{"title":"Towards a unified concept of transdisciplinary research","authors":"I. van Zyl","doi":"10.4102/td.v18i1.1279","DOIUrl":"https://doi.org/10.4102/td.v18i1.1279","url":null,"abstract":"No abstract available.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46645041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aimed to determine students’ perspectives on a shift from a dual-medium (English and Afrikaans) language policy to a monolingual (English-only) language policy at a University of Technology in South Africa and to establish whether the shift had any impact on student learning at the institution. The study used a quantitative method of inquiry, with a questionnaire used for data collection. The findings revealed that language-related challenges vary amongst students, and these can be categorised as low, medium and high language learning problems. The article concludes that the language policy shift does not reflect the multilingual nature of the c ountry, student demographics or their language needs at the institution. Instead of addressing the real challenge facing the majority of students who speak Sesotho, it merely dropped a second medium of instruction (MOI), Afrikaans, instead of developing a dominant indigenous language (Sesotho) for educational use alongside English and Afrikaans.Transdisciplinarity Contribution: The article lays bare the access paradox in higher education owing to the misalignment between the country’s progressive language policies and learning institutions’ language policies. The students’ perspectives bring a much-needed dimension to the ongoing debate on the use of the learners’ home languages as languages of learning and teaching.
{"title":"University students’ perspectives on an English-only language policy in Higher Education","authors":"S. Ngidi, Elliot M. Mncwango","doi":"10.4102/td.v18i1.1189","DOIUrl":"https://doi.org/10.4102/td.v18i1.1189","url":null,"abstract":"The study aimed to determine students’ perspectives on a shift from a dual-medium (English and Afrikaans) language policy to a monolingual (English-only) language policy at a University of Technology in South Africa and to establish whether the shift had any impact on student learning at the institution. The study used a quantitative method of inquiry, with a questionnaire used for data collection. The findings revealed that language-related challenges vary amongst students, and these can be categorised as low, medium and high language learning problems. The article concludes that the language policy shift does not reflect the multilingual nature of the c ountry, student demographics or their language needs at the institution. Instead of addressing the real challenge facing the majority of students who speak Sesotho, it merely dropped a second medium of instruction (MOI), Afrikaans, instead of developing a dominant indigenous language (Sesotho) for educational use alongside English and Afrikaans.Transdisciplinarity Contribution: The article lays bare the access paradox in higher education owing to the misalignment between the country’s progressive language policies and learning institutions’ language policies. The students’ perspectives bring a much-needed dimension to the ongoing debate on the use of the learners’ home languages as languages of learning and teaching.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41407599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The availability and use of educational resources in classrooms has increased remarkably; however, preservice teachers graduate from initial teacher education institutions (ITEIs) and join the profession without the skills for teaching in these new learning environments. This qualitative study was conducted in four South African public ITEIs. It is aimed at examining mathematics lecturers’ integration of information and communication technologies (ICTs) into teaching and its implications for preservice teachers’ readiness to teach in contemporary classrooms. Individual interviews were conducted with 12 mathematics education lecturers and 20 fourth-year students in five focus groups. The findings revealed that whilst the lecturers had some knowledge of how to teach with digital technologies in lecture rooms, they did not model specialised mathematics teaching skills to their students. Informed by activity theory, this study identified institutional gaps in the implementation of digital technologies for teaching. Institutions seemed to view access to technology as sufficient for effective use by lecturers. Initial teacher education institutions should therefore establish and regulate structures that equip and support lecturers with desired ICT pedagogical skills if preservice teachers are to be prepared for the modern classrooms.Transdisciplinarity Contribution: This research contributes to literature on the use of ICTs in Initial Teacher Education. Although it focuses on Mathematics Education, its findings demonstrate the importance of Professional Development if the Scholarship of Teaching and Learning (SoTL) of lecturers in these institutions will adequately prepare preservice teachers for the modern classroom.
{"title":"Use of information and communication technologies in mathematics education lecturers: Implications for preservice teachers","authors":"Alton Dewa, Nokulunga S. Ndlovu","doi":"10.4102/td.v18i1.1165","DOIUrl":"https://doi.org/10.4102/td.v18i1.1165","url":null,"abstract":"The availability and use of educational resources in classrooms has increased remarkably; however, preservice teachers graduate from initial teacher education institutions (ITEIs) and join the profession without the skills for teaching in these new learning environments. This qualitative study was conducted in four South African public ITEIs. It is aimed at examining mathematics lecturers’ integration of information and communication technologies (ICTs) into teaching and its implications for preservice teachers’ readiness to teach in contemporary classrooms. Individual interviews were conducted with 12 mathematics education lecturers and 20 fourth-year students in five focus groups. The findings revealed that whilst the lecturers had some knowledge of how to teach with digital technologies in lecture rooms, they did not model specialised mathematics teaching skills to their students. Informed by activity theory, this study identified institutional gaps in the implementation of digital technologies for teaching. Institutions seemed to view access to technology as sufficient for effective use by lecturers. Initial teacher education institutions should therefore establish and regulate structures that equip and support lecturers with desired ICT pedagogical skills if preservice teachers are to be prepared for the modern classrooms.Transdisciplinarity Contribution: This research contributes to literature on the use of ICTs in Initial Teacher Education. Although it focuses on Mathematics Education, its findings demonstrate the importance of Professional Development if the Scholarship of Teaching and Learning (SoTL) of lecturers in these institutions will adequately prepare preservice teachers for the modern classroom.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48387550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores parents’ perceptions of their children’s belongingness in early childhood care and education (ECCE) centres. It stems from the unexpected findings of a transformative ECCE pedagogy research project, which was characterised by multicultural, multiracial and varied economic conditions. As such, the authors expected controversial parental perceptions of the quality of the care and education their children experienced in these centres. However, this was not the case. Drawing on the theory of salutogenesis and its key concept, namely a sense of coherence, parents’ responses about their children’s early learning and well-being across diverse ECCE contexts were overwhelmingly positive. This prompted the question: what was it in these centres that allowed parents to experience a strong sense of belonging and such positive sentiments concerning their children’s sense of well-being? This phenomenological study was informed by the narratives of 19 parents, collected through the transformative pedagogy project, set in rural and urban situations, and at well-resourced and under-resourced centres. Findings reflected four identifiable themes. Firstly, parents favoured the diversity of influences at the centres, viewing these as rich opportunities for their children’s development and learning. Secondly, parents felt a strong conviction that the ECCE teachers were genuinely concerned about and sensitive towards their children. Thirdly, parents believed that their children were learning playfully in safe, loving spaces, and fourthly, parents were confident that their children were happy in the centres. These findings are particularly welcomed in the ECCE space, which is often demoralised and marginalised within the broader schooling system.Transdisciplinarity Contribution: The article shows that quality early childhood learning and teaching can take place across disparate contexts, be they urban or rural, well-resourced or under-resourced. This study identified factors that led to parents perceiving that their children experienced happiness and a sense of belonging in different centres.
{"title":"Parent perceptions: How disparate early childhood care and education centres in South Africa foster belongingness and well-being in children","authors":"Aletta J. Van As, Lorayne A. Excell, N. Shaik","doi":"10.4102/td.v18i1.1225","DOIUrl":"https://doi.org/10.4102/td.v18i1.1225","url":null,"abstract":"This article explores parents’ perceptions of their children’s belongingness in early childhood care and education (ECCE) centres. It stems from the unexpected findings of a transformative ECCE pedagogy research project, which was characterised by multicultural, multiracial and varied economic conditions. As such, the authors expected controversial parental perceptions of the quality of the care and education their children experienced in these centres. However, this was not the case. Drawing on the theory of salutogenesis and its key concept, namely a sense of coherence, parents’ responses about their children’s early learning and well-being across diverse ECCE contexts were overwhelmingly positive. This prompted the question: what was it in these centres that allowed parents to experience a strong sense of belonging and such positive sentiments concerning their children’s sense of well-being? This phenomenological study was informed by the narratives of 19 parents, collected through the transformative pedagogy project, set in rural and urban situations, and at well-resourced and under-resourced centres. Findings reflected four identifiable themes. Firstly, parents favoured the diversity of influences at the centres, viewing these as rich opportunities for their children’s development and learning. Secondly, parents felt a strong conviction that the ECCE teachers were genuinely concerned about and sensitive towards their children. Thirdly, parents believed that their children were learning playfully in safe, loving spaces, and fourthly, parents were confident that their children were happy in the centres. These findings are particularly welcomed in the ECCE space, which is often demoralised and marginalised within the broader schooling system.Transdisciplinarity Contribution: The article shows that quality early childhood learning and teaching can take place across disparate contexts, be they urban or rural, well-resourced or under-resourced. This study identified factors that led to parents perceiving that their children experienced happiness and a sense of belonging in different centres.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42883806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Examining information and communication technology use in public primary schools in South Africa from the capability approach","authors":"Lebohang Mahlo, Z. Waghid","doi":"10.4102/td.v18i1.1201","DOIUrl":"https://doi.org/10.4102/td.v18i1.1201","url":null,"abstract":"","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45165987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Immigrant entrepreneurship in South Africa: A review and research agenda","authors":"C. N. Fubah, Menisha N. Moos","doi":"10.4102/td.v18i1.1160","DOIUrl":"https://doi.org/10.4102/td.v18i1.1160","url":null,"abstract":"","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44676399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
institutions are expected to be at the cutting edge of such innovation. 1 Research-intensive institutions are ranked according to their core missions of teaching, research and the international The adoption of knowledge-sharing practices in higher education result in improved decision-making, improved access to information and increased collaboration. A knowledge-sharing culture enables the free exchange of knowledge amongst academics and this drives institutions towards innovation. This study examines the extent to which knowledge-sharing practices have been adopted at higher education institutions (HEIs) of developing countries. The article reports on an inquiry conducted at HEIs in Zimbabwe to determine the knowledge-sharing practices in place. A survey was used to collect quantitative data from 240 purposefully selected academics at the HEIs. The data were analysed using descriptive statistics. This study established that HEIs have not fully implemented the knowledge-sharing practices. Empirical evidence confirms that attendance of conferences is important for knowledge sharing where 43 % of the participants approved the proposition. Coaching and mentoring improve academic skills such that 21.7 % of the participants approved the premise. Subscribing to international journals increases the visibility of scientific research work and only 18.3 % of the participants confirmed that their institutions subscribe to internationally recognised journals. Surprisingly, 60 % of the participants confirmed that their institutions do not offer knowledge-sharing workshops. Unremarkably, 23.3 % of the participants confirmed that their institutions do not have a knowledge-sharing culture. Transdisciplinarity Contribution: Higher education institutions have not fully exploited the knowledge-sharing practices that could make them more innovative. The institutions are still at the trial stage of adopting knowledge-sharing practices. This study therefore recommends the creation of communities of practice (COPs) specifically for knowledge sharing.
{"title":"An investigation into the knowledge–sharing practices for innovation in higher education institutions of developing countries","authors":"Alfred H. Mazorodze, Peter L. Mkhize","doi":"10.4102/td.v18i1.1230","DOIUrl":"https://doi.org/10.4102/td.v18i1.1230","url":null,"abstract":"institutions are expected to be at the cutting edge of such innovation. 1 Research-intensive institutions are ranked according to their core missions of teaching, research and the international The adoption of knowledge-sharing practices in higher education result in improved decision-making, improved access to information and increased collaboration. A knowledge-sharing culture enables the free exchange of knowledge amongst academics and this drives institutions towards innovation. This study examines the extent to which knowledge-sharing practices have been adopted at higher education institutions (HEIs) of developing countries. The article reports on an inquiry conducted at HEIs in Zimbabwe to determine the knowledge-sharing practices in place. A survey was used to collect quantitative data from 240 purposefully selected academics at the HEIs. The data were analysed using descriptive statistics. This study established that HEIs have not fully implemented the knowledge-sharing practices. Empirical evidence confirms that attendance of conferences is important for knowledge sharing where 43 % of the participants approved the proposition. Coaching and mentoring improve academic skills such that 21.7 % of the participants approved the premise. Subscribing to international journals increases the visibility of scientific research work and only 18.3 % of the participants confirmed that their institutions subscribe to internationally recognised journals. Surprisingly, 60 % of the participants confirmed that their institutions do not offer knowledge-sharing workshops. Unremarkably, 23.3 % of the participants confirmed that their institutions do not have a knowledge-sharing culture. Transdisciplinarity Contribution: Higher education institutions have not fully exploited the knowledge-sharing practices that could make them more innovative. The institutions are still at the trial stage of adopting knowledge-sharing practices. This study therefore recommends the creation of communities of practice (COPs) specifically for knowledge sharing.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46589197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Considering the Basotho indigenous education and school system as resources for peace-building education in Lesotho","authors":"Rasebate I. Mokotso","doi":"10.4102/td.v18i1.1213","DOIUrl":"https://doi.org/10.4102/td.v18i1.1213","url":null,"abstract":"","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43753293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Systematic review: Decentralised health information systems implementation in sub-Saharan Africa","authors":"O. Ogundaini, M. Achieng","doi":"10.4102/td.v18i1.1216","DOIUrl":"https://doi.org/10.4102/td.v18i1.1216","url":null,"abstract":"","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47141493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Quality early childhood education, according to a large body of research, is critical to improving health, academic levels, future employment possibilities and the eradication of poverty and inequities.1,2 There has recently been increasing global awareness of the value of quality early childhood education as the foundational basis for upward mobility in any nation’s educational ladder, especially in the developing countries of Africa, including South Africa. In South African early childhood development (ECD) policy documents and guidelines, quality in early childhood care and education (ECCE) is mainly determined by the structural and process quality input, such as physical infrastructure, the number of toilets and wash basins, the learning programme, group size, teacher–child ratios, the presence of developmentally appropriate education equipment, materials and resources, governance and financial management.3 To improve the quality of ECCE in South Africa, the government has put several interventions in place. For example, the ECD centres registered with the Department of Social Development are qualified for government funding based on a ‘per child subsidy’ of R15,00 per child, aimed at children living in impoverished communities.3 The Department of Higher Education and Training also aims to provide qualified teachers for this sector to improve ECD quality.4 Enactment of policies, such as the South African National Curriculum Framework (NCF) and the National Early Learning and Development Standards (NELDS), for children birth to 4 years is a sign of government commitment to the early childhood sector. The government made progress in improving the quality of ECCE. However, researchers argue that early childhood education gets Systems ensure the attainment of goals at any educational level, including quality early childhood education. Various studies focus on the benefits and components of quality early childhood education, yet none emphasise systems that will support early childhood development (ECD) centres in offering quality education. This study explored existing systems that support ECD centres in providing quality education to young children. The study adopted a qualitative research approach and collected data through document analysis and face-to-face interviews with eight participants purposively selected from four ECD centres situated in Pretoria. The data were analysed thematically. The findings revealed that national policies, internally generated policies and financial systems support the participating centres in offering quality education. However, many of the participants did not know the existing national policies. The findings also revealed that ECD centres in the township area do not have financial systems to help them provide quality education. The study recommends effective implementation strategies to foster awareness and enforce strict adherence to government policies at ECD centres. The study contributes to awareness and ad
{"title":"Reimagining systems that support early childhood development centres in offering quality education","authors":"A. Aina, K. Bipath","doi":"10.4102/td.v18i1.1107","DOIUrl":"https://doi.org/10.4102/td.v18i1.1107","url":null,"abstract":"Quality early childhood education, according to a large body of research, is critical to improving health, academic levels, future employment possibilities and the eradication of poverty and inequities.1,2 There has recently been increasing global awareness of the value of quality early childhood education as the foundational basis for upward mobility in any nation’s educational ladder, especially in the developing countries of Africa, including South Africa. In South African early childhood development (ECD) policy documents and guidelines, quality in early childhood care and education (ECCE) is mainly determined by the structural and process quality input, such as physical infrastructure, the number of toilets and wash basins, the learning programme, group size, teacher–child ratios, the presence of developmentally appropriate education equipment, materials and resources, governance and financial management.3 To improve the quality of ECCE in South Africa, the government has put several interventions in place. For example, the ECD centres registered with the Department of Social Development are qualified for government funding based on a ‘per child subsidy’ of R15,00 per child, aimed at children living in impoverished communities.3 The Department of Higher Education and Training also aims to provide qualified teachers for this sector to improve ECD quality.4 Enactment of policies, such as the South African National Curriculum Framework (NCF) and the National Early Learning and Development Standards (NELDS), for children birth to 4 years is a sign of government commitment to the early childhood sector. The government made progress in improving the quality of ECCE. However, researchers argue that early childhood education gets Systems ensure the attainment of goals at any educational level, including quality early childhood education. Various studies focus on the benefits and components of quality early childhood education, yet none emphasise systems that will support early childhood development (ECD) centres in offering quality education. This study explored existing systems that support ECD centres in providing quality education to young children. The study adopted a qualitative research approach and collected data through document analysis and face-to-face interviews with eight participants purposively selected from four ECD centres situated in Pretoria. The data were analysed thematically. The findings revealed that national policies, internally generated policies and financial systems support the participating centres in offering quality education. However, many of the participants did not know the existing national policies. The findings also revealed that ECD centres in the township area do not have financial systems to help them provide quality education. The study recommends effective implementation strategies to foster awareness and enforce strict adherence to government policies at ECD centres. The study contributes to awareness and ad","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44803924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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