Masters Degrees (Education Studies)

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

Browse

Now showing 1 - 20 of 1117

Promoting psychosocial support for the wellbeing of learners in a rural school context.
(2024) Mthalane, Nonhlanhla Nestar.; Mkhize-Mthiyane, Ncamisile Parscaline.
This research study aimed to promote psychosocial support for the wellbeing of learners in a rural school context. The literature review covered the conceptualisation of psychosocial challenges; psychosocial support; rural school contexts and wellbeing; the psychosocial needs of learners in a rural school context; and, lastly, parental engagement in rural school contexts. The Positive Emotions, Engagement, Relationships, Meaning and Accomplishment (PERMA) Theory of Wellbeing was adopted as the theoretical framework, with a qualitative approach employed to conduct the study at a purposively selected primary school in the rural context of Ugu District in KwaZulu-Natal (KZN). The sample consisted of a Head of Department, Life Skills teacher, Life Orientation teacher and a member of the school governing body, as well as three parents. Data were gathered by means of a one-on-one semi-structured interview with the Head of Department and two focus group discussions, one with the Life Skills and Life Orientation teachers, and the other with the three parents and the school governing body member. The themes that emerged included: teachers and parents’ understanding of psychosocial support and learner wellbeing; teachers and parents’ role in the provision of psychosocial support for learners’ wellbeing; teachers and parents’ understanding of educational policies or frameworks that promote psychosocial support; and lastly, the Department of Basic Education and the school’s role in promoting learners’ wellbeing. All ethical requirements were adhered to. The data analysis revealed that promotion of psychosocial support in rural primary schools is not only important to learners, but also to teachers and parents as it promotes good behaviour, improved academic performance and positive self-esteem among learners and, surprisingly, among parents and teachers. The findings also highlighted the need for teachers and parents to collaborate to promote psychosocial support for the wellbeing of learners as well as to formulate strategies to assist learners confronting psychosocial challenges.
Exploring learning for professional growth: stories of lived experiences of an economics teacher in a rural setting.
(2024) Mhlongo, Sibongile Beauty Sidleni.; Pillay, Guruvasagie..
This thesis presents an understanding of my personal and professional development as an Economics teacher in a rural setting. I adopted a self-study methodology with narrative inquiry in this study to examine my lived experiences therefore I am the main participant in this study. I made use of storytelling to tell about my lived personal and professional experiences that contributed to shaping and moulding me into the teacher that I have become. This study was framed by the theories of Evans (2014) and Reid (2007) who concentrate on teacher formal and informal learning. The purpose of this study was to understand how my learning happened as a teacher in a rural setting. In addition, this study focused on the movement of unqualified teachers to qualified teachers. As the researcher and the researched in this study, my curiosity was to explore how my personal and professional learning contributed to my professional growth as an underqualified teacher in an under-resourced school. By using personal narrative inquiry, I was able to reflect on the personal and professional events that happened in my childhood and professional life. Through this study, I have discovered the meaningful experiences that I had never shared with anyone previously and I was able to reveals the factors that contributed to my professional development and more importantly, I identified my weaknesses and strengths. I have gained the strength to continue with my professional growth and to further my studies in Economics. I have discovered that there is a link between planned and unplanned learning which enhance teacher professional growth. The findings reveal that I acquired a deeper understanding of the self through memorising, retelling and reflecting on my lived personal and professional experiences. Through sharing my lived experiences, I was able to reinvent myself. Through this study I have learn that sharing of stories of lived experiences, contribute positively to personal and professional growth.
Substance abuse in a primary school context: a collaborative educator self-study in the Umgungundlovu District.
(2024) Zondi, Nonhlanhla Precious.; Mahadew, Ashnie.
Substance abuse in primary schools is an emerging, sensitive and critical issue that is threatening South African youth who are the future of our country. The purpose of this study was to address substance abuse in a primary school in the uMgungundlovu district by conducting a collaborative self-study on educators’ experiences of substance abuse. The study was conducted in a primary school in the uMgungundlovu district in Edendale, KwaZulu–Natal Province. Key findings revealed that my personal history contributed to my interest in substance abuse as an educator. The reflections with my colleagues (critical friends and I) also revealed our discovery of the commonly abused substance Zanex, violent behaviour of learners, lack of concentration and difficulty in disciplining substance abusers. The findings further highlight that driving forces behind substance abuse in our context include social media, individual experiences, family, community, poverty and unemployment. Lastly, the findings highlight that substance abuse can be mitigated through psychological support, community intervention programmes, departmental support, sister departments and non-governmental organisations (NGOs). The study is significant as my personal growth and professional development have improved by engaging in collaborative self-study as a research design. The study recommends that greater attention should be provided to educator training on the implementation of policies and the collaboration of the community in mitigating substance abuse. This study also promotes self-study as a comparatively new genre of research, which has the potential to improve educator professional development and positive transformation of the learning environment.
A collaborative self-study exploring the implementation of inclusive education in a school in the Umlazi District.
(2024) Ndlovu, Zanele Patience.; Mahadew, Ashnie.
The literature highlights the significance of inclusive education in addressing the diverse needs of learners, as well as the importance of teachers possessing the necessary understanding and skills to implement it effectively. As a result, this study explored my inclusive practice using a collaborative self-study research design in a South African high school in the Umlazi District. The study aimed to understand how my personal history contributed to my interest in inclusive education. The study also explored how my two experienced colleagues (critical friends) and I experience inclusive education and, why we need to implement inclusive education using an intersectional lens. I employed a qualitative self-study methodological approach and used memory work, reflective journals, mind-maps and discussions to generate data and address my aim. The findings revealed that a) my past personal experiences developed and elevated my interest in inclusive education, b) learners with intersecting identities face multiple forms of exclusions, leading to feelings of invisibility and isolation, c) we (my critical friends and I) lacked sufficient understanding and capacities to address the intersections, diversity and inclusive education. This unpreparedness ultimately resulted in inadequate support and accommodation towards learners and awareness of the complexities of inclusive education. It also encouraged me to recognise and value the diversity of learners' experiences and identities. In light of these findings, I recommended the need to promote diversity, create inclusive environments and cultivate inclusive education by accommodating learners’ multiple identities.
Teachers’ views on the psychological influence of COVID - 19 on underprivileged primary school learners.
(2023) Naicker , Natlee.; Ndinisa, Sibusisiwe.
In March 2020, South Africa had its first positive case of the deadly Corona virus (COVID-19). This was an unknown virus that had taken the livelihoods of many individuals. Not only did this virus steal the lives of loved ones, it had shifted and changed the growing mind of young learners and placed a hurdle in the way of the academics and future of our young learners. This study has therefore sought to explore the psychological influence of Covid-19 on underprivileged primary school learners from the teachers’ point of view. We had to adhere to Covid-19 protocols and data could not be generated in person. The study adopted a case study design drawing on an interpretive approach. A total of five teachers in one school were selected using a purposive sampling method and one on one focus group interviews and questionnaires were used to conduct this research. Upon gathering the data which was thematically analysed, the conflict theory was the lens through which the data was viewed through. The findings revealed that many learners have been psychologically affected due to Covid-19 mostly as a result of their financial standing in society, which had made it much harder for these learners to accesses the resources needed to cope well. Further, it became evident that Covid-19 has brought about a decrease in the mental well-being of young learners. Through remediation and support it may be possible to assist the affected learners to mental health.
Teacher perceptions of inclusion in early childhood care and education in an informal settlement.
(2024) Zungu, Sethabile Rejoice Zamancwane.; Mahadew, Ashnie.
The purpose of this dissertation is to understand teacher perceptions of inclusion in early childhood care and education (ECCE) in an informal settlement using the case study design. ECCE is the period from birth to age four before formal schooling begins. This has been identified as a critical period to optimise learning and development, with ripple effects throughout the human lifespan. However, mere access to ECCE services is not enough, as low-quality programmes cannot achieve what high-quality programmes achieve in terms of early learning and development. Creating inclusive ECCE learning spaces is one way to ensure high-quality early learning experiences. Despite the need for quality in this sector, ECCE in South Africa remains marginalised with poor funding, low salaries, poor infrastructure, and unqualified personnel. This plight of ECCE is further exacerbated in poor communities such as informal settlements with makeshift homes, poverty, lack of municipal services, pollution, and inadequate health facilities for children. This study, therefore, attempts to investigate teacher perceptions of inclusion in ECCE in an informal settlement. The study was located within the interpretive paradigm, and a qualitative case study design was adopted. Data were generated from four ECCE teachers in an informal settlement in KwaZulu-Natal, through semi-structured questionnaires and interviews. Findings show that teachers have both myopic and broad understandings of inclusion. The findings also reveal that although research participants stated that they did not receive any training on inclusion, they did attempt to implement inclusion. The study also highlights that the implementation of inclusion in an informal settlement is a challenge for teachers, as they do not receive support to create an inclusive programme for all children. Furthermore, the findings highlight limited learning resources to accommodate all children’s educational needs and the lack of necessary skills to implement inclusion. The study highlights the plight of children attending an ECCE in an informal settlement and the urgent need for government intervention to improve the quality of education and care to the most vulnerable members of our society.
Decolonizing higher education: exploring Student Representative Council’s (SRC) perspectives.
(2024) Khumalo, Tyzer.; Ramrathan, Labby.
Decolonisation as a concept has been in existence for many years within the higher education context. In recent years, there has been an increase in the number of debates and articles, both nationally and internationally, about the decolonisation of higher education. The South African context was escalated through a series of student movement protests. Protests such as #FeesMustFall, #RhodesMustFall, and other national protests intensely affected South Africa’s higher institutions between 2015–2016 and gave prominence to the decolonisation of higher education in South Africa. The University of KwaZulu-Natal, which was used for this study, was forced to close when students’ demands to decolonise the curriculum intensified. The rationale for this study was to conceptualise the understanding of the Student Representative Council (SRC) of decolonisation in higher education and their contribution towards the call to decolonise the university. The purpose of the study was to explore the SRC’s perspectives of decolonising the curriculum. The study was done using a qualitative case study and a conceptual framework. The case study method is widely utilized by researchers to delve deeply into a specific situation, event, or entity, offering a comprehensive perspective. The five SRC presidents were selected to participate in semi-structured and focus group interviews. The data were analysed using thematic analysis. It was found that the SRC’s perspectives about the decolonisation of higher education were distinct, congruent, and unambiguous. They were not advocating for the eradication of Western knowledge in the curriculum, but rather for its decentralisation. The literature presented in the study showed that many scholars think that the decolonisation of higher education is critical and yet a debatable discourse in the 21st century as many scholars across the world are moving towards a more congruent and borderless notion of education and responsiveness. Further, literature presented in the study highlights the notion of keeping a tenuous balance in our process to decolonise higher education, as we cannot be ignorant of the reality that 21st century is dynamic in unprecedented ways. The study found that the SRC’s perspectives of decolonisation is centred around the idea of an intervention strategy that is needed as a way of dismantling Eurocentric thoughts. A question may arise in terms of how this can be achieved. Reconciling the Westernised Eurocentric and the Africanised indigenous curriculum, meaning, a curriculum that is culturally sensitive does not mean discounting certain components of Western knowledge constructs that benefit African societies. In this way, learning becomes meaningful (Shizha, 2013). Further, the study found that there is no alignment in terms of operations and consultations between university management and the SRC pertaining to students’ issues. Therefore, the research concludes by providing recommendations for future studies pertaining to the issues around a better understanding of roles of engagement between SRC and university management.
Possibilities for teaching sexuality education in the further education and training phase: a personal history self-study.
(2023) Nkwanyana, Emmanuel Phumlani.; Masinga, Lungile Rejoice.
This research study was undertaken with the aim of identifying discoveries and possibilities for teaching sexuality education in the Further Education and Training Phase (Grades 10-12) of school education. I adopted a personal history self-study approach because I wanted to explore my lived experiences and my teaching experiences to establish how my past experiences could have moulded me and shaped me to become the sexuality education teacher that I became. I also wanted to recognise any significant events and experiences in my past personal and professional history to reveal any discoveries and possibilities of teaching sexuality education that will contribute to the improvement of my practice. My two research questions were: What can I learn from my personal history about how I learned about sexuality education? What new discoveries and possibilities can I learn for my practice when teaching sexuality education? I was the main participant in this research study and I elicited the contribution of my two colleagues who I described as my critical friends because they provided encouragement and support during my research study. They also contributed to my study my helping me to view my study from different perspectives. I also invited my closest friend and my former learner as well as my sister into my research process to help me rekindle some of my past personal and professional experiences. This research study was situated with the sociocultural theoretical framework within an interpretive paradigm. To generate data for my research study I made use of artefacts, visual images, photographs, collage and memory drawings. My learnings from this research study were: Understanding the impact of my religious influences when teaching sexuality education; Importance of learner-centred teaching to allow for learner voices to be heard during my teaching; Working with external experts to facilitate learning and Creating a supportive relationship with learners.
Strategies of teaching design process in grade 9 technology subject.
(2023) Sithole , Mirriam Nonkululeko.; Mpungose , Cedric Bheki.
This qualitative case study explored teaching strategies for the design process in Grade 9 technology subjects. Conducted in rural areas of Richmond, the study focused on five selected schools, interviewing two teachers from each through reflective activities, semi-structured interviews, and observations. Its goal was to provide valuable insights for both participants and the broader educational community. Past literature highlights a common issue of outdated teaching methods in technology education, hindering learner’s engagement and critical skill development. Research is needed to identify and promote effective strategies in Grade 9 Technology classes. Studies indicate that teachers are influenced by three types of experiences rationale, societal, and professional when shaping their teaching strategies. This study situated within an interpretive paradigm emphasizes understanding and interpreting the subjective meanings and perspectives of participants. In this approach, the researcher acknowledges that reality is complex and subjective, and aims to explore the multiple layers of meaning that individuals attribute to their experiences. The interpretive paradigm values context, culture, and the social construction of reality. Therefore participants (technology teachers) were convenience and purposively selected and interview in their comfortable setting. The findings shedding light on the prevalent use of traditional, non-digital teaching strategies by teachers highlight a crucial concern that impedes the advancement of teaching methods and also restricts our learners from fully developing their potential. Thus study present types of strategies, horizontal (collaboration and skill), vertical (mastery and progression) and pragmatic strategies (real-world applicability), in order to bridge the gap between theory and practice. The study's goal is to identify diverse teaching strategies that holds a potential to enrich the learning experience for our learners.
Teachers’ experiences of teaching agricultural science to grades 10 to 12 learners in the Umlazi District.
(2023) Soni, Dorah Nokuthula.; Mpungose,
The purpose of this study was to explore the teachers’ experiences of teaching Agricultural science to Grades 10 to 12 learners in the Umlazi District, KwaZulu-Natal. The study intended to answer the following question: ‘What are teachers’ experiences of teaching grades 10 to 12 learners agricultural science?’, ‘What informs teachers experiences in teaching agricultural science?’ In answering these questions, a qualitative case study research style was utilised in the study. Shulman’s Pedagogical Content Knowledge (PCK) theory of learning (1986) was used to guide the exploration of teacher’ experiences in the teaching agricultural science to grades 10 to 12 learners. Four grades 10 to 12 agricultural sciences teachers were purposively selected as participants, using convenience sampling to select those who were most accessible. To understand teachers’ experiences of teaching grades 10 to 12 learners agricultural science, the data collected from both semi-structured interviews and a questionnaire were analysed and discussed. Findings show that some of the teachers found teaching grades 10 to 12 learners agricultural science challenging due to lack of relevant teaching and learning resources. The findings also revealed that lack of resources influences the teaching and learning in both positive and negative ways. Recommendations for Department of Education to provide resources for teaching agricultural science in schools were made. Furthermore, this study recommends that further research be conducted regarding teachers’ experiences of teaching agricultural science outside KwaZulu-Natal to provinces like Gauteng, Limpopo.
Enhancing the provision of learners’ psychosocial support services in selected public schools in Umlazi District.
(2024) Dludla, Lungisa.; Mkhize-Mthiyane , Ncamisile Parscaline.
The high prevalence of psychosocial challenges among learners in public schools negatively impacts their psychosocial well-being. Given that the South African Department of Education provides relevant policies on support services, the teachers’ lack of effective intervention strategies and skills to effectively implement relevant psychosocial support services is concerning. Thus, it is imperative to understand the forms of psychosocial support services provided for learners and how these are facilitated in public primary schools in the Umlazi district. This qualitative case study sought to understand the forms of psychosocial support services provided to learners in two selected public primary schools in the Umlazi district. The study was underpinned by an interpretive paradigm and framed by the theory of Community of Practice, drawing also on the concept of ‘assets’ from the Asset-Based Approach. The data generation methods comprised semi-structured interviews and focus group discussions with six (6) selected teachers, including class teachers, Life Orientation teachers, and Departmental Heads. A thematic analysis method and procedures were used to analyse data. Findings indicated a need for psychosocial support interventions from interdisciplinary stakeholders in the school community to address many learners’ contextual challenges in public primary schools. These include but are not limited to professional psychosocial support for learners, formal capacitation of in-service teachers, developing communities of practice (CoPs), and networking with other professionals who work with those from DBE. The study concludes that such interventions should be a collaborative effort with all stakeholders in the community and that communities should be capacitated to identify and mobilize available and relevant assets to their school and the needs of the school and learners. Therefore, the study concludes that enhancing the psychosocial support services and addressing the psychosocial challenges learners face in public schools is necessary and can be achieved.
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
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 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.
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 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.
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.
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.
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.

Browse

Recent Submissions