Browsing by Author "Hadebe-Ndlovu, Blanche' Ntombizodwa."
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Item An exploration of in-service teachers' understanding of the teaching of mathematics/numeracy in Grade R class : the case of Grade R in Lesotho.(2014) Setoromo, Mamasiphole Josephine.; Hadebe-Ndlovu, Blanche' Ntombizodwa.Research have indicated that young learners are capable to learn mathematics because they are born with innate core of mathematical knowledge. Teachers of young learners are therefore, expected to offer mathematical curriculum which exposes learners to deep and explicit knowledge of high mathematics which embraces all five major content areas of mathematics in order to lay a solid foundation of the learning of mathematics in the future grades. This study focuses on in-service teachers teaching Mathematics in Grade R classes. The dissertation is aspired to explore their understanding of the teaching of Mathematics in Grade R class. Shulman’s theoretical framework of seven domains of knowledge that teachers must have in order to be able to teach any subject, guided this study. The objectives of this study were to understand in-service teachers’ understanding of the teaching of Mathematics in Grade R class and to examine how in-service teachers’ understanding of the teaching of Mathematics influences their teaching of Mathematics in Grade R class. To explore this, a qualitative approach and case study design were employed. I sampled five in-service teachers from four districts of Lesotho namely Maseru, Berea, Mohale’s hoek and Leribe. Data sources included teachers’ interviews, classroom observations, and analysis of documents such as teachers’ lesson plans, Grade R curriculum for mathematics and course outline of the mathematics course offered to in-service teachers during their training at the Lesotho College of Education. The findings were analysed and discussed according to themes. The findings revealed that in-service teachers had an inadequate understanding of the teaching of mathematics and that has a negative influence on the teaching of mathematics in Grade R class.Item Exploring teachers’ understanding of pedagogic practices in teaching mathematical concepts in grade 1: a case study in South African primary schools.(2016) Hadebe-Ndlovu, Blanche' Ntombizodwa.; Mgqwashu, Emmanuel Mfanafuthi.; Khoza, Simon Bhekumuzi.The study examines teachers’ understanding of their learning theories on pedagogic practices in teaching mathematical concepts in Grade 1. The study emanates from the findings of the National Education Evaluation and Development Unit (NEEDU) Report and also from research which indicates that the teaching and learning of Mathematics in primary schools in South Africa are considered to be in crisis. Mathematics teachers remain critical role players in ensuring quality teaching and learning, as they are the curriculum implementers, but they seem to lack the crucial support that underpins improved learner performance. Forming a solid and a broad mathematical foundation on Mathematics concepts like numbers and operations, geometry and spatial sense, and measurement, with algebra and data analysis playing supporting roles, is one of the goals to unpack how teachers teach Mathematics to achieve their goals when teaching Mathematics. It is evident from research that learners in Grade 1 find mathematical concepts challenging and hence many perform poorly. The objective of this study was to understand pedagogic choices Mathematics teachers make to teach mathematical concepts, and to understand ways in which these pedagogical choices affect the learners’ acquisition of such concepts. Theoretically, the study draws on both Constructivism and Bernstein’s Pedagogic Device Theory. The study adopts a qualitative approach and uses a case study methodology. The selection of different schools in different context was not for comparison purposes but for understanding how teachers understand their pedagogic practices in teaching Mathematics in Grade 1. All ethical issues were observed to ensure trustworthiness of findings. Multiple data generation tools such as semi-structured interviews, classroom observations and documents analysis were utilised. Data was analysed through content analysis. Data were first summarised and then categorised to themes. The conclusions arrived at indicate that even though primary school teachers understand officially sanctioned pedagogical practices for Mathematics, like learner-centeredness and collaborative learning, they were faced with multiple challenges in their efforts to implement their understating of pedagogical practices as there were challenges with the shortage of resources. Therefore, it is impossible for them to implement the rationale, aims and objectives, in the content for Mathematics teaching. Vigorous innovation on teachers understanding would keep them well-informed about pedagogic theories and content knowledge to enable them to attain the required level of knowledge and understanding of their practice.Item Novice teachers' experiences of teaching visually impaired learners in the foundation phase : a case study of one special school.(2015) Moodley, Vanusiya.; Hadebe-Ndlovu, Blanche' Ntombizodwa.Previous research has indicated that novice teachers in special schools usually require more training and support from their schools to have a positive teaching experience. Teachers in the foundation phase usually have a general teaching qualification that does not adequately prepare them for teaching special needs learners like visually impaired learners. Novice teachers therefore face many challenges in teaching visually impaired learners in the foundation phase. This study focuses on novice teachers teaching visually impaired learners in the foundation phase. The dissertation is aspired to explore their experiences in teaching visually impaired learners in the foundation phase. Burden’s theoretical framework that explores the stages of the teachers’ career development was used to guide this study. The objectives of the study was to understand the experiences of novice teachers’ teaching visually impaired learners in the foundation phase. The study also aimed at exploring the strategies used to enhance the teaching and learning of these learners according to the foundation phase curriculum. To explore this a qualitative approach and a case study design was employed. I sampled three teachers in the foundation phase at one special school. Data sources included teacher interviews, observations, questionnaires and document analysis such as teacher files which included lesson plans. The findings were analysed and discussed according to the different data generation techniques that were utilised. The findings revealed that the teachers required more support and guidance as novice teachers on how to adapt their teaching for visually impaired learners. The teachers all stated that more practical training should be provided for special needs novice teachers. However, all teachers stated they had positive experiences teaching visually impaired learners. Teachers claimed that through experience they grow and learn new strategies to adapt their teaching for visually impaired learners The findings also revealed that teachers were supported by other staff such as experienced teachers, therapists and teacher aides. The teachers revealed that although they initially found it challenging, now they see it as a rewarding career choice.