Masters Degrees (Education Studies)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7176

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A decolonial feminist investigation of gender representation in IsiZulu literature in the further education and training phase.
(2023) Cele, Nomonde.; Sader, Saajidha Bibi.
Literature is considered an essential educational resource in South Africa to edify teaching and learning. Learners can also learn about society's ideals through literary works. The paucity of knowledge on the kinds of texts that are recommended and the underlying ideologies that these teach learners is noteworthy. It is important because little is known about the kinds of recommended texts and the underlying beliefs that these teach learners. From this perspective, it is important to determine if gender representation in literature promotes gender equality. Therefore, this study aims to understand how gender is represented in isiZulu literature prescribed to educators and learners in the Further Education and Training (FET) phase in South Africa. This qualitative study is located in the decolonial paradigm and engages the tenets of feminist critical discourse analysis as its primary analytical framework. A purposive sample of two setwork isiZulu literature was selected to investigate the phenomenon of gender representation. The results revealed that the selected texts perpetuate negative stereotypes of both men and women. The investigation found that patriarchy, heterosexuality, socialization, and cultural manifestations of society that often picture women negatively all play significant roles in how characters are portrayed in isiZulu literature. The literary works depict scenarios in which men dominate and control women under the pretext of heterosexuality, normalised gender relations, and cultural customs. The results show that representations in the literary works are gender-biased and gender-insensitive. A critical approach to the selection of literature is required as it is concerning that these representations are being taught to learners in schools. Key stakeholders in the education department have a lot of work ahead of them to ensure that South African isiZulu-prescribed literature incorporates gender inclusion.
An investigation of teachers' experiences of screening, identification, assessment, and support of learners with learning barriers in a mainstream school.
(2023) Mhlongo, Margaret Nombulelo.; Sader, Saajidha Bibi.
Inclusive education has become a global concern (Walton & Engelbrecht, 2022). This study sought to investigate teachers’ experiences of the implementation of the Policy on Screening, Identification, Assessment and Support within a mainstream schooling context. The study was a qualitative study located within the interpretive paradigm. The data to respond to the key research questions of the study was generated through in-depth semi-structured interviews, focus group interviews as well as document analysis. The participants for the study were purposely selected from three primary schools in the Circuit of Mahlabathini, Zululand District, KwaZulu Natal Province. The participants were from the schools which were implementing the Policy on SIAS. All the participants had a minimum of six years in the field of education. The findings of the study revealed that the teachers had a good understanding of inclusive education, as contained in Education White Paper 6 and the Policy on Screening, Identification, Assessment and Support. The teachers reported a range of challenges they experienced in the implementation of the Policy on Screening, Identification, Assessment and Support. However, findings revealed that the teachers used their agency to navigate challenges to ensure that their learners who were experiencing barriers to learning were supported. The findings point to the fact that the effective implementation of the Policy on Screening, Identification, Assessment and Support is at the core of the efforts of the basic education sector to build an inclusive education and training system. From a social rights perspective, this presents a mechanism for redressing past imbalances, enfranchising the disenfranchised and ensuring equitable access to education for all.
Complexities of leading the schools in the context of COVID-19 breakout : perspectives from school management team members in East Griqualand Circuit.
(2023) Nenga, Queerida Sindiswa.; Bhengu, Thamsanqa Thulani.
The education environment in South Africa is fraught with diverse layers of complexity. The aim of this study was to investigate the complexities that School Management Team members in three primary schools in East Griqualand Circuit in the Harry Gwala District dealt with as they led schools in the context of the COVID-19 outbreak, and also to understand how they lead during times of crisis. Given the close interaction of huge numbers of people, schools were declared as high-risk places in terms of transmission. To stop the virus from spreading, the Department of Basic Education instituted severe measures. These measures were presented in the form of new policies and regulations. So, the Department of Basic Education gave some of the responsibilities of enforcing these policies and regulations to the School Management Team members. Enforcing government mandated COVID-19 regulations presented the SMT members with new challenges and complexities, over and above their regular duties. Many insurmountable problems and challenges were encountered in terms of actual situations in schools. This study was located within a qualitative research design and used semi-structured interviews in the production of data. Interviews conducted lasted between 30-60 minutes each and included probing questions which assisted to elicit further information. I conducted interviews with nine SMT members, comprising of principals, deputy principals and departmental heads. Prior to analysis, interviews were recorded and transcribed. Themes were created when data from transcriptions was coded, analysed, and categorised. The replies to the open-ended interview questions were analysed using categorisation and inductive coding to establish themes. The study’s conclusions showed that it was difficult for SMT members to enforce some of the gazetted safety regulations, due to a series of factors their schools were faced with. There was also a lack of support from stakeholders like the Department of Basic Education and parents. And one of the lessons learnt is the importance of sharing and co-construction of solutions to problems.
Developing as subject specialists in a rural school: narratives of novice teachers.
(2023) Ngcobo, Nokuphila Thobeka.; Pillay, Daisy.; Pithouse-Morgan, Kathleen Jane.
his study explored the lived stories of two novice qualified teachers who taught in a rural school in KwaZulu-Natal, South Africa. The study's primary purpose was to understand what factors influenced their lived experiences as developing subject specialists. Thus, the study did not intend to bring about change regarding the participants’ shared stories but rather gain insight into their lived experiences. I was prompted to conduct this study by my own early experiences when I first entered a rural classroom as a novice teacher and my personal motivation to develop as a subject and classroom specialist in the first three years of teaching. The study adopted a qualitative interpretivist approach, allowing the participants to be as expressive as they wished in their storied narratives. The qualitative interpretivist approach enabled me to obtain rich information, which assisted me in gaining a deep understanding of the participants’ professional lives through their shared stories as newly employed teachers in a rural school. A qualitative approach, specifically narrative inquiry, elicited thick descriptions that embraced the participants’ subjectivity. Three data-generating methods were used: journal writing, drawings of rich pictures, and an open-ended telephonic interview. These three methods enabled the participants to share their memories and to reflect on their unique personal and professional journeys towards becoming subject specialists. My analysis of the lived stories suggests that novice teachers find it relatively easier to adapt to a rural school if they have been previously exposed to such a setting. However, novice teachers can experience a cultural shock when they have to immerse themselves in a rural setting if they have never experienced it before. I found that networking within and outside the school plays a vital role in the development and growth of novice teachers. Other findings include that an ineffective mentoring culture may cause frustration among newly qualified teachers, while a well-established networking system will support and sustain them. The overall implication is that the novice teachers in this study fully understand the demands on them as developing subject specialists; they do all they can to engage in continuous development by acquiring enhanced skills, knowledge, and values from both human and online resources. My analysis of the storied narratives taught me that these novice teachers are willing to learn more about their subjects, especially if they know that they lack some content knowledge even though they are fully qualified. They appreciate networking relationships with more experienced teachers, which also enhances their personal and professional development.
Exploring the motivation of grade 9 learners in their subjects’ choices in a school in Nqutu: a case study.
(2021) Kubheka, Alfred Sibusiso.; Mbatha, N.P.
This is a qualitative study that is intended to explore the motivation of grade 9 learners in their subjects’ choices in a school in Nqutu: a case study. Using Lent’s Social Cognitive Career Theory (SCCT) explored how subject choice affect the career decision of a learner and its influences thereafter. The case study methodology has been used together with two methods of generating data. Participants were interviewed and had to write a one-page essay titled my future career reflecting on their future career choice. I used the random sampling method to recruit twelve participants. The findings of the study emphasise that grade nine learners are mostly on their own with little assistance they get from subjects’ educators regarding the choice of subjects at grade ten. The study also indicated that parental support, most parents left the decision to be taken by the learners; they only advised them to choose right. Another important finding is that in the area of Nqutu, uMzinyathi district, not all grade nine learners are taken for career expo or career guidance, unlike in other districts like aMajuba district where all the grade 9 learners are invited into a common venue for subjects’ choice. What was also evidenced in the study was that the world of work term four chapters in the Life Orientations chapter is not dealt with in grade 9 in preparation for grade ten subjects’ choice. The study reveals that the subject choice at grade 9 is neglected. As a result, learners do not choose subjects correctly; as a result, they fail in the FET phase or else fail their first year at tertiary, and they change courses. I, therefore, suggest a policy that will promote more advocacy programmes on subject’s choice across the country by the national department of education to provinces and then districts to schools.
Foundation phase teachers’ enactment of curriculum differentiation in a full-service school in the Zululand District.
(2023) Mngomezulu, Thandeka Faith.; Khumalo, Samukelisiwe.; Khoza, Bhekumuzi Simon.
The study presents a qualitative action research exploring teachers’ enactment of CAPS curriculum differentiation in one of the full-service schools in Paulpietersburg under Zululand District, KwaZulu-Natal. The main objective of the study was to explore foundation phase teachers’ enactments of curriculum differentiation in a full-service school in the Zululand District. As such, why do foundation phase teachers enact the curriculum differentiation in particular ways in a full-service school in the Zululand District? Also, how do the teachers enact curriculum differentiation in a full-service school in the Zululand District? The study employed emancipatory action research to draw on pragmatic philosophy, which led to new practical knowledge, and new abilities that created knowledge within a pragmatic context. Six teachers were purposefully sampled for the research data collection. Data was generated using focus-group meetings, observations, reflective activities, and semi-structured interviews. The thematic analysis was applied to analyse data using the inductive process to organise data according to the conceptual framework: curriculum content, teacher’s use of CAPS, lesson objectives, enactment methods, teaching strategies, teachers’ role, learning and teaching support material (LTSM), lesson duration, teaching and learning environment, assessment tasks, as well as reflection and enrichment on activities. Literature explored three types of curriculum enactment influenced by a performance (content-based) curriculum, a competence (social-based) curriculum, and a differentiated (personal-based) curriculum. The research study findings on the teachers’ curriculum enactment revealed that teachers’ enactment of the curriculum was dominated by performance curriculum principles. As such, teachers and learners were frustrated by the level of underachievement in the prescribed objectives due to a lack of understanding and knowledge of the curriculum differentiation implementation. However, the teacher’s enactment of the differentiated curriculum was improved during the second phase of the action research. Additionally, the teachers were able to trust and apply their differentiation strategies to achieve the CAPS-prescribed objectives. Nevertheless, the quality and volume of content achieved within the stipulated time raised concerns. The different enactment methods also postulated doubts in terms of meeting each learner at the point of their educational needs, taking into consideration the size of the classrooms. The study recommends that teachers be more developed in curriculum differentiation enactment to interconnect the performance curriculum with a competence-based curriculum, thereby designing and applying the differentiated curriculum in class. The study further encouraged teachers to use different strategies to foster the curriculum without tampering with the prescribed content and skills.
Grade 7 technology teachers' topic-specific pedagogical content knowledge in teaching graphic communication.
(2022) Mcambi, Zanele Sphokuhle.; Singh-Pillay, Asheena.; Mabaso, Bongeka.
Graphic Communication (GC) is a universal language in the technology and engineering sector. In the field of engineering and the manufacturing industry, graphic communication is useful for the design, development, manufacture of products and construction of structures and systems throughout the world (Lockhart et al., 2018). Graphic communication forms the backbone of all design operations that work within a framework, ranging from conceptual design, detailing of drawing specifications, analysis, interpretation of graphic text and iterative re-design, to making working drawings prior to manufacture of artefacts, assembling of mechanical components and construction of building structures (Dobelis et al., 2019). Through graphic communication skills, learners ought to be taught, by teachers, how to read, interpret, design, and draw using freehand or instrument drawing techniques guided by the South African National Standards (SANS) code of practice. GC is one of the content topics that teachers of technology do not find easy to teach. The National Senior Certificate (NSC) examiners and moderators’ reports for engineering graphics design, civil technology from 2016 to 2021 reflect learners’ remarkable ineptitude regarding graphic communication skills. The diagnostic reports repeatedly highlight learners’ poor performance on examination questions that test for graphic communication skills. While learners’ learning and performance is related to many factors these diagnostic reports allude to the interconnection between learners’ poor performance in GC to the teaching to which they are exposed. In technology education learners are introduced to GC in grade 7. This means that the GC learnt in grade 7 forms the platform for all other GC learning in the subsequent grades. Thus, it is quintessential to explore grade 7 technology teachers’ topic specific pedagogical content knowledge pertaining to GC. Within the South African context, technology is a relatively new subject in the curriculum, as it was introduced in 1998. Many teachers teaching technology teach out- of -field. This means they were not trained to teach technology and lack the subject matter knowledge and pedagogical knowledge needed to teach graphic communication. In response to the afore mentioned issues, this study sought to explore grade 7 technology teachers’ topic specific pedagogical content knowledge in teaching graphic communication guided by the following research questions: 1. What is grade 7 technology teachers’ subject matter knowledge on graphic communications? 2. What topic specific knowledge do grade 7 technology teachers use when teaching graphic communication? 3. Why do grade 7 teachers use their topic specific pedagogical content knowledge for teaching graphic communication in the way that they do? This qualitative study adopted a case study design, and data was collected using questionnaires and interviews. Mavhunga (2015)’s Teachers’ Topic Specific Pedagogical Content Knowledge (TSPCK) frames this study theoretically. Findings of this study revealed that teachers have three understandings of GC: GC conveys an idea or thought via drawings or sketches. GC is a technological process that learners use to do a practical assessment task when designing to communicate ideas into paper or an article. Moreover, GC is a language spoken by architects and contractors. Regarding the way they teach GC, two themes emerged, they use a hands- on approach and the talk and chalk approach. The way teachers teach is influenced by the fact that they are teaching out- of- field and the lack of professional development. Hence the findings of this study concluded with a proposal for a continuous professional teacher development program to be put in place which will assist teachers to stay on par with all the needed information and resources regarding technology and GC.
Learning to play the game: exploring the experiences of early career academics in negotiating their belonging at a South African university.
(2022) Majozi, Nkululeko Vusumuzi Gift.; Hlatshwayo, Mlamuli Nkosingphile.
This research study contributes to the increasing body of knowledge that explores the experiences of early career academics working in and around institutions of higher learning in South Africa. Using a qualitative approach, academics new to the academic landscape recounted and shared their academic experiences in relation to their professional transition, and how they negotiated their belonging within the institution of higher learning where they are employed. An interpretive case study, focusing on eight sampled early career academics as participants from the University of KwaZulu Natal, Edgewood campus, was used to capture their experiences. The early career academics who were purposively sampled reflected on, and shared their experiences. These were theorized and broken down into five main themes, namely; academic development, publications and funding, academic responsibility and community engagement, prioritizing student-centred teaching and learning, and the visibility of line managers and supervisors. Through the semi-structured interviews, participants provided detailed and valuable responses about their lived experiences of what transitioning into academia feels like for an early career academic in a South African institution of higher learning. This data generation method was seen as an appropriate tool to use to generate data that that offers unique insights in this study. This study revealed that the experiences by early career academics as they transitioned into higher education were multi-faceted. Early career academics appeared overwhelmed, tired, frustrated and even angry at the occupational conditions that are intensified by their professional world of work. Furthermore, it revealed that the difficulties that these academics were often exposed to resulted in their early departure from academia, with no intention of returning. This left the institutions in dire situations when they left. This study therefore, recommends that more scholarly work focusing on the experiences of ECAs when transitioning into higher education be done. Whilst a great deal of recommendations to mitigate some of these negative experiences have been explored in this body of work, neglecting the need for further research into this phenomenon can have a long term adverse impact on the development of new academics, and that of the higher education sector at large. Further exploring and understanding how early academics negotiate their belonging when transitioning into the academic landscape will enable institutions of higher learning to device new initiatives and modem programmes to lessen the pressure and negative experiences. Moreover, while there was some form of support extended in these institutions through formal and informal mentorship opportunities from supervisors and fellow colleagues, this study further recommends formalising and institutionalising such programmes for the development of ECAs within the system, their well-being and the survival of the academic profession.
Mitigating violence directed at teachers: a narrative inquiry.
(2022) Khanyase, Siphelele Fortunate.; Hlalele, Dipane Joseph.
Violence directed at teachers has become a pervasive problem with long-term consequences for teachers and educational outcomes. The issue of violence directed at teachers warrants urgent attention. All those within the school environment, learners, teachers, heads of departments, deputy principals, principals, and support personnel, should feel safe when they are in the school environment. In the same way, learner safety is prioritised within the school environment, teachers’ safety within the classroom and school should also be prioritised so that they can confidently perform their duties. This study is a collective case study of two schools couched within the interpretivist paradigm. This paradigm was suitable for understanding teachers' experiences of violence that is directed at them and the consequences thereof. The study adopted qualitative data generation methods, which included narrative interviews. For the interviews, a purposive sampling of the participants was adopted; there was no set formula rigidly applied to determine the sample size. The study adopted the social cognitive theory. Findings provide evidence of the high rate of violence directed at teachers, especially when accounting for both physical and non-physical forms of violence. The findings established that verbal violence was the most common form of violence that is directed at teachers. Furthermore, it was found that most of the teachers were negatively affected by the violence directed at them, with significant repercussions for their wellbeing. Recommendations made were that there should be a comprehensive approach to addressing violence directed at teachers. Teachers should be trained in classroom management and crisis intervention. Individual intervention strategies should be recommended for learners with serious behavioural problems. Furthermore, there should be an explicit school policy and effective strategy to handle issues of violence directed at teachers. The study concluded that violence directed at teachers is exceptionally prevalent. Moreover, it is complex, multi-dimensional, and dynamic, and it also negatively affects educational outcomes. Mitigating violence directed at teachers should a critical component of school violence programs.
Narratives of female principals’ leadership experiences of teacher development in the rural uMzinyathi District in KwaZulu- Natal.
(2023) Mkhize, Vusimuzi Wilcan.; Sader, Saajidha Bibi.
This study investigated black female principal’s leadership experiences of supporting teacher development in the rural uMzinyathi District in Kwazulu-Natal. A narrative inquiry methodology was used to explore principal’s lived experiences in rural schools in relation to supporting teacher professional development. Five black female principals form schools in the disadvantaged UMzinyathi District in the Tugela Ferry area, KwaZulu- Natal were selected as participants for this study. In-depth semi-structured interviews were conducted to elicit principal’s narratives of their experiences of supporting teacher professional development. Data generated was analyzed thematically. The findings revealed that to participants, being a school principal entails more than just influencing, regulating, and supporting the school or possessing specific traits. It also entails being aware of challenges and being prepared to overcome a variety of hurdles that they may experience. Findings revealed that whilst principals understood teacher professional development and the need to support this, they often faced challenges and non-cooperation by the teachers, which they perceived to be related to their gender. In addition, the study found that despite the barriers they experienced, female principals in the study demonstrated resilience as leaders who found ways to mitigate the barriers they experienced in their leadership roles. This study also identified the need to create more supportive platforms for female principals to reduce contextual factors that contribute to women's difficulties in their leadership practices. The main recommendation from this study is that principals in rural schools should be supported by the Department of Education, the school governing body, parents and the community and in fulfilling their responsibility to support teacher professional development, more especially in rural contexts given the challenges that characterize rural schooling.
Student teacher experiences of mentoring during teaching practice in a primary and a secondary school.
(2023) Mpisi, Wonderboy Mandlenkosi.; Pennefather, Jane Alexandra Stewart.
The South African schooling context is complex and diverse, with many challenges. In many school contexts, the challenges include large class sizes, limited resources, and high staff turnover. It is for this reason that the mentoring of novice teachers takes on particular importance. The current South African teacher education policy, as well as the Department of Education’s policy on teacher professional development, reveals an increasing focus on the role of mentoring in underpinning teachers’ professional development. It was thus important to gain an understanding of how student teachers experienced mentoring in their teaching practice placements. This study focused on student teachers’ expectations and experiences of mentoring during their teaching practice placements in two selected township schools in the Howick Circuit in KwaZulu-Natal. It also considered strategies for the improvement of mentoring experiences, as suggested by the student teachers. This was a qualitative study within an interpretive paradigm. A narrative inquiry design was adopted, with semi-structured interviews and reflective journals used as the data collection methods. A purposive sampling strategy was employed to identify four student teachers (two in a primary school and two in a secondary school) to participate in the study. Qualitative content analysis was then used to analyse the data. Hudson’s Five-Factor Model for Effective Mentoring was used as the conceptual framework in order to understand the student teachers’ expectations and experiences of mentoring. The findings of the study revealed that the student teachers’ expectations of the mentoring practices in the schools were not met fully. The student teachers all viewed the role of mentors as central to their professional development, yet their experiences differed from participant-to-participant in particular areas, although there were areas of similarity. Collaboration between the mentees and their mentors did not happen as expected for the student teachers, although the mentors were generally friendly, welcoming, and supportive in terms of sharing school policies, routines, and other system requirements. However, there was minimal transfer of the pedagogical skills sorely needed by student teachers to develop into fully-fledged professionals. This was due to the mentors only availing themselves sporadically, if at all, to observe and be observed by their mentees during lessons. Had this been done properly; it would have given both mentors and mentees opportunities to learn from each other through skills being modelled and the provision of oral and written feedback. Strategies suggested by student teachers to improve mentoring included the development of formal mentoring programs and closer collaboration between schools and universities so that a common understanding of mentoring is developed. An effective strategy that would improve the student teacher experience would be the proper implementation of school policies such as the Continuing Professional Teacher Development System (CPTD) and the Quality Management System (QMS) that place mentoring as central to these policies. Though these policies already exist, their implementation remains a challenge in most schools. Instead of focusing on policy compliance, this study recommends strengthening the implementation of these policies that encourage mentors to understand their roles in professional development.
Teaching english first additional language to grade 4 learners through play: a seasoned teacher's self-study.
(2023) Ngcongo, Emmaculate Nompumelelo Nokukhanya.; Masinga, Masinga, Lungile.
My self-study research focused on teaching English First Additional Language to Grade 4 learners through play. This study aimed to improve my teaching practice by exploring new and innovative strategies for effective teaching and learning of English FAL. I undertook this study because I was concerned about my learners' under-performance in English FAL and my unintentional role in continuing this pattern. Adopting a Sociocultural theoretical perspective helped me understand that learning a language is embedded in social and cultural experiences. Thus, it was essential to pay attention to what learners experienced in their social and cultural interactions (prior knowledge level). The first question that guided my research was: What can I learn from my personal history about teaching and learning English First Additional Language through play? This question helped me reflect on my educational journey and engagement with language learning, starting with my family, community, primary and high school, and early school teaching experiences. I identified five significant learnings from my lived experiences that influenced my teaching of language: (a) Learning through playing traditional games, (b) Learning through storytelling, (c) Learning through rhymes and games, (d) Learning through role-playing and (e) Learning through interaction with others. My second research question was: How can I better facilitate the teaching of English First Additional Language through play? In responding to this question, I worked with my Grade 4 class as research participants on various activities I designed for this study. Working with the learners in different activities and my reflective journal helped me understand how learners recognised the teaching and learning of English FAL. In this self-study, I also worked with my two critical friends who are also studying Master's Degree in Curriculum Studies. I generated data using six research methods, namely: collage, artefact retrieval, drawing, audio recording, reflective journal writing and Curriculum and Assessment Policy Statement (CAPS) and lesson plans. In engaging with this self-study, I considered five learnings concerning learning and teaching of English FAL: Curiosity and interest to learn stimulated through play, Physical engagement through play encourages class participation, Social interaction through play is an advantage to learning, Play promotes and develops creativity in learners and Play as a teaching technique to improve learner performance. In addition, I learned that learning a language is not an individual activity but a social experience that should be connected to learners' daily experiences.
Teaching practices and emotions of senior phase teachers during the Covid-19 pandemic : a case study.
(2024) Ndlovu, Eric Nkosiyephana.; Naidoo, Jaqueline Theresa.; Pennefather, Jane Alexandra Stewart.
The outbreak of the COVID-19 pandemic in South Africa and the declaration of a national lockdown in March 2020 resulted in the closure of schools. Social distancing became an important measure to curb the spread of the pandemic. As a result, learners had to stay at home while embarking on alternative learning. Therefore, this research study examined the experiences and emotions of senior phase teachers in the process of adjusting their teaching practices and curriculum coverage during the COVID-19 pandemic. This study was grounded on Hargreaves’s (2001) theory of emotional geographies of teaching as it the most relevant theoretical framework for this study. Hargreaves’s (2001) five emotional geographies of teaching are sociocultural, moral, physical, political and professional. Furthermore, this study was located within the interpretive research paradigm due to its appropriateness in helping the researcher to obtain an in-depth understanding of the reality of teachers’ circumstances during the COVID-19 pandemic. According to Mack (2010), interpretive studies focus on an individuals’ ability to construct meaning. In answering this study’s two research questions, this study adopted two forms of data generation instruments which were semi-structured interviews and collages. Purposive sampling was applied in conducting this study as it allowed a small number of participants to be selected based on a stipulated criterion. Therefore, the researcher purposefully selected six grade seven teachers teaching different subjects in a primary school during the COVID-19 pandemic. This was done to get in-depth knowledge on the experiences of senior phase teachers in the process of adjusting teaching strategies and curriculum coverage during COVID-19 pandemic. The findings of this study indicated that the outbreak of the pandemic compelled teachers to adjust to COVID-19 regulations. In doing so, the implementation of the following actions was in practice: health protocols such as social distancing and sanitising, rotation systems, curriculum trimming, use of digital technology. There were a number of factors that impaired the process of adjustment in many ways. These included scarcity of resources and heavy workloads for teachers, as well as other socio-economic challenges. In addition, the findings of the study revealed that, in adjusting teaching strategies during COVID-19, teachers experienced feelings of fear and anxiety and felt the need for varying degrees of support from different role players such as parents, the Department of Basic Education (DBE) and fellow teachers
Teaching strategies during the COVID-19 pandemic : experiences, challenges and opportunities of foundation phase teachers.
(2023) Mathura, Shivona.; Naidoo, Jaqueline Theresa.
The COVID-19 pandemic caused major disruptions to the education sector and the world at large. This study aimed to explore the teaching strategies used by Foundation Phase teachers during the COVID-19 pandemic. Additionally, it focused on the experiences, challenges, and opportunities of Foundation Phase teachers during this period. This study was guided by the conceptual frameworks of Lave and Wenger’s (1991) Situated Learning Theory and Hargreaves’s (2001) Emotional Geographies of Teaching. The study was located within the interpretive paradigm and adopted a qualitative research approach. The study used a case study design, with data collection methods including semi-structured telephonic interviews, collages and artefacts. Five Foundation Phase teachers from five primary schools participated in this study. The findings of the study suggest that teachers used WhatsApp groups, online platforms and work packs to distribute information to learners during the COVID-19 pandemic. They displayed adaptability and exhibited their resilience during the COVID-19 pandemic, as they collaborated as teams and conquered their academic challenges by implementing creativity and perseverance. Their challenges included inaccessibility, smaller class sizes (which posed as an opportunity) and balancing academics and emotions. This corresponds with Lave and Wenger’s (1991) Situated Learning Theory which suggests that learning occurs in a particular situation, but knowledge gained can be transferred to any context. Teachers faced the challenge of distance during the COVID-19 pandemic, as mentioned in Hargreaves (2001), but they overcame these challenges while making sure that learners were the central focus of their efforts to continuous teaching and learning. The findings can be used to assist teachers and future researchers who are searching for teaching strategies that can be employed in situations where teachers and learners cannot attend schools physically. Additionally, it is recommended that the Department of Education assists under- resourced schools with technological advancements to ensure that teachers and learners are better equipped should they be faced with a similar situation to that of the COVID-19 pandemic.
Teaching the design process in the grade 9 technology class.
(2014) Ohemeng-Appiah, Frank.; Singh-Pillay, Asheena.; Moodley, Merventharan Perumal.
The design process undergirds technology education and therefore it is quintessential to the teaching, learning and assessment of technology education. Since the introduction of technology education into the South African curriculum, there has been a series of changes that teachers have had to contend with: C2005, RNCS and now the NCS-CAPS. In the CAPS technology policy there has been a (re)-presentation of the design process from a linear to nonlinear. This (re)presentation of the design process has led to uncertainties amongst teachers of technology in terms of how the teaching of the design process should unfold. This study therefore explores grade 9 technology teachers’ views of the design process and how these views influence their teaching of the design process. Shulman’s Pedagogical Content Knowledge (PCK) model (1986), the Argyris and Schön (1974) notion of “espoused theory” and “theory in use”, and Singh-Pillay’s (2010) notion of interface have been used to frame the research. A qualitative case study approach was used. Purposive and convenience sampling were used to obtain the respondents for this study. An open ended questionnaire, semi-structured interviews, observation of lessons and post-observation interviews were used to collect data. The study occurs in the Chatsworth West ward in Durban, KwaZulu Natal. The findings indicate that grade 9 technology teachers hold two core views of the design process, namely: design process as problem-solving and design process as a step-by-step process that provides “comfort” to learners during problem-solving. The findings indicate that teachers’ views of the design process are an amalgam of their diverse qualification in technology education, their pedagogical content knowledge, their previous teaching experience, their training and (re)training and existing support in the school ecosystem. Thus, it is concluded that the PCK of the technology teacher influences how they teach the design process to their learners. It is recommended that if the non-linear approach of problem-solving in the design process is to be adhered to then there is the need for the retraining and reskilling of technology teachers and that teacher education should also focus more on the development of the PCK of future teachers.
The agency of Grade 10 English first additional language educators when teaching literature in rural schools.
(2023) Dlamini, Tholakele Cynthia.; Bertram, Carol Anne.
In South Africa, learners whose home language is not English are taught the subject as a First Additional Language. However, teaching English FAL in a rural school can be challenging, especially when teaching literature. That is why teacher agency is important in the teachers‟ classrooms. This study aimed to explore the agency of Grade 10 English First Additional Language educators when teaching literature in rural schools. This qualitative study was conducted under the interpretive paradigm. Four Grade 10 English FAL educators from two rural schools were purposefully selected and semi-structured interviews and collages were used to generate data. The ecological model of teacher agency guided data collection and analysis, making it possible to explore and understand teachers‟ experiences. The study findings revealed that Grade 10 English FAL educators from these rural schools loved and enjoyed teaching literature despite their challenges. It was discovered that English FAL educators in rural schools encountered overcrowding, shortage of LTSM, lack of learners‟ English competency, and learners‟ negative attitudes towards English. In response to these challenges, participant teachers exercised their agency to ensure no learner was left behind. They showed their agency by using a variety of teaching strategies, such as role-playing, where learners acted out the scenes from the drama. They encouraged the use of dictionaries to improve learners‟ vocabulary. Summary writing at the end of the chapter of the novel was encouraged on learners. Revision was conducted using previous question papers to prepare learners for assessments. Many reading activities were given to learners during lessons to improve their understanding of literature, reading skills, and confidence. Findings also revealed that teachers‟ agency is greatly influenced by their background, what they learn in teacher development workshops, and the future aspirations for their learners. The study concludes that one‟s past, present, and future aspirations have an impact on teacher agency. Teacher agency plays a fundamental role in the teaching of Grade 10 English FAL literature in rural schools. However, more cooperation is required from all stakeholders to overcome the challenges.
The emotional experiences of teachers teaching learners with disabilities during the COVID-19 pandemic.
(2024) Ntshangase, Sinethemba Gugu.; Martin, Melanie Yvette.
Inclusive education is legislated under the White Paper 6 policy which focuses on special needs education with the aim of addressing the barriers to learning for learners with disabilities. However, research consistently shows that inclusivity has been a slow-moving process and there has been little success in implementation. The outbreak of the COVID-19 pandemic exposed existing inequalities in schools for learners with disabilities. If anything, further inequality was revealed where inadequate provision of resources and curriculum planning was made for learners with disabilities. This study aimed to explore the emotional experiences of teachers teaching learners with disabilities during the COVID-19 pandemic. I was able to gain insight into the factors that influenced their emotions at this time of upheaval for all in the country. This study adopted a qualitative narrative style as I wished to get rich in-depth data from the participants. To do this, semi-structured interviews and collages were used where teachers’ stories could be heard and centralised. This was in keeping with the critical paradigm which sought to hear the voices of teachers teaching learners with disabilities. Narrative inquiry allowed me to delve deeply into the emotions that teachers encountered when teaching during the COVID-19 pandemic. Seven participants were randomly selected in one special school in the King Cetshwayo District. In getting to understand teachers’ emotions, Hargreaves’ theory of emotions and teaching and learning was used to analyse data that were provided by the participants. The data were analysed both inductively and deductively using thematic analysis. Findings revealed that teachers teaching learners with disabilities during the pandemic encountered mostly negative emotions, revealing that emotions are intricate to teaching. Under broad themes of relationships with colleagues, principals, learners and the school context, findings revealed that relationships were complex and arduous and influenced the emotional well-being of teachers. The overriding concern for teachers was to ensure that learners achieved academically. The findings also revealed that teachers navigated their emotions, drawing on support from family and colleagues. They were resilient and proactive in making decisions about how to ensure the right to education for their learners were assured.
The impact of the Coronavirus pandemic on teaching practices and teacher-learner professional relationships in a rural school context.
(2023) Ngubane, Siphesihle Nomvelo.; Zulu, Free-Queen Bongiwe.
This study explores the impact of the coronavirus pandemic on teaching practices and teacher-learner professional relationships in a rural school context, examining the lived experiences of teachers. The teaching practices that rural context teachers used prior to the COVID-19 pandemic and those they employed during the lockdown begun in March 2020 when schools shut down are examined. Framed by the Hargreaves (2001) conceptual framework of emotional geographies, this study illuminates the subjective experiences of teachers in rural geographical contexts. The study adopted a qualitative approach, grounded within interpretive paradigm and using case study research design. Semi-structured interviews and collages were used as data generation method. A total of eight teachers (four from each school) were sampled to participate in the study. The deductive approach was best suited to analyse the data. The findings of study suggest that teachers in rural context schools adopted various teaching practices during the COVID-19 pandemic, primarily embracing online teaching methods and using social platforms to distribute learning materials. However, these adopted practices encountered significant challenges including limited internet connectivity, teachers' insufficient ICT skills, and the overarching digital divide posed formidable obstacles, impeding the sustained effectiveness of these methods. These challenges worsened the existing disparities in access to education between rural and urban areas. The findings also indicate that the impact of teaching practices amidst the COVID-19 pandemic on the professional relationship between teachers and learners in rural context schools revealed predominantly negative outcomes. It came out from the findings that the lack of communication due to contextual factors strained professional relationships significantly. Furthermore, the introduction of a rotation timetable created emotional voids for teachers, hindering their ability to deliver academic content and maintain previous interaction levels with learners. COVID-19 restrictions prevented teachers from offering pastoral care or engaging in non-curricular discussions, diminishing the overall teacher-learner relationship. Disruptions caused by the pandemic hindered teachers' multifaceted roles, impeding their capacity to identify and address individual learner needs. The physical distance enforced by the pandemic limited teachers' ability to detect struggling learners, eroding the efficacy of a prior learner-centered and interactive teaching approach. This led to emotional strain on teachers, underscoring the importance of a deeper connection beyond curriculum delivery. Contrary to assumptions, emotional bonds couldn't compensate for physical distance, impacting the professional relationships between teachers and learners adversely and leaving teachers questioning their teaching purpose amidst this perplexing period.

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