the implemented qualitative approach and a thematic report of host organisations’ reflections.
实施定性方法和主办机构反思的专题报告。
{"title":"International service learning: Insights from the voices of host organisations","authors":"N. Mansvelt","doi":"10.4102/td.v18i1.1208","DOIUrl":"https://doi.org/10.4102/td.v18i1.1208","url":null,"abstract":"the implemented qualitative approach and a thematic report of host organisations’ reflections.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46300978","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}
Sokfa F John, H. Maama, O. T. Ojogiwa, B. Mubangizi
The effectiveness of a government’s communication, especially in times of crisis, is crucial to its legitimacy, reputation, disaster management and its ability to ensure the wellbeing of its people. This paper examines the focus and trends in press statements published on South Africa’s official coronavirus website during the coronavirus disease 2019 (COVID-19) pandemic. Government decisions, successes and challenges were frequently communicated to the public through these statements. The study aimed to understand what was communicated regarding government’s priorities and the factors that shaped them. Data were extracted from 483 press statements published between 05 March 2020 and 15 January 2021. Thematic analysis and mean scores were used to identify the focus and trends in the messages, while the Wilcoxon signed rank test (WSRT) was used to identify the significance of the changes in the mean scores. The results showed a coordinated and persistent effort to inform the public with credible, accurate, timely and empowering information. The most persistent priority of the government was to control the spread of the virus, while several issues relating to the socio-economic wellbeing of the people were prioritised at different stages of the pandemic. There was a parallel movement between the trajectory of the disease and government decisions, suggesting that government response was mostly reactive to the behaviour of the pandemic. The South African government needs to be more proactive in its disaster response and demonstrate a nuanced understanding of its citizens and their challenges.
{"title":"Government communication in times of crisis: The priorities and trends in South Africa’s response to COVID-19","authors":"Sokfa F John, H. Maama, O. T. Ojogiwa, B. Mubangizi","doi":"10.4102/td.v18i1.1146","DOIUrl":"https://doi.org/10.4102/td.v18i1.1146","url":null,"abstract":"The effectiveness of a government’s communication, especially in times of crisis, is crucial to its legitimacy, reputation, disaster management and its ability to ensure the wellbeing of its people. This paper examines the focus and trends in press statements published on South Africa’s official coronavirus website during the coronavirus disease 2019 (COVID-19) pandemic. Government decisions, successes and challenges were frequently communicated to the public through these statements. The study aimed to understand what was communicated regarding government’s priorities and the factors that shaped them. Data were extracted from 483 press statements published between 05 March 2020 and 15 January 2021. Thematic analysis and mean scores were used to identify the focus and trends in the messages, while the Wilcoxon signed rank test (WSRT) was used to identify the significance of the changes in the mean scores. The results showed a coordinated and persistent effort to inform the public with credible, accurate, timely and empowering information. The most persistent priority of the government was to control the spread of the virus, while several issues relating to the socio-economic wellbeing of the people were prioritised at different stages of the pandemic. There was a parallel movement between the trajectory of the disease and government decisions, suggesting that government response was mostly reactive to the behaviour of the pandemic. The South African government needs to be more proactive in its disaster response and demonstrate a nuanced understanding of its citizens and their challenges.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43724629","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}
Research has identified the underdevelopment of perceptual skills as a cause of lifelong learning struggles and the restriction of developmental progress in learners. The literature also indicates that early intervention is one strategy that effectively mitigates the long-term effects thereof through learner support. However, the inadequacy of in-service teachers’ skills to assess perceptual skills development, coupled with the implementation of the teaching and learning language policy, are issues for concern, particularly in South African schools.This article reports on a module-aligned community engagement project conducted with 87 pre-service teachers to assess the perceptual skills development of Foundation Phase learners as part of their work-integrated learning (WIL). The two selected schools used English as their language of teaching and learning. Two lecturers and eight Grade 2 and Grade 3 in-service teachers from Pretoria East schools participated in the project. Play-based pedagogy was used as a resource for assessment as a qualitative approach, thus inspiring in-service teachers’ and learners’ creativity and enjoyment at the schools.Kolb’s cyclic theoretical framework consisting of four cycles underpinned the project. Firstly, the project confirmed literature findings of teachers’ lack of skills to assess perceptual skills development using English in Foundation Phase learners. Secondly, the use of non-mother tongue language as a medium of instruction in early learning centres affected learners’ knowledge acquisition. Thirdly, the use of the foreign medium of instruction affected the learners’ speaking and listening skills, thus impacting language and cognitive development essential for learning.
{"title":"The use of English to offer learner support and enhance perceptual skills development in South African township schools","authors":"N. S. Thuketana, Mmamoyahabo C. Makgabo","doi":"10.4102/td.v18i1.1209","DOIUrl":"https://doi.org/10.4102/td.v18i1.1209","url":null,"abstract":"Research has identified the underdevelopment of perceptual skills as a cause of lifelong learning struggles and the restriction of developmental progress in learners. The literature also indicates that early intervention is one strategy that effectively mitigates the long-term effects thereof through learner support. However, the inadequacy of in-service teachers’ skills to assess perceptual skills development, coupled with the implementation of the teaching and learning language policy, are issues for concern, particularly in South African schools.This article reports on a module-aligned community engagement project conducted with 87 pre-service teachers to assess the perceptual skills development of Foundation Phase learners as part of their work-integrated learning (WIL). The two selected schools used English as their language of teaching and learning. Two lecturers and eight Grade 2 and Grade 3 in-service teachers from Pretoria East schools participated in the project. Play-based pedagogy was used as a resource for assessment as a qualitative approach, thus inspiring in-service teachers’ and learners’ creativity and enjoyment at the schools.Kolb’s cyclic theoretical framework consisting of four cycles underpinned the project. Firstly, the project confirmed literature findings of teachers’ lack of skills to assess perceptual skills development using English in Foundation Phase learners. Secondly, the use of non-mother tongue language as a medium of instruction in early learning centres affected learners’ knowledge acquisition. Thirdly, the use of the foreign medium of instruction affected the learners’ speaking and listening skills, thus impacting language and cognitive development essential for learning.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42000250","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 research explored the challenges experienced by society during the coronavirus disease 2019 (COVID-19) pandemic and the role thereof in the validation of Life Orientation in South African schools. The importance of Life Orientation as a subject has been questioned since its implementation in 2006. During the first year of the COVID-19 pandemic, it became clear that the skills and values taught in Life Orientation were actually needed to survive the mental and emotional impacts of the pandemic. The aim of this study was to explore the preservice teachers’ perceptions of Life Orientation, the importance of this subject and the knowledge, skills and values that are taught in Life Orientation and how these can equip society during the pandemic. The research followed a qualitative design in an interpretivist paradigm. Data were collected through an online questionnaire that preservice teachers had to complete. A group of 102 first-year Bachelor of Education students, 18 fourth-year Bachelor of Education students and 20 students in the Postgraduate Certificate in Education programme were involved in the study. Preliminary data revealed that COVID-19 challenges had a possible impact on the attitudes of 140 preservice teachers towards Life Orientation as a compulsory subject in South Africa and further concluded that Life Orientation plays a significant role in preparing learners for various challenges faced by society, not least the COVID-19 pandemic.
{"title":"The importance of Life Orientation in a time of COVID-19: Perceptions of preservice teachers","authors":"Aletta E. Botha, Julialet Rens, Sarina De Jager","doi":"10.4102/td.v18i1.1202","DOIUrl":"https://doi.org/10.4102/td.v18i1.1202","url":null,"abstract":"This research explored the challenges experienced by society during the coronavirus disease 2019 (COVID-19) pandemic and the role thereof in the validation of Life Orientation in South African schools. The importance of Life Orientation as a subject has been questioned since its implementation in 2006. During the first year of the COVID-19 pandemic, it became clear that the skills and values taught in Life Orientation were actually needed to survive the mental and emotional impacts of the pandemic. The aim of this study was to explore the preservice teachers’ perceptions of Life Orientation, the importance of this subject and the knowledge, skills and values that are taught in Life Orientation and how these can equip society during the pandemic. The research followed a qualitative design in an interpretivist paradigm. Data were collected through an online questionnaire that preservice teachers had to complete. A group of 102 first-year Bachelor of Education students, 18 fourth-year Bachelor of Education students and 20 students in the Postgraduate Certificate in Education programme were involved in the study. Preliminary data revealed that COVID-19 challenges had a possible impact on the attitudes of 140 preservice teachers towards Life Orientation as a compulsory subject in South Africa and further concluded that Life Orientation plays a significant role in preparing learners for various challenges faced by society, not least the COVID-19 pandemic.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46530613","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":"Growth accounting, development accounting and cross-country growth regressions: A conceptual review essay","authors":"C. Callaghan","doi":"10.4102/td.v18i1.1051","DOIUrl":"https://doi.org/10.4102/td.v18i1.1051","url":null,"abstract":"","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46880662","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":"Gender mainstreaming in the urban space to promote inclusive cities","authors":"Kiara Rampaul, H. Magidimisha-Chipungu","doi":"10.4102/td.v18i1.1163","DOIUrl":"https://doi.org/10.4102/td.v18i1.1163","url":null,"abstract":"","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47539858","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}
P. D. Du Toit, L. Tshotetsi, Sabatine Carvalio-Zongo, Melissa Olifant, Bonolo Mpholo, M. Louw
Background: The study was conducted to the background of a qualification in medical clinical practice offered at a Faculty of Health Sciences at a university in South Africa.Aim: The aim of the study was to determine how the theory of Whole Brain® thinking informed our professionalism and its relevance to transforming self and practice.Setting: The study was conducted in the context of a higher education institution, the University of Pretoria. The focus is specifically on the Bachelor of Clinical Medical Practice (BCMP). It has been offered since 2009.Methods: Participatory action research was the design of choice. The participatory part culminated in working as a collective in a scholarly community of practice. What is reported is the use of the Herrmann Brain Dominance Instrument® (HBDI®) as a research instrument. It was used to determine the thinking preferences of the lecturers. Each lecturer obtained their brain profile that served as baseline data for self-study in the future. The profiling revealed their strengths and areas that they needed to work on – as individuals and as a team.Results: The theory of Whole Brain® thinking was identified as an enabler towards transforming self and practice. This transformation involved both lecturers and prospective clinical associates.Conclusion: The value of the study mainly lies in the development of the professionalism of the lecturers. Linked to professionalism is the value of using the theory of Whole Brain® thinking that primarily informed the teaching practice of the lecturers. And secondary to this, the students’ authentic clinical practice, which included patients and simulated practice where peers act as patients. The study contributed to the scholarship of teaching and learning in a medical clinical context and to participatory action research – both interrogated from a Whole Brain® perspective for the first time in the context in question.
{"title":"Formation of professionalism: A courtship between academic staff and prospective clinical associates","authors":"P. D. Du Toit, L. Tshotetsi, Sabatine Carvalio-Zongo, Melissa Olifant, Bonolo Mpholo, M. Louw","doi":"10.4102/td.v18i1.1174","DOIUrl":"https://doi.org/10.4102/td.v18i1.1174","url":null,"abstract":"Background: The study was conducted to the background of a qualification in medical clinical practice offered at a Faculty of Health Sciences at a university in South Africa.Aim: The aim of the study was to determine how the theory of Whole Brain® thinking informed our professionalism and its relevance to transforming self and practice.Setting: The study was conducted in the context of a higher education institution, the University of Pretoria. The focus is specifically on the Bachelor of Clinical Medical Practice (BCMP). It has been offered since 2009.Methods: Participatory action research was the design of choice. The participatory part culminated in working as a collective in a scholarly community of practice. What is reported is the use of the Herrmann Brain Dominance Instrument® (HBDI®) as a research instrument. It was used to determine the thinking preferences of the lecturers. Each lecturer obtained their brain profile that served as baseline data for self-study in the future. The profiling revealed their strengths and areas that they needed to work on – as individuals and as a team.Results: The theory of Whole Brain® thinking was identified as an enabler towards transforming self and practice. This transformation involved both lecturers and prospective clinical associates.Conclusion: The value of the study mainly lies in the development of the professionalism of the lecturers. Linked to professionalism is the value of using the theory of Whole Brain® thinking that primarily informed the teaching practice of the lecturers. And secondary to this, the students’ authentic clinical practice, which included patients and simulated practice where peers act as patients. The study contributed to the scholarship of teaching and learning in a medical clinical context and to participatory action research – both interrogated from a Whole Brain® perspective for the first time in the context in question.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45340271","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}
Gift Muresherwa, Washington Makuzva, Cynthia N. Dube, I. Amony
Despite being endangered, the mountain gorilla (gorilla beringei beringei) is inextricably linked to tourism. With only 1069 primates globally, expanded conservation initiatives need to be extended to allow for continuous and sustainable benefits from gorilla tourism. This unique tourism niche has positively changed the economies of Uganda, Rwanda and the Democratic Republic of Congo (DRC), where they are endemic. Vast opportunities emanate from the management and conservation of the great apes (e.g. poverty alleviation, economic growth, etc.). The study examined the management of mountain gorilla tourism and its socio-economic contribution to selected stakeholders in Butogota, a rural community next to the Bwindi Impenetrable National Park (BINP). To achieve this, structured face-to-face interviews were conducted with six stakeholder groups. In order to gather samples for the study, convenience sampling and snowball sampling were used. Data were collected using an interviewer-administered questionnaire and analysed with the help of the constant comparative method. Key findings show that mountain gorilla tourism activities benefit people in a number of ways, including job creation, entrepreneurial opportunities and expanded local infrastructure. The study highlights key imperatives for the effective management of mountain gorilla tourism, including developing infrastructure, investment in training, empowerment of locals, controlled access, and more conservation and dealing with the persistent corruption problem.
{"title":"The management of mountain gorilla tourism in Uganda: Are the socio-economic benefits realised?","authors":"Gift Muresherwa, Washington Makuzva, Cynthia N. Dube, I. Amony","doi":"10.4102/td.v18i1.1136","DOIUrl":"https://doi.org/10.4102/td.v18i1.1136","url":null,"abstract":"Despite being endangered, the mountain gorilla (gorilla beringei beringei) is inextricably linked to tourism. With only 1069 primates globally, expanded conservation initiatives need to be extended to allow for continuous and sustainable benefits from gorilla tourism. This unique tourism niche has positively changed the economies of Uganda, Rwanda and the Democratic Republic of Congo (DRC), where they are endemic. Vast opportunities emanate from the management and conservation of the great apes (e.g. poverty alleviation, economic growth, etc.). The study examined the management of mountain gorilla tourism and its socio-economic contribution to selected stakeholders in Butogota, a rural community next to the Bwindi Impenetrable National Park (BINP). To achieve this, structured face-to-face interviews were conducted with six stakeholder groups. In order to gather samples for the study, convenience sampling and snowball sampling were used. Data were collected using an interviewer-administered questionnaire and analysed with the help of the constant comparative method. Key findings show that mountain gorilla tourism activities benefit people in a number of ways, including job creation, entrepreneurial opportunities and expanded local infrastructure. The study highlights key imperatives for the effective management of mountain gorilla tourism, including developing infrastructure, investment in training, empowerment of locals, controlled access, and more conservation and dealing with the persistent corruption problem.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41917328","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}
Background: A distinct mathematics proficiency is required in the study of accounting. The students’ success depends on attitudes towards mathematics that influence the participation rate of students in accounting modules.Aim: The main aim of the study was to investigate groupings in pre-service accounting teachers’ attitudes towards mathematics.Setting: The setting of the study was a higher education institution (HEI). This study was based on a survey of pre-service accounting teachers about their attitudes towards mathematicsMethods: This study used Fennema-Sherman Mathematics Attitudes Scales (F-SMAS). A convenient sample of the study was 255 Bachelor of Education (Accounting) students (first year = 143, second year = 77 and third year = 35). Data were analysed using descriptive and inferential statistics with p 0.050 level of significance.Results: The study found that mathematical ability, family, home context and geographical location were significant factors in determining attitudes towards mathematics and subsequent study of accounting.Conclusion: The study offers practical insights to navigate attitudes towards mathematics of students with the aim of setting mathematics support interventions given the several challenge students encounter in mathematics.
{"title":"Investigating groupings in pre-service accounting teachers’ attitudes towards mathematics","authors":"M. Mkhize","doi":"10.4102/td.v18i1.1125","DOIUrl":"https://doi.org/10.4102/td.v18i1.1125","url":null,"abstract":"Background: A distinct mathematics proficiency is required in the study of accounting. The students’ success depends on attitudes towards mathematics that influence the participation rate of students in accounting modules.Aim: The main aim of the study was to investigate groupings in pre-service accounting teachers’ attitudes towards mathematics.Setting: The setting of the study was a higher education institution (HEI). This study was based on a survey of pre-service accounting teachers about their attitudes towards mathematicsMethods: This study used Fennema-Sherman Mathematics Attitudes Scales (F-SMAS). A convenient sample of the study was 255 Bachelor of Education (Accounting) students (first year = 143, second year = 77 and third year = 35). Data were analysed using descriptive and inferential statistics with p 0.050 level of significance.Results: The study found that mathematical ability, family, home context and geographical location were significant factors in determining attitudes towards mathematics and subsequent study of accounting.Conclusion: The study offers practical insights to navigate attitudes towards mathematics of students with the aim of setting mathematics support interventions given the several challenge students encounter in mathematics.","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41440223","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":"Unintelligibility, personhood and curriculum silences of intersex bodies in the Life Orientation high school classroom: A case study","authors":"A. Brown","doi":"10.4102/td.v18i1.1099","DOIUrl":"https://doi.org/10.4102/td.v18i1.1099","url":null,"abstract":"","PeriodicalId":43643,"journal":{"name":"TD-The Journal for Transdisciplinary Research in Southern Africa","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41460450","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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