Browsing by Author "Mahabeer, Pryah."

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Assessing grade six second language learners: English home language teachers’ experiences.
(2022) Ragavan, Bianca Jade.; Mahabeer, Pryah.
Since the end of apartheid and the birth of a new democratic South Africa, learners of different races have been at liberty to attend any school of choice. With South Africa having eleven official languages, children attend schools where English as the language of teaching and learning (LoLT) is not the same as children’ mother tongue language (e.g. isiZulu). While the current Curriculum of Assessment Policy Statement (CAPS) caters for second language speaking learners’ needs in the provision of English as a First Additional Language (EFAL), many second language speaking learners are forced to learn in English as a Home Language (EHL) because of the schools they attend. As a result, teachers are tasked with teaching and assessing comprehension in EHL to second language English speaking learners who have limited exposure to English, at Home Language level. This study sought to explore the experiences of EHL teachers assessing comprehension of grade six second language learners, as well as the strategies they employ to assess the learners. This study employed the qualitative approach, located within the interpretivist paradigm, to explore the experiences of EHL teachers assessing comprehension of grade six second language speaking learners. A case study methodology was used. Three participants were purposefully selected from three primary schools in the Durban South area, KwaZulu-Natal. The instrument used to generate data was a semi-structured telephonic interview, owing to the Covid-19 pandemic restrictions. Data was then transcribed verbatim, analysed and presented thematically. Vygotsky’s Zone of Proximal Development (ZPD) (Vygotsky, 1978) was used to frame this study. It explained teachers’ experiences assessing comprehension from what learners could do on their own (Actual knowledge) to what they could do with assistance from the teacher (Zone of Potential Development- ZPD). The ZPD components, such as scaffolding and mediation, were used to explain how EHL teachers assessed comprehension to grade six second language learners. From the teachers’ responses, multiple experiences were reported that comprised of constructive experiences of learners increasing their vocabulary, becoming confident, and showing enthusiasm and interest during comprehension assessments. As well as adverse experiences that involved learners experiencing a language barrier as their mother tongue was not the same as the LoLT. Other factors that affected EHL teachers’ experiences of assessing comprehension were EHL teachers not English language specialist teachers, and lacking in-service training and support from internal structures (HODs), and from external structures, such as the Department of Education (DoE), subject advisors and parents. Lack of resources and infrastructure, learner indiscipline, and the Covid-19 pandemic also influenced experiences of assessing comprehension to second language learners. The study also found that grade six second language learners could not complete comprehension tasks successfully on their own without the aid of their EHL teachers and the well thought out strategies used. The findings of this study are useful to the DoE and workshops can be designed to assist and develop EHL teachers in teaching and assessing second language learners in schools. Universities can also benefit as courses can be improved to prepare teachers on how to teach and assess comprehension to second language learners in these contexts. Recommendations emanating from this study call for a more active role by the DoE and parents so that teachers are supported in their teaching roles. This is because EHL teachers need ongoing support from the various stakeholders to teach and assess comprehension to second language English speaking learners successfully.
Assessment methods used by grade four teachers in teaching English First Additional Language.
(2019) Mngomezulu, Gladys Phumzile.; Mahabeer, Pryah.
Assessment is an integral component of recent curriculum changes in South Africa (Jansen & Christie, 1999). Each new curriculum introduced since 1994 included fresh assessment methods that teachers were expected to use in the teaching and learning process. However, the number of assessment tasks in the Curriculum and Assessment Policy Statement (CAPS) curriculum poses a challenge to grade four English First Additional Language (EFAL) teachers. The CAPS states that EFAL should be assessed using formative and summative assessment methods and that language skills should be assessed every day using different formative methods. This study explored the assessment methods used by grade four EFAL teachers in teaching and assessing learners. The three research questions were:  What assessment methods are used by grade four teachers in teaching English First Additional Language?  How do grade four English First Additional Language teachers use assessment methods?  What influences grade four English First Additional Language teachers to use these assessment methods? This case study, which is located in the interpretive paradigm and employed a qualitative research method, was conducted in three primary schools in rural areas in the uMkhanyakude district in KwaZulu-Natal in South Africa. Data was elicited through in-depth semi-structured interviews. Purposeful sampling was used to select one grade four EFAL teacher from each of the three schools with deep knowledge of the phenomenon. Thematic analysis and document analysis were used to analyse the data and Activity theory was employed to describe and interpret the findings in response to the research questions. The findings revealed that the grade four EFAL teachers selected very limited, traditional assessment methods rather than innovative ones that could enhance learners‟ English language proficiency. The findings revealed various factors influencing the selection of assessment methods by grade four EFAL teachers. These factors included considering: the transition of grade four learners from Home Language to EFAL; poor background knowledge of the English language, a lack of vocabulary by grade four learners, as well as the time allocated to assessment tasks and the problem of teaching and learning in overcrowded classrooms. Based on these findings, it is recommended that EFAL teachers, especially those assigned to grade four, should take into cognisance the significance of formative assessment methods in developing English language skills such as discussions, presentations, peer/self-assessment, practical demonstrations and projects. Policy makers need to consider learners‟ different levels of ability when prescribing the number of tasks to be completed in the EFAL CAPS curriculum. It is also recommended that the Department of Basic Education provide more in-service training, pre-service and support to develop skills and strategies for effective use of assessment methods in grade four EFAL. Finally, further studies should be conducted to close the identified research gap on the impact of the transition from Home Language to First Additional Language since grade four is regarded as the entry point to the Intermediate phase.
Curriculum intellectualization: an engagement with decision-makers.
(2015) Mahabeer, Pryah.; Ramrathan, Prevanand.; Sookrajh, Reshma.
Over two decades into democracy, stakeholders are still voicing disappointment with the quality of graduates and the advancing of the curriculum; both in education and teacher education that are strongly inter-linked. The curriculum and the developing of the curriculum, mainly at national level has often been criticised for being politically reactive, pokerfaced, incoherent and not relevant within higher education in South Africa. Those involved in developing the curriculum have often been accused of being ignorant of meeting the socio-economic needs of society, both locally and internationally. The demand for change has resulted in the introduction of various teacher education policies but in spite of the numerous transformations that have taken and which are taking place; much still remains the same. This interpretive study explores the identities, perspectives, experiences and imaginings of curriculum decision-makers from various constituencies engaged in the construction processes of the numerous teacher education curriculum frameworks, post the 1994 democratic dispensation. The study explores the identities, perspectives, experiences and imaginings of curriculum decision-makers as they engage and deliberate on the practice of curriculum development processes through the method of ‘currere’, as an approach of study that provides the curriculum decision-makers to inwardly reflect on their past experiences, the present and future possibilities (Pinar, 1975, 2004, 2012). It is by delving consciously into the first-hand lived experiences of the curriculum decision-makers that the over-arching purpose of this study is found: in the pursuance of a deep conceptualization of ‘who’ the decision-makers are; ‘what’ their reflections, experiences and perceptions being engaged in the curriculum development processes are; and ‘how’ these influences have come to drive the way they deliberate on curriculum matters that are reflected in the construction of the national teacher education curriculum frameworks. Primary data were derived from conducting phenomenological, in-depth interviews with seven curriculum decision-makers. The elicited data richly described the identities and the lived experiences of the curriculum decision-makers with the purpose of developing a profound understanding of the research objectives. Despite the move towards decentralization and a shift to an egalitarian, all-inclusive approach to curriculum decision-making and development processes, this study recognised that the curriculum process is very complicated and requires creating a co-operative community of practice of utmost professionalism through vigorous conversation and debate. The findings of this study suggest that decision-makers are caught at the intersection of countless webs of influence. These webs are described as: the web as a confluence of ideas and biographies that lies at the core and drives their thinking; the web of transformational agendas; the web of institutional allegiance; the web of agency; the web of dialogical engagement, and lastly, the visionary web. Thus, the way decision-makers conceptualize and intellectualize curriculum issues has the potential to transform the way curriculum decision-makers deliberate, reason and act. Evident through the discourses that unfolded, was the manner in which decision-makers intellectualize the curriculum; manifested as an ecological web of curriculum intellectualization that defined the kinds of thinking acknowledging curricula within the dialogical process.
Exploring Business Studies teachers’ perspectives on teaching Grade 12 learners for Entrepreneurship.
(2019) Dube, Zinhle Thabisile Angeline.; Mahabeer, Pryah.
South Africa is faced with high unemployment rate, especially amongst learners leaving school. One of the aims of the South African Business Studies curriculum is to ensure that learners acquire and apply skills and knowledge in ways that are meaningful to their own lives after they complete Grade 12 and they enter the job market (Department of Basic Education, 2011). These skills are believed to enhance the spirit of entrepreneurship in the Business Studies learners, thereby reducing unemployment and poverty. Therefore, this qualitative research study explores Business Studies teachers’ perspectives on teaching Grade 12 learners for entrepreneurship. The study employed a qualitative method to provide an in-depth insight into teachers’ perspectives on teaching Grade 12 learners for entrepreneurship. The data generation method of the study was influenced by the interpretive paradigm. Data was generated in three secondary schools in Pinetown District, and three teachers (one from each school) were purposively selected to participate in this study. Thematic analysis was employed in order to explore different perspectives of teachers on the teaching of entrepreneurship. Semi-structured interviews and focus group discussions were used for this research. In addition, the theory of scaffolding was used as a lens to explore Business Studies teachers’ perspectives on teaching Grade 12 learners for entrepreneurship, and ethical issues were considered. The research was carried out after the ethical clearance approval from the University of KwaZulu-Natal ethics office was obtained. The findings were presented using pseudonyms to protect the identity of the participants. Findings indicated that the teaching of entrepreneurship was too theoretical and lacked practical based activities such as market days and on the job training. The results also indicated a lack of interest from learners which possibly resulted from the lack of practical based activities. Teachers further remarked that the teaching of entrepreneurship should empower learners by allowing theoretical knowledge gained in the classroom to be put to real-world practice, which may also include interacting with economic, production, marketing, promotion and other inherent business processes, tasks and opportunities of entrepreneurial activities. Furthermore, participants indicated that their perspectives were influenced by inadequate teaching time, CAPS-driven teaching and assessment activities, and lack of teaching and learning resources. Other factors included the language barrier in the teaching of entrepreneurship, overcrowded classes, and the inability of learners to grasp the subject content. The key recommendations of the study included: the need for the Department of Education to review the Business Studies curriculum to include practical based activities in order to awaken interest in the learners; encouragement of further workshops for pre-and in-service teachers to empower them (teachers) with the necessary knowledge, skills and training for effective teaching of entrepreneurship; as well as encouraging small sizes by erecting more classroom buildings, and allocating more time for the teaching and learning of entrepreneurship.
Exploring teachers’ experiences in the selection processes of school leaders.
(2018) Malinga, Bongani Victor.; Mahabeer, Pryah.
The process of selecting school leaders in South African schools has been marred with controversy for some time. Despite guidelines and policies in place to select school leaders. Selection committee members were not conducting the processes according to the rules and requirements of South African School Act. Teachers and chairperson of School Governing Bodies encountered numerous problems in performing their tasks. The focus of this study was on exploring teachers’ experiences in the selection processes of school leaders. The following research questions were addressed in this study:  What are teachers’ experiences in the selection processes of school leaders?  What factors influence teachers’ experiences in the selection processes of school leaders? The qualitative method underpinned by the interpretivist paradigm was used in this study. Semi-structured interviews were conducted to collect data. Thematic analysis was used to analyse data. The sample of this study consisted of six teachers in four schools who have the experience of representing their fellow colleagues in the selection processes of school leaders. The study was situated in the Pinetown District of the KwaZulu-Natal province in South Africa. Purposive sampling was used to select the teachers engaged in the selection processes of school leaders. The participants were selected based on their previous experiences of involvement as teacher representatives in the selection processes of school leader positions. The findings of the study revealed that even though there are educational selection policy guidelines that are made available to guide schools on how selection processes should be conducted, schools are still experiencing major challenges with some stakeholders who are not very knowledgeable about the school leader selection process. The selection processes of school leaders in schools is fraught with many problems with teachers experiencing numerous problems in performing their task as members on the panel of selection committee of school leaders. Some of the problems emanated from the nature and the way the selection committee was composed. Union interference and lack of educational knowledge amongst some parents and some members who did not have a conception of what is required from teachers in order to qualify for senior position (school leader), was identified in this study. Subsequently, their ability to conduct interviews and select school leader was questionable. Some selection vii committee members are not trained in selection and are not familiar with school leader selection procedures. The findings of the study further suggested that there are also underlying factors that affected the selection processes of school leaders. These factors ranged from the personal hidden agendas of selection committee members; corruption and favouritism, subjectivity and bias by committee members in the selection process; inapt selection and scoring criteria by selection committee members; and the lack of expertise which led to manipulation of the process by selection committee members. The results of this study may not be generalised to all schools in South Africa. Recommendations proffered included: the training and re-training of selection committee members which should be an ongoing process of training and having the scoring criteria negotiated and decided by the committee members prior to the selection process.
Exploring teachers’ experiences of implementing an integrated natural science and technology curriculum in the intermediate phase.
(2019) Pirtheepal, Tashmika.; Mahabeer, Pryah.
Curriculum for the 21st century that promotes the integration of Natural Science and Technology (NSTech) seeks to transform and develop curriculum by advocating for the flexibility of teachers’ knowledge and skills as opposed to traditional curriculum where subjects were taught in isolation. The restructuring of the curriculum has been an ongoing process for teachers in post-apartheid South Africa. Some studies on curriculum integration have rendered it effectual as it allows for flexibility in knowledge and skills that seek to offer solutions to the problems that exist in society. However, NSTech has attracted considerable scrutiny over the past few years. Studies note the problematic nature of integrating the curriculum, as teachers experience numerous setbacks in the form of contextual factors, inadequate experience and training, and the prescriptive nature of the curriculum. In this study, the problematic nature of NSTech is addressed by exploring the experiences of teachers who implemented an integrated NSTech curriculum, which was the core focus of the study. Additionally, the study sought to explore the reasons for teachers having these experiences, and how it influenced the way in which the NSTech curriculum was implemented. Through the analysis of interpretive qualitative data, this case study involved coding and categorising data into themes under the guiding research questions. The data sources included semi-structured interviews and semi-structured questionnaires with six Intermediate Phase teachers from three schools within the province of Kwa-Zulu Natal. These teachers were selected using purposive sampling with specific criteria. The results that emerged from this study, communicated the vital nature of teachers’ experiences in the implementation of an integrated NSTech curriculum. The key finding of the study showed that teachers had a multiplicity of experiences when implementing the NSTech curriculum. These experiences included an inclination towards either Natural Science or Technology which led to a disjuncture in the way NSTech was taught as an integrated subject. Teachers inclination resulted from their lack of content knowledge, pedagogical skills, contextual factors such as inadequate time and limited resources to implement NSTech as well as a lack of support offered in pre-service and in-service teaching. Teachers’ experiences were further exacerbated by personal, contextual, political and socio-economic factors that influenced the way in which NSTech was implemented by Intermediate Phase teachers. The study’s findings could be valuable to policy makers and schools alike within the Department of Education, and consequently guide decision-making processes and curriculum changes in the years to come. Bernstein’s theory of Classification and Framing was used to used to analyse and classify Intermediate Phase teachers’ experiences of implementing an integrated NSTech curriculum. Recommendations emanating from this study saw the need for policy makers to collaborate with teachers to understand how curriculum changes can affect their experiences when implementing an integrated NSTech curriculum and vice versa. Additionally, teachers need relevant and on-going support from the Department of Education to adequately implement the vision of policy makers.
Teachers’ experiences of implementing the English home language curriculum in grade four.
(2019) Williams, Tracy Lee.; Mahabeer, Pryah.
In the endeavour of the South African government to democratise and provide an all-inclusive education system, its transformative curricula had been amended many times from the initial curriculum change of Outcomes Based Education (OBE), to the current Curriculum and Assessment Policy Statement (CAPS). The changing curriculum policy has impacted the English curriculum, leaving English Home Language (EHL) teachers with the task of adapting and implementing these changes. The national EHL curriculum, however, did not account for different educational contexts that could impede the implementation process – factors such as inadequate training of teachers, or the poor spoken and written English of second language learners. In this study, a qualitative approach, underpinned by the Interpretivist and Constructivist Paradigms, was employed to explore teachers’ experiences of implementing the English Home Language curriculum in Grade four. A case study method was used to collect data from purposively selected participants, namely, six Grade four teachers. The three participating public primary schools in the study, were situated in the Umlazi District, Durban, South Africa. The main data collection instrument was a semi-structured interview conducted with each participant. The Conceptual Framework comprising ten components in the Curricula Spider Web (Berkvens, Van den Akker, & Brugman, 2014) framed this study, and was used as a lens to explore Grade four EHL teachers’ experiences particularly in implementing the curriculum. In addition, the Curricula Spider Web underpinned by the three curriculum levels of what is Intended, Implemented and Attained, were used as a guide to formulate the interview questions and analyse the data. From the participants’ responses, common themes were summarised and reported through the method of content analysis. Besides the theme of challenges teachers faced in implementing the EHL curriculum, other emerging themes included: insufficient time for the volume of content in the curriculum which relates to what is intended by the policy and too many assessments which pertains to the attainment of curriculum goals as specified in EHL curriculum. The data suggests that EHL teachers were challenged with bridging the policy divisions between Intention, Implementation and Attainment of curriculum outcomes. Participants offered practical recommendations such as, a gradual progression of content in EHL between the Foundation Phase and Intermediate Phase as the adjustment for both teachers and learners are considerable. In addition, participants suggested obtaining sustained support from the Department of Education with regard to proper curriculum training and assistance from subject advisors in order to help lighten their curriculum load.
Teachers’ experiences of teaching Natural Sciences and Technology to English first additional language grade four learners.
(2019) Gumede, Sizile Charity.; Mahabeer, Pryah.
The purpose of this research was to explore teachers’ experiences on teaching Natural Sciences and Technology (NSTECH) to English First Additional (EFAL) grade four learners in South Africa. One of the major challenges is that grade four NSTECH teachers teach an integrated subject in English as a language of instruction to learners who were previously taught in their mother tongue. This study had two cardinal questions to navigate through the trajectory of the research: What are teachers’ experiences of teaching NSTECH to EFAL grade four learners? What teaching strategies do teachers employ when teaching NSTECH to EFAL grade four learners? The study is qualitative in nature and is located within an interpretive paradigm where questionnaires and semi-structured interviews were the key instruments to generate the needed data. Purposive sampling was employed to select four teachers as participants in the study. The sample is made up of female and male teachers’ who teach NSTECH using English as a language of learning and teaching (LoLT) to grade four learners with varying years of experience. The findings of the study revealed that teachers experienced various challenges due to learners having little understanding of English as a Language of Learning and Teaching (LoLT). Teachers’ are faced with abstract terms that learners could not even witness with their eyes, and it is difficult to convey the precise meaning of concepts to their learners. Teachers’ challenges were also connected with the language policy that introduces English as a language of instruction for the first time to the learners in grade four. It was clear that learning in a new language of instruction is puzzling for grade four learners in South African public schools. It was recommended that the department of education needs to treat LoLT as a matter of emergency from the initial schooling years of learners. Policy designers need to find strategies of addressing a language that will stimulate the implementation of NSTECH. Increasing the NSTECH teaching periods, equipping classroom with a wide range of technological resources and employing teachers with a special knowledge of the subject matter might address the current and future challenges of EFAL learners, and thus improve the quality of teaching NSTECH to grade four second language English speaking learners in South Africa.