptual framework of this study. The semi-structured interviews and classroom observations have been conducted by a researcher to collect a qualitative data from these three grade ten Geography teachers using a case study methodology. Both deductive and inductive approaches to data analysis were adopted to analyse findings using themes that have emerged from the data and three principles of Naidoo‟s (2013) of Geography discourse. The findings showed that most ESL learners attending these rural schools find it difficult to acquire Geography content knowledge presented in English. Some of the factors that contribute to this include learners‟ poor capability to speak/understand English, work volume and the number of concepts used in the subject Geography, teaching strategies used by the teacher to conduct a lesson and the environment in which the learners are located. As a result of these factors and experiences, learners remain silent during lessons where English is used to teach the learners. They also give their answers in chorus whenever the teacher poses a question in English. Consequently, these learners obtain poor results when assessed in English during tests and examinations. Therefore, this study recommends that the South African Department of Education organises more formal workshops based on teaching English Second Language teachers about different ways or strategies of teaching ESL learners whose competency in English is very poor.
Exploring Grade 3 teachers’ writing instructional practices in response to the Department of Basic Education programmes.
(2021) Lushaba, Lucky Witness.; Bertram, Carol Anne.
Writing remains central to effective learning, and it is through writing that learners can express their ideas and thoughts in different subjects across the curriculum. Competency in writing is therefore crucial for learners, especially by Grade 3, which is the end of the Foundation Phase. Despite this, writing continues to be a challenge for the majority of learners in South Africa, especially those writing in English as a first additional language. This dissertation argues that it is both necessary and possible to teach Grade 3 learners English writing skills irrespective of the curriculum adopted by the Department of Basic Education, Minister of Basic Education, or the context of the school. To be effective teachers of writing, all teachers have to know the different approaches for teaching writing so that whenever the curriculum changes, they will be able to identify the approaches underpinning the new curriculum and be the agents of change in their classroom practice. A mixed-method approach, mixing quantitative approach and generic qualitative inquiry approach was used to explore Grade 3 teachers' writing instructional practices and how they responded to the Department of Basic Education’s programmes, namely Jika iMfundo and the Primary School Reading Improvement Programme. Data was collected using a survey, which was distributed via the WhatsApp social messaging platform to 50 teachers in the uMgungundlovu District, KwaZulu-Natal, South Africa. Telephonic interviews were conducted with six Grade 3 teachers. Document analysis of the Jika iMfundo teacher toolkit and the Primary School Reading Improvement Programme lesson plans was done to understand the writing approaches underpinning these two programmes. Findings from this study indicated that teachers use a range of methodologies from Jika iMfundo, the Primary School Reading Improvement Programme and Reading to Learn when teaching writing. Before the introduction of the Department of Basic Education’s programmes, most teachers in the sample experienced challenges teaching writing because their teacher training did not prepare them for the teaching of writing. Learners lack English vocabulary to use when writing and this was found to be due to most teachers teaching English in isiZulu, thus depriving learners of exposure to English instructions. The study also found that the product approach underpins Jika iMfundo while the process approach underpins the Primary School Reading Improvement Programme. The study found that all teachers in the sample adapted the curriculum programmes in various ways, to suit the needs of their learners. The study concludes by providing recommendations which could be useful to stakeholders concerned about the state of affairs in the education system: the teachers, the Department of Basic Education and Non-Governmental Organisations. There is an urgent need for teachers to be trained in the various approaches for teaching writing. The teaching of writing depends on teachers’ understanding of the pedagogical underpinnings of the curriculum and the approaches for teaching writing. The researcher advises teachers of the English language to use English instructions in their classroom interactions and to expose learners to reading activities which will help learners to develop English vocabulary.
Exploring how a district teacher development centre supports teachers’ professional learning: a case study in Phumelela district.
(2019) Thwala, Ntombenhle Portia Nomcebo.; Bertram, Carol Anne.
The purpose of District Teacher Development Centres is the provision of teacher professional development. The DTDCs also aims to be a place where Professional learning communities should meet to enhance their professional learning for the improvement of their classroom practice. The centres should have resources and materials available to support teacher learning. The purpose of the study is to explore the extent to which a DTDC in a district in KwaZulu- Natal provides support to the teachers and to examine teachers’ perceptions of whether professional development they get from the centre contributes to their professional learning. My study uses the interpretive paradigm and a qualitative case study was adopted. I used observations, document analysis of attendance registers and quarterly reports and semistructured interviews as data generation methods. Ten participants were interviewed and five observations were made. I used purposive sampling for three centre personnel and convenience sampling for seven teachers. My study used Harland and Kinder’s typology of professional development outcomes as the conceptual framework. In analysing the data, I used thematic analysis and the conceptual framework. Findings revealed that many activities take place in the centre but the major activity that took place was workshops. The centre was mostly used as a meeting place for the teachers to get information on curriculum management and delivery. Moderation of school-based assessment also took place in the centre. Very few cluster meetings were mentioned by the participants as activities that take place at the centre. The centre was also used as the meeting venue for Education Department staff, community members and the Community Policing Forum, as well as an accommodation venue for matric learners during school holidays. The teachers’ perceptions of the centre’s support for their professional development showed they gained more administrative skills than the skills and knowledge that had an impact in their classroom practice. The findings also showed that the centre had no proper funding for its effective functionality in terms of acquiring resources. It did not have funds that were always available to finance urgent needs. The centre needed a proper security guard system, a receptionist, a Personal Assistant for the manager, as well as a science lab assistant. The centre needs to be supported by the Department of Basic Education so as provide proper professional development to teachers.
Exploring how the Reading to Learn pedagogy can support Grade 4 learners’ reading comprehension in Life Skills.
(2022) Dladla, Nonjabulo Busisiwe Caroline.; Bertram, Carol Anne.; Zulu, Free-Queen Bongiwe.
Reading comprehension is an important skill that facilitates the growth of many academic activities for students. Reading comprehension assists students in decoding written information, analysing, explaining, and expressing their own thoughts. The aim of this action research study was to explore how the Reading to Learn (R2L) pedagogy can support Grade 4 learners’ reading comprehension in the teaching of Life Skills. This study aimed first to examine how R2L can help learners with reading comprehension; specifically, how R2L encourages active learning and participation from students. Its second aim was to understand what the implications of R2L are on my literacy teaching. The study adopted a critical paradigm as its purpose was to improve my own teaching. Participants in this study were selected purposively as they were the learners in my class, and the aim of the action research project was to improve my classroom practices. Data was generated through pre- and post-tests, lesson observations using video recordings, and reflective journals written by me. The study's data collection period began in May 2021 and concluded in October 2021. The study’s qualitative research employed thematic analysis. Additionally, quantitative data were described using a descriptive statistic. The research is underpinned by Vygotsky's Social Learning Theory. The findings indicated that the use of R2L intervention (Scaffolded Literacy Strategies) was highly helpful to this group of Grade 4 learners, as it assisted them to read with understanding. Most learners in the R2L Group improved their test results in the reading comprehension post-test. This could be attributed to the R2L intervention because a comparable increase was not noticed in the control group post-test scores. During my implementation of the R2L intervention learner participation improved. More learners raised their hands and wanted to give answers; during sentence construction, there was interaction among the learners, as they cut out words in jumbled sentences and rearranged them correctly. On the other hand, in the class that were not taught using R2L, learners were not engaged in class discussion, with only two learners raising their hands and answering, while the rest were just listening to me and not responding to my questions. My teaching practice was enhanced by learning the scaffolding method to support my Grade 4 learners’ reading for meaning, while I guided them in all the stages of R2L intervention. R2L taught me that every learner can learn if teachers are able to scaffold their learning.
Exploring teacher learning through construction and use of teaching resources in an Advanced Certificate in Teaching (ACT) programme at University of KwaZulu-Natal.
(2015) Makwara, Violet.; Mukeredzi, Tabitha Grace.; Bertram, Carol Anne.
Insufficiently trained teachers at the foundation phase (FP) may delay the realisation of quality education for all. Therefore, having adequately trained teachers for the foundation phase sets a solid foundation for children’s learning in later phases. The aim of this research was to gain an insight into the kinds of knowledge the FP teacher-students on the Advanced Certificate in Teaching programme at the University of KwaZulu-Natal learnt, the ways in which they learnt and how the learning improved their practices through the construction and use of teaching resources. A qualitative research design within an interpretive paradigm was adopted for this study. Fourteen (14) teachers were conveniently sampled to explore their views on what and how they learnt through the construction and use of teaching resources. Semi-structured focus group interviews, lesson observations and photographs were used for data generation. The results of the study revealed that the teacher-students acquired mostly General Pedagogical Knowledge and Pedagogical Content Knowledge although they also confirmed that they learnt Subject Matter Knowledge and Knowledge of context through accommodation and assimilation. Furthermore, the teachers said that their practices improved from constructing and using teaching resources in their classrooms. Based on the results of the study, it was therefore recommended that FP teachers should always use appropriate teaching resources in order to accommodate all children. This would make learners responsible for their learning as they could also discover new knowledge. However, as this was a small study, more comprehensive research into teacher learning at the foundation phase was recommended.