Browsing by Author "Kortjass, Dimakatso Lynette Patricia."

Now showing 1 - 6 of 6

Cultivating an integrated learning approach to early childhood mathematics: a teacher educator’s self-study.
(2020) Kortjass, Dimakatso Lynette Patricia.; Pithouse-Morgan, Kathleen Jane.
To improve my practice as a newly appointed teacher educator at a South African university, I conducted a self-study project focused on exploring an integrated learning approach (ILA) in early childhood mathematics teacher education. I wanted to become a change agent by assisting pre-service teachers in developing a genuine interest in mathematics and seeing it within their reach. I hoped that they would then be inspired to do the same for their prospective learners. My primary research question was: How can I cultivate an integrated learning approach to Early Childhood Mathematics in my teacher education practice? I used four self-study methods to address the research aim: personal history, arts-based explorations, a developmental portfolio, and memory work. I recalled how I learnt mathematics from a young age and my experiences of teaching mathematics to young children and pre-service teachers. I engaged four groups of pre-service teachers to explore an integrated learning approach using arts-based methods to enhance mathematical concepts and pedagogical content knowledge. By embedding my study within a sociocultural perspective, I was motivated to acknowledge my pre-service teachers’ lived experiences and cultural backgrounds to strengthen their mathematical knowledge and pedagogy. Various critical friends helped me gain confidence in myself, and their compassionate critiques enhanced my understanding of my purpose and my ability to work. Having completed this project, I now add my voice to other South African scholars in mathematics integration conversations, especially in early childhood mathematics teacher education. This study also contributes to the hitherto limited body of research conducted by mathematics teacher educators in the early childhood discipline. Moreover, I have brought mathematics and the arts together through hands-on arts-based activities. This manuscript is presented in a colourful, engaging and unique way using collages and metaphors that embody early childhood mathematics practices in teacher education. The thesis itself is an artefact of the integrated approach to mathematics teaching in early childhood and in teacher education.
Educators’ knowledge and understanding of attention deficit hyperactivity disorder (ADHD) : a case study of a semi-rural school in KwaZulu-Natal.
(2019) Naidoo, Joashnie.; Ntombela, Sithabile Surprise.; Kortjass, Dimakatso Lynette Patricia.
Attention deficit hyperactivity disorder (ADHD) is a developmental disorder that affects both children and adults. It is associated with the inability to pay attention and often results in distraction and hyperactive behaviour. This study investigated educators’ knowledge and understanding of ADHD and their ability to identify the symptoms of this disorder in the classroom. It focused on the role of the educator in managing the classroom to cater for the needs of the learner affected by ADHD in a secondary school setting. Educators in secondary schools face difficulties with the narrowing of the curriculum as more focus is placed in this phase of schooling on abstract and analytical learning approaches. Research has revealed that, for many years, it was assumed that ADHD disappears at puberty and that children with ADHD would outgrow behavioural difficulties associated with the disorder upon reaching adolescence or early adulthood. However, numerous investigations have revealed that 70% - 80% of children who exhibit deficit in attention and impulsivity in childhood continue to do so in adulthood. Educators thus need to be aware of the prevalence of ADHD in secondary schools and how to accommodate learners with ADHD in their classrooms. The study was conducted in a semi-rural secondary school in Umzinto, KwaZulu-Natal. It employed a qualitative case study approach. The participants of this research study included eight appropriately qualified, practicing educators. Data were generated by means of semi-structured interviews and questionnaires. All eight participants were involved in both research instruments. From the responses of the participants, it was evident that the educators were not equipped with the relevant knowledge and skills to deal with learners with ADHD as they claimed not to have received any training on the topic and had to acquire knowledge from experience. The participants revealed that they felt uncomfortable to deal with learners with ADHD in the classroom as they had insufficient knowledge and understanding of these learners’ special needs. The study concluded that there is a need to educate and empower educators with the necessary knowledge and skills to identify learners who manifest the symptoms of ADHD in their classrooms. Moreover, educators should be able to create classroom modifications to cater for the needs of learners with ADHD to promote effective teaching that results in effective learning for all learners.
An exploration of foundation phase teachers’ understanding and implemementation [sic] of the inclusive education: experiences of school-based support teams in Ilembe District.
(2020) Mabaso, Nomagugu Mafungwase.; Kortjass, Dimakatso Lynette Patricia.
South Africa has a history to have a large number of children who do not attend school because they are physically or intellectually impaired . In the apartheid era pre-1994, access to special schools was limited. Apartheid special schools that accommodated white learners were extremely well-resourced, whereas the few schools for black learners were under-resourced. When the new democratic government came to power in 1994, it sought out to redress the past imbalances and provide educational opportunities to all learners, particularly those who experience or have experienced barriers to learning and development. An inclusive education system was thus established as the foundation for an integrated education and training system. It was against this background that the study aimed to investigate the knowledge that Foundation Phase teachers have of the concept of inclusive education and the application of its principles in classroom practices. I thus wanted to find out if teachers in this phase were using that knowledge to address the challenges that they faced each day when teaching learners with learning barriers. I utilised a qualitative approach and employed an interpretive paradigm. This case study involved two School-Based Support Teams in Northern KwaZulu-Natal. Data were generated through semi-structured interviews with six Foundation Phase teachers. I analysed the Screening, Identification, Assessment and Support document to understand how the participants planned and supported learners. The findings revealed that the teachers possessed adequate knowledge of inclusive education and that they did their utmost best to practise inclusivity by ensuring the participation of all learners. I also found that these teachers experienced numerous challenges such as limited information about some aspects of and policies on Inclusive Education, working in an environment that was not conducive towards teaching learners with barriers, a high number of learners with diverse needs in one classroom, and a lack of appropriate teaching aids. There was evidence relating to the participants receiving assistance from various stakeholders, such as their School Management Teams, the District Based Support Team, the School-Based Support Teams, and other departments such as the Health Department and the Safety Department. The Screening, Identification Assessment and Support (SIAS) documents and forms were analysed.
An exploration of teachers’ experiences of curriculum adaptation to support learners with diverse learning difficulties.
(2020) Msomi, Simangele Rosemary.; Kortjass, Dimakatso Lynette Patricia.
The study explored teachers’ experiences of curriculum adaptation to support learners with diverse learning difficulties in rural mainstream schools, Sayidi district, KwaZulu-Natal. I sought to understand teachers’ experiences on adapting the curriculum to support learners experiencing various learning difficulties when delivering the curriculum. The South African education system has adopted an inclusive education approach to ensure that different learners were provided with the necessary support to access subject content during curriculum delivery. The school curriculum needs to be modified to adapt to the new circumstances or priories. The study was a qualitative inquiry, employing the interpretive paradigm. I used the constructivist theory to explore teachers' experiences of curriculum adaptation and how they assisted learners with diverse learning needs at the two schools in Sayidi. Data were generated through semistructured interviews and classroom observation during teaching. Four teachers from the two schools were selected. Two Grade 7 teachers from a primary school and two Grade 8 teachers from a high school participated in the study. Document analysis was also conducted to understand participants' lesson plans and assessment activities. The findings revealed that teachers have do possess some knowledge of curriculum adaptation. However, they experienced challenges in implementing the curriculum due to large classes. Teachers also faced difficulties in modifying lesson plans to provide a variety and change for the different needs of learners. The study found that the classroom's disruptive ehaviour was a hindrance and felt they were not prepared enough to deal with it. My recommendation includes the need to address the challenges in schools and for stakeholders to work collaboratively to ensure that teachers are continuously equipped with the knowledge, skills to adapt curriculum and broadening different curriculum aspects. Teachers also need additional training on different curriculum strategies to support learners in various learning environments, especially in rural mainstream schools.
Exploring Foundation Phase teachers’ strategies to enhance the reading skills of intellectually challenged learners.
(2018) Gumede, Balungile Jennifer.; Kortjass, Dimakatso Lynette Patricia.
All learners need to receive quality education irrespective of their race, gender and disability status. Any learner who is intellectually challenged ought to be granted access to appropriate and quality education and no learner should be discriminated against because of a disability. Efforts have been made to provide relevant support to learners who encounter barriers to learning. Thus, to grant an opportunity for learners with intellectual impairments to live independently within their societies, they need to acquire reading skills. It was in this context that this study explored strategies used by Foundation Phase (FP) teachers to enhance reading skills to intellectually challenged learners. Understanding the various strategies the teachers employed, was essential for comprehending how they organised and presented information in order to assist these learners as they function at a level of development that is below that of their peers. It was discernibly clear that teachers who teach these learners in mainstream classrooms encountered problems. The study was conducted in a public school in Jozini, an area in the northern part of KwaZulu-Natal. Purposive sampling was employed to select the six teachers with first-hand experience of teaching in the Foundation Phase. An interpretivist paradigm was employed for this study, to comprehend participants’ experiences of classroom practices in their authentic settings. The qualitative data were generated using focus group interviews, lesson observations and document analysis. To capture the exceptionality of actual situation in the school exploratory case study design was adopted. The findings of the study revealed that FP teachers struggled to use creative strategies when teaching reading to learners who were intellectually challenged due to overcrowded classrooms. Thus, the learners in the school were marginalised as they were only peripherally included in teaching and learning activities in the overcrowded classrooms. The challenges these learners face and the struggles they experience within themselves need to be taken into consideration in the education process and therefore strategies need to be developed and utilised to create a learning environment in which these learners can reach their full potential. With reference to reading, it is an undeniable fact that learners with special education needs require systematic instruction to enable them to make meaning of the texts that they read. The study findings highlight the importance of utilising creative and innovative strategies in teaching intellectually challenged learners to read. Moreover, these reading strategies should be varied, and they should be adapted to address the special needs of learners so that they will reach their maximum potential. The study also stresses the application of inclusive education policies and practices in FP teacher training programmes and teacher development courses.
A post-graduate certification in education (PGCE) programme as preparation for Foundation Phase teachers : the experience of novice teachers in KwaZulu-Natal primary schools.
(2012) Kortjass, Dimakatso Lynette Patricia.; Searle, Ruth Lesley.; Bertram, Carol Anne.
This study seeks to investigate the extent to which novice Foundation Phase (FP) teachers who are former Post-Graduate Certificate in Education (PGCE) students, perceive the programme as adequate for preparing them to become Foundation Phase teachers. Traditionally, the PGCE programme focuses on Senior and Further Education and Training (FET) teachers and it is clear what disciplinary knowledge these students bring from their undergraduate degrees. The disciplinary content knowledge that FP students bring to the PGCE is less clear. Students with at least one major (third year level) subject and two subjects at first year level, from the subject areas like Languages, Psychology and Sociology, are accepted into the PGCE FP programme. The PGCE focuses primarily on developing teaching skills. This study also seeks to determine in what ways the undergraduate degree was of help in preparing them to become Foundation Phase teachers. Individual interviews were conducted with six participants, who were practicing teachers, from a group of thirty six students who completed the PGCE in 2008/2009. The study is underpinned by Grossman's theory about teacher knowledge and teaching. Five of the participants who were teaching in rural schools perceived the programme to be adequate. They said that they acquired knowledge of psychological, sociological and linguistic foundations of reading and writing; process and instruction; and that they gained knowledge on how to plan for and use a wide range of curriculum materials. However one teacher, who was teaching at an urban school, indicated that the programme was not very useful in preparing her for Foundation Phase teaching. Rather, she perceived the knowledge she gained at the school where she taught after completing the PGCE as being relevant. She cited that she received support mainly from her mentor teacher who was her Head of Department. These findings seem to suggest that novice teachers learn more in well-resourced schools where there is good support and mentoring, whereas in poorly resourced schools that lack instructional mentoring, teachers tend to rely more on what they learn in formal programmes like the PGCE.