Browsing by Author "Nzimande, Mildred Nomkhosi."

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Discourse analysis of teacher and parent rhetoric about teachers’ work.
(2018) Nzimande, Mildred Nomkhosi.; Amin, Nyna.
Teachers and the work they do are often at the heart of debates on education. The literature is proliferated with discussions of teacher professionalism, intensification of teachers’ work and teacher stress. This study is an exploration of what teachers and parents think about teachers’ work and the explanations thereof. The intention was to explore, not only teachers’, but also parents’ everyday talk (rhetoric); that is, their conceptions, beliefs and taken-for-granted understandings about teachers’ work. The path to insight involved the use of a case study to produce data from six high school teachers and four parents of high school going learners. In-depth data were produced through one-on-one interviews with each teacher and parent participant, and through focus groups with each group of participants (teachers and parents separately). Laclau and Mouffe’s (2001) discourse theory was used as an analytical tool which provided lenses to identify, not only the taken- for-granted, but also the competing as well as the challenged or altered discourses (in the form of rhetoric). Juxtaposing teachers’ rhetoric with parents’ rhetoric revealed their points of similarities, differences and tensions. The analyses of both sets of data enhanced understanding of teachers’ work; moving it beyond parents’ and teachers’ beliefs. The study posits that the rhetoric is a class-based perspective. The rhetoric of parents (who come from low socio- economic class) showed that, despite their disillusionment about the negative attributes of teachers (such as laziness and unprofessional behaviour) parents are sympathetic towards teachers. I argue that parents from the low socio-economic background are sympathetic because they understand the plight of teachers who have to work with ill-disciplined learners, and sometimes under unbearable conditions of work. At the same time, I argue that teachers (who are middle-class) feel unsupported by the department of education, parents and school management; and as a result, teachers feel powerless to challenge some of the departmental policies they are expected to enact. The study suggests that a multi-layered support will be beneficial for teachers and it may enhance their work experience. Moreover, collaboration between teachers, parents, learners and the Department of Education, may improve learner achievement, hence contributing positively to teachers’ work.
Exploring factors that influence how teachers implement the technology curriculum in grade 9 : a case of three secondary schools in the Umlazi district.
(2016) Mbongwe, Zamabongwe.; Nzimande, Mildred Nomkhosi.
Technology education is a global phenomenon which is often met with varied reactions from teachers largely due to their lived experiences. Various studies, both locally and internationally, indicate that technology education and, by far, technology curriculum implementation is a complex process which is highly unlikely to succeed if it excludes teachers. This study highlights some of the factors that influence how teachers implement the Grade 9 Technology curriculum in secondary schools. The study is therefore framed on the Concerns Based Adoption Model (CBAM) and responds to three critical questions: 1. What are the factors that influence the way teachers implement the Grade 9 Technology curriculum in secondary schools? 2. How do these factors influence the teachers’ implementation of the Grade 9 Technology curriculum in secondary schools? And 3. Why do teachers implement the Grade 9 Technology curriculum the way they do in secondary schools? Using a case study methodology, three secondary schools in the Umlazi district were studied. Three Grade 9 teachers were purposively selected from the three schools based on their professional experience in teaching Technology in Grade 9 at secondary schools. Lesson observations and one-on-one semi-structured interviews were used to generate data which was thematically analysed. Some of the themes that emerged from the analysis of data include: inadequate resources, hands-on practical workshops, continuation of Technology subjects in the FET (Grades 10-12) phase, and collaboration with other teachers. From the findings it was clear that irrespective of the context, curriculum implementation was a complex process which largely depended on competent continuous support to be provided to teachers for teaching and learning to be meaningful for learners. The study suggests that the active involvement of all stakeholders, particularly the Department of Education (at district, provincial and national levels), in ensuring continuous support for teachers to effectively implement any innovation through continuous professional teacher development is necessary.
Exploring lecturers’ experiences of teaching level 2 Life Orientation (Computer Skills) in National Certificate Vocational at a Technical Vocational Educational and Training (TVET) college in a township.
(2019) Paul, Amanda Ursula.; Nzimande, Mildred Nomkhosi.
The focus and purpose of the study was to explore Life Orientation lecturers’ experiences in teaching Computer Skills at a township Technical Vocational Education and Training (TVET) College. The study explored the experiences of Life Orientation lecturers that taught Level 2 Computer Skills. The research employed the interpretivist paradigm. The qualitative approach was used which allowed for a greater knowledge and understanding of the lecturers’ experiences. Data was generated using semi-structured interviews with the four purposively selected Life Orientation lecturers who taught Level 2 Computer Skills. The study concluded that lecturers were struggling with Computer Skills from the outset of National Curriculum Vocational (NCV) implementation and numerous technology challenges persisted thereafter. Some lecturers believed that they had to migrate to a different world without the requisite support. The requisite support would allow them to learn and internalise aspects of Computer Skills which made them not confident in a higher education context. This study consequently recommended the training of lecturers by the Department of Higher Education and Training before they teach Computer Skills within the curriculum. The College should provide an on-going support structure as a higher education institution to ensure that the lecturers receive sufficient assistance to progress to teaching Levels 3 and 4.
Exploring master’s students’ experiences of using digital technologies in research.
(2021) Sokhulu, Lerato Hlengiwe.; Khoza, Simon Bhekumuzi.; Nzimande, Mildred Nomkhosi.
Digital technologies are used by people in order to attend to 21st century living, which often involves digitalised practices. These digitalised practices are driven by the need to meet the Fourth Industrial Revolution (4IR) technology innovation, demanding the growing use of digital technologies for various activities. As a result of the 4IR movement, institutions of higher learning use digital technologies for teaching, learning, and research purposes, to fulfil educational objectives. Particularly for postgraduate studies, students use digital technologies to access published research, generate empirical data, write their dissertations and communicate with their supervisors and other stakeholders involved in their research studies. Literature reviewed in this study indicated that students experience the use of digital technologies in specific ways informed by various socialisation and professionalisation processes. This study explored master’s students’ experiences of using digital technologies as informed by their personal research needs; thus, producing a unique personalisation experience which has been found to be missing in literature discussion. Guided by the philosophical pragmatic paradigm, this doctoral study used a qualitative case study to explore master’s students’ experiences of using digital technologies for research purposes. Data were generated using four research methods, including reflective journals, semi-structured interviews, focus-group discussions, and digital observations. Purposive and snowball sampling were used to select fourteen participants who were part of the study, and who aided in generating thick and authentic data used to answer the research questions. Three key research questions were formulated for this study mainly: What are master’s students’ experiences of using digital technologies? (descriptive); How do master’s students apply their experiences of using digital technologies in research? (operational); and Why do master’s students experience digital technologies in particular ways? (philosophical/theoretical). The data produced were analysed and interpreted using inductive (thematic) analysis, in combination with deductive analysis (using the Persona-Tech analytical framework proposed in this study). The Persona-Tech analytical framework was conceptualised using selected concepts from CHAT and UTAUT theories, in order to better understand students’ experiences of using digital technologies in research. The findings of this study indicated that participants experienced the use of digital technologies both in positive and negative ways, influenced by various factors such as socialisation, professionalisation and personalisation. These influences further shaped how the students conducted their master's research using different digital resources on a mandatory and voluntary basis. Furthermore, the findings suggested that master's students used their socialisation and professionalisation experiences to solve problems and better understand the use of digital technologies in their studies, resulting in a unique personalisation experience informed by their study needs. The study recommends five propositions that could aid in students achieving quality personalisation experience with regards to using digital technologies effectively for their studies. These five propositions include students reflecting on their experience with digital technologies and finding ways to improve their experience; forming collaborations with other stakeholders and seeking ways to tackle challenges experienced with digital technologies; having patience and enduring through a challenging experience; seeking guidance, support and information where deemed necessary and being self-aware of one’s digital strengths and weaknesses.
Exploring pre-service teachers’ experiences of mentoring during teaching practice.
(2018) Sokhulu, Lerato Hlengiwe.; Nzimande, Mildred Nomkhosi.
Mentorship is a global phenomenon where a skilled individual trains a less skilled individual. This study is based on mentoring in education which takes place during teaching practice. Teaching practice is a period when pre-service teachers undergo a practical component during their training to become professional teachers. The mentor who is a school teacher, then mentors and trains the pre-service to acquire skills needed for teaching. The study employed a qualitative approach which was detailed and in-depth. Furthermore, the study made use of case study methodology where mentoring experiences of pre-services teachers were explored thoroughly. Five participants (pre-service teachers) were interviewed to generate data on their mentoring experiences. Semi-structured interviews were used as data generation instruments through which participants could answer open ended questions freely, with regards to their mentoring experiences. In addition, the study employed thematic analysis where one theme was central with seven other sub-themes emerging from the findings. The findings of the study indicated that, although pre-service teachers experienced mentoring in different schools, there were common patterns in their experiences and knowledge of mentorship as a process. For instance, four out of five mentees indicated having had a good relationship with mentor since they communicated well with each other and there was willingness to help and learn between both mentor and mentee. Other mentees indicated having had issues with their assigned mentors leading them to seeking assistance from other teachers in their practice school. The study furthermore provided recommendations for mentoring pre-service teachers such as familiarising mentors and mentees with duties of mentoring through mentoring workshops on how to mentor pre-service teachers. In addition, the study recommended that pre-service teachers in different institutions undergo similar programmes before teaching practice commences.
Exploring students' experiences of producing a masters dissertation.
(2011) Nzimande, Mildred Nomkhosi.; Sookrajh, Reshma.
A substantial number of research articles have been published on postgraduate (doctoral and masters) studies, locally and internationally. Whilst most of these articles address issues of research supervision, some are seen to be concerned with issues of postgraduate retention and throughput as aspects of focus and debate on Higher Education Institutions. This research study was conducted with the aim of analysing students' experiences of researching for a masters dissertation. Seven masters students from the University of KwaZulu-Natal in South Africa participated in this study. Using a qualitative case study approach within the interpretive paradigm, the researcher sought to answer the two critical questions: 1) what are students‟ experiences of producing a masters dissertation? 2) How are masters students supported through the process of research? The theory of experiential learning was used as a framework for this study. This theoretical framework assumes that people learn new knowledge by consciously reflecting upon their existing and newly constructed knowledge. The literature reviewed as the point of departure for this study was based on two major issues, namely: students‟ issues as well as supervision issues since these are the areas that have been widely researched concerning postgraduates. Issues of trustworthiness and credibility were taken care of and are explained in chapter 3, as well as ethical considerations for the participants. Based on the collected data, eight themes were created and data analysed accordingly. From the analysed data four major insights emerged relating to individuality of research; self-direction in learning; students‟ previous experience; and challenges of research. The findings suggest that research supervision is the major contributory factor to the students' progress with their research. Therefore, greater efforts on the supervisors part in terms of creating an enabling environment for students to successfully conduct or complete their research studies seems to be a necessity. Hence, one of this study's recommendations is that the institution or the specialization should consider introducing group supervision to minimize the privatized nature of supervision. A proper working plan needs to be in place to ensure that postgraduates are adequately supervised in the manner that will encourage them into becoming successful researchers.
Teaching strategies for the promotion of creative writing in English first additional language at Grade 11 in rural schools.
(2021) Khumalo, Hubert Mandla.; Nzimande, Mildred Nomkhosi.
This study explores the English First Additional Language (EFAL) teaching strategies used by teachers to promote Creative writing at Grade 11 rural schools. Both international and local literature indicated some challenges facing EFAL teachers in teaching Creative writing in rural schools. Strategies such as process-based, known to unknown and codeswitching approaches are vital to promote Creative writing to second language learners. Therefore, the study is framed by three questions: what are teachers’ teaching strategies in the promotion of Creative writing at Grade 11 rural schools; what are some of the challenges facing EFAL teachers in the promotion of Creative writing; and what are the successes of teachers in promoting and teaching Grade 11 EFAL Creative writing? This is a Qualitative case study of three high schools located in the rural areas within the same District Municipality in KwaZulu-Natal. Three Grade 11 teachers, were purposively selected through their professional experiences in teaching EFAL. One-on-one semistructured interviews and lesson observations were used to generate data, which was analysed thematically. Subthemes included: teaching strategies such as process-based, known to unknown and code-switching; challenges such as lack of understanding language by the learners, insufficient resources, limited time allocation by CAPS document for EFAL Creative writing, CAPS documents that are not detailed enough, and learners who do not do homework; and successes such as the use of additional resources, activation of learner prior knowledge, and teachers being able to accommodate learners as per their learning capabilities. Interpretive paradigms underpinned this research study. The findings clearly indicated that some contextual factors from the rural schools negatively affect the EFAL teachers, but that they were able to succeed due to their professional experiences, for instance, collecting other materials to sustain the available teaching resources. The study further suggests that the curriculum designers must include teaching strategies in the Curriculum Assessment Policy Statement (CAPS) document and the policy designers to gazette using code-switching in class.