Pub Date : 2021-07-04DOI: 10.1080/18146627.2022.2150869
M. Opoku
Abstract It has been widely reported that as students with disabilities climb the academic ladder, it becomes more difficult to implement inclusive education for vulnerable students, such as those with disabilities. In the Ghanaian context, there are few studies on the intentions of teachers towards practicing inclusive education in secondary schools for students with disabilities. Using Ajzen’s theory of planned behaviour as a theoretical framework, the aim of this study was to develop a deeper insight into the intentions of teachers towards practicing inclusive education in secondary schools in Ghana. In this follow-up qualitative study, eight teachers, four males and four females, who had participated in the first phase of a larger study, were interviewed to develop a deeper insight into their views and to clarify the influence of the known variables on their intentions. The data were analysed thematically, and the results showed that effective supervision in private schools, parental contribution, motivation, gender roles, and level of teaching were critical to participating teachers’ intentions to include students with disabilities in their regular classes. The results indicate the need for policymakers to empower school leaders in public schools to promote the teaching of all students in one classroom.
{"title":"The Intentions of Teachers towards Practicing Inclusive Education in Secondary Schools in Ghana: A Qualitative Study","authors":"M. Opoku","doi":"10.1080/18146627.2022.2150869","DOIUrl":"https://doi.org/10.1080/18146627.2022.2150869","url":null,"abstract":"Abstract It has been widely reported that as students with disabilities climb the academic ladder, it becomes more difficult to implement inclusive education for vulnerable students, such as those with disabilities. In the Ghanaian context, there are few studies on the intentions of teachers towards practicing inclusive education in secondary schools for students with disabilities. Using Ajzen’s theory of planned behaviour as a theoretical framework, the aim of this study was to develop a deeper insight into the intentions of teachers towards practicing inclusive education in secondary schools in Ghana. In this follow-up qualitative study, eight teachers, four males and four females, who had participated in the first phase of a larger study, were interviewed to develop a deeper insight into their views and to clarify the influence of the known variables on their intentions. The data were analysed thematically, and the results showed that effective supervision in private schools, parental contribution, motivation, gender roles, and level of teaching were critical to participating teachers’ intentions to include students with disabilities in their regular classes. The results indicate the need for policymakers to empower school leaders in public schools to promote the teaching of all students in one classroom.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48082316","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}
Pub Date : 2021-07-04DOI: 10.1080/18146627.2022.2150978
Geberew Tulu Mekonnen, S. Kilpatrick, J. Kenny, D. Kember
Abstract This study explored the voice of students in the Ethiopian higher education context. Stratified sampling and an exploratory research design were employed to understand students’ voices. Thematic analysis was used to identify themes and meanings. The strength of students’ voices was contrasted with other countries that have implemented the Bologna Process. In Ethiopian higher education, students’ voices get considerable attention. Students are aware of their rights in terms of influencing decision-making processes. The study recommends inclusive and shared forums where the university, academic units, their staff, and students are expected to participate in participatory governance systems in pursuit of their respective missions within the university. The findings have implications for other countries. To fully implement the intention of the Bologna Process, student participation in university governance should be encouraged, but not at the expense of the participation of academic staff.
{"title":"Students’ Voices Receive More Attention than Academics’ Voices: A Paradox in Ethiopian Public Universities","authors":"Geberew Tulu Mekonnen, S. Kilpatrick, J. Kenny, D. Kember","doi":"10.1080/18146627.2022.2150978","DOIUrl":"https://doi.org/10.1080/18146627.2022.2150978","url":null,"abstract":"Abstract This study explored the voice of students in the Ethiopian higher education context. Stratified sampling and an exploratory research design were employed to understand students’ voices. Thematic analysis was used to identify themes and meanings. The strength of students’ voices was contrasted with other countries that have implemented the Bologna Process. In Ethiopian higher education, students’ voices get considerable attention. Students are aware of their rights in terms of influencing decision-making processes. The study recommends inclusive and shared forums where the university, academic units, their staff, and students are expected to participate in participatory governance systems in pursuit of their respective missions within the university. The findings have implications for other countries. To fully implement the intention of the Bologna Process, student participation in university governance should be encouraged, but not at the expense of the participation of academic staff.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42453015","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}
Pub Date : 2021-07-04DOI: 10.1080/18146627.2022.2150245
Derek Ballantyne, C. Livingston, J. Garraway
Abstract The purpose of this study was to examine pre-service teachers’ perceptions of their use of an intelligent tutoring system (ITS) as an English language proficiency tool. Pre-service teachers’ perceptions were analysed using Engeström’s second-generation cultural-historical activity theory (CHAT). A qualitative interpretivist paradigm was used. Six pre-service teachers who were learning to be English home language teachers but were not English home language speakers were interviewed. The study’s findings indicated that when the ITS was integrated into an activity system for teaching and learning, participants had a favourable opinion of it. The ITS was perceived to aid pre-service teachers in enhancing their language skills and to be instrumental in achieving goals and objectives as a tool for learning.
{"title":"Cultural-Historical Activity Theory as a Framework for Exploring Pre-service Teachers’ Use of an Intelligent Tutoring System for English Language Proficiency","authors":"Derek Ballantyne, C. Livingston, J. Garraway","doi":"10.1080/18146627.2022.2150245","DOIUrl":"https://doi.org/10.1080/18146627.2022.2150245","url":null,"abstract":"Abstract The purpose of this study was to examine pre-service teachers’ perceptions of their use of an intelligent tutoring system (ITS) as an English language proficiency tool. Pre-service teachers’ perceptions were analysed using Engeström’s second-generation cultural-historical activity theory (CHAT). A qualitative interpretivist paradigm was used. Six pre-service teachers who were learning to be English home language teachers but were not English home language speakers were interviewed. The study’s findings indicated that when the ITS was integrated into an activity system for teaching and learning, participants had a favourable opinion of it. The ITS was perceived to aid pre-service teachers in enhancing their language skills and to be instrumental in achieving goals and objectives as a tool for learning.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47290041","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}
Pub Date : 2021-07-04DOI: 10.1080/18146627.2022.2151924
Pearl Kyei
Abstract Sub-Saharan African countries have made remarkable strides in closing the gender gap in primary enrolment and more girls than ever are attending school. With the existing gender differentials in youth literacy rates, an important question is whether they are learning as well as their male classmates. This article explored factors that contribute to gender gaps in reading for sixth-grade pupils from 61 396 pupils from 15 countries in the third evaluation of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ III). Within-class sex differences in test score performance are estimated using ordinary least squares regression models. This is done by analysing the factors associated with female learning that inhibit school attendance and class participation. The results show a female disadvantage in reading in a little under half of the countries studied, which differs from the consistently observed female reading advantage in other parts of the world. Factors that prevent girls from fully attending and participating in school such as domestic responsibilities and hostile school environments explain part of the female disadvantage in reading, indicating that households and schools need to ensure that girls can attend and participate fully in their classes without distractions or fear.
{"title":"When Boys Read better than Girls: The Correlation between Gender Disparities in Schooling Participation and Reading Performance in Sub-Saharan Africa","authors":"Pearl Kyei","doi":"10.1080/18146627.2022.2151924","DOIUrl":"https://doi.org/10.1080/18146627.2022.2151924","url":null,"abstract":"Abstract Sub-Saharan African countries have made remarkable strides in closing the gender gap in primary enrolment and more girls than ever are attending school. With the existing gender differentials in youth literacy rates, an important question is whether they are learning as well as their male classmates. This article explored factors that contribute to gender gaps in reading for sixth-grade pupils from 61 396 pupils from 15 countries in the third evaluation of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ III). Within-class sex differences in test score performance are estimated using ordinary least squares regression models. This is done by analysing the factors associated with female learning that inhibit school attendance and class participation. The results show a female disadvantage in reading in a little under half of the countries studied, which differs from the consistently observed female reading advantage in other parts of the world. Factors that prevent girls from fully attending and participating in school such as domestic responsibilities and hostile school environments explain part of the female disadvantage in reading, indicating that households and schools need to ensure that girls can attend and participate fully in their classes without distractions or fear.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44104666","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}
Pub Date : 2021-07-04DOI: 10.1080/18146627.2022.2150244
Ikupa Moses, W. Admiraal, A. Berry, Nadira Saab
Abstract Teacher education is a symbolic entry point into the teaching profession and the identification of specific teacher education aspects that enhance commitment to teaching is important. A thematic literature review was carried out to identify these themes within teacher education. The review included 22 peer-reviewed articles. Eleven themes were extracted that can influence student teachers’ commitment to teaching, which were related to student teachers’ campus-based experiences, their school-based experiences, and the connection between theory and practical components of the course. Conclusively, implications for teacher education emphasise student teachers’ commitment enhancement.
{"title":"Teacher Education and Student Teachers’ Commitment to Teaching: A Thematic Literature Review","authors":"Ikupa Moses, W. Admiraal, A. Berry, Nadira Saab","doi":"10.1080/18146627.2022.2150244","DOIUrl":"https://doi.org/10.1080/18146627.2022.2150244","url":null,"abstract":"Abstract Teacher education is a symbolic entry point into the teaching profession and the identification of specific teacher education aspects that enhance commitment to teaching is important. A thematic literature review was carried out to identify these themes within teacher education. The review included 22 peer-reviewed articles. Eleven themes were extracted that can influence student teachers’ commitment to teaching, which were related to student teachers’ campus-based experiences, their school-based experiences, and the connection between theory and practical components of the course. Conclusively, implications for teacher education emphasise student teachers’ commitment enhancement.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49628549","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}
Pub Date : 2021-07-04DOI: 10.1080/18146627.2022.2150242
S. Kusaka
Abstract It is indisputable that one of the factors connected to improvements in the quality of education is the implementation of relevant curricular reform that is pertinent to the culture and needs of the given country. This study aimed to comprehensively investigate how the adaptation from an exogenous curriculum was attempted through analysing the three mathematics curricula for the years 1983, 2004, and 2015 that have been applied after independence, reports and policy papers issued by the Ministry of Education (MINED), and interviews with technical officials involved with the curriculum revision in 2015. The results show that Mozambique has been steadily and appropriately moving away from an exogenous curriculum in a cycle of 10 years through the accumulation of their own experiences. The series of observations that we attained could be relevant to other African nations from the viewpoint of transitioning away from an exogenous curriculum.
{"title":"Transition of Mozambique’s Primary Mathematics Intended Curriculum in the Post-Colonial Period: A Focus on Adaptation from an Exogenous Curriculum","authors":"S. Kusaka","doi":"10.1080/18146627.2022.2150242","DOIUrl":"https://doi.org/10.1080/18146627.2022.2150242","url":null,"abstract":"Abstract It is indisputable that one of the factors connected to improvements in the quality of education is the implementation of relevant curricular reform that is pertinent to the culture and needs of the given country. This study aimed to comprehensively investigate how the adaptation from an exogenous curriculum was attempted through analysing the three mathematics curricula for the years 1983, 2004, and 2015 that have been applied after independence, reports and policy papers issued by the Ministry of Education (MINED), and interviews with technical officials involved with the curriculum revision in 2015. The results show that Mozambique has been steadily and appropriately moving away from an exogenous curriculum in a cycle of 10 years through the accumulation of their own experiences. The series of observations that we attained could be relevant to other African nations from the viewpoint of transitioning away from an exogenous curriculum.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48779669","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}
Pub Date : 2021-03-04DOI: 10.1080/18146627.2022.2111996
Janine Lewis, Jeannette Ziady
Abstract The dance world is dominated by instilling technique and discipline in the dance training. Technique and discipline have been inculcated through training regimes that are dogmatically transferred through the generations — from teacher to dancer —and who in turn perpetuate technique and discipline in their teaching. Within a multicultural setting, dancers are required to start afresh and to subscribe to a standardisation that is often unattainable due to gender, physique, and bias. The standardisation reinforces a coloniality of power. This article examines this phenomenon and serves to promote inclusive strategies towards training vocational dance. Theories of learning are explored that advocate towards a long-term transformation strategy that takes the notions of deficit dancers and the coloniality of power within the dance education system into account. Consideration is also afforded to Nakata‘s (1998) cultural interface theories, which incorporate these aspects with a strategy on dance vocational training —the constructs of a professional learning community (PLC) that may not be seamless in implementation. Through reflective and reflexive inquiry, Tshwane University of Technology (TUT) somatic training modules are case studies for a gap analysis framing of such a strategy. By actively participating in co-creating new knowledge and futures, a sense of agency is afforded the individual student.
{"title":"Towards Vocational Training of the South African Dancer: Anxiety or Agency?","authors":"Janine Lewis, Jeannette Ziady","doi":"10.1080/18146627.2022.2111996","DOIUrl":"https://doi.org/10.1080/18146627.2022.2111996","url":null,"abstract":"Abstract The dance world is dominated by instilling technique and discipline in the dance training. Technique and discipline have been inculcated through training regimes that are dogmatically transferred through the generations — from teacher to dancer —and who in turn perpetuate technique and discipline in their teaching. Within a multicultural setting, dancers are required to start afresh and to subscribe to a standardisation that is often unattainable due to gender, physique, and bias. The standardisation reinforces a coloniality of power. This article examines this phenomenon and serves to promote inclusive strategies towards training vocational dance. Theories of learning are explored that advocate towards a long-term transformation strategy that takes the notions of deficit dancers and the coloniality of power within the dance education system into account. Consideration is also afforded to Nakata‘s (1998) cultural interface theories, which incorporate these aspects with a strategy on dance vocational training —the constructs of a professional learning community (PLC) that may not be seamless in implementation. Through reflective and reflexive inquiry, Tshwane University of Technology (TUT) somatic training modules are case studies for a gap analysis framing of such a strategy. By actively participating in co-creating new knowledge and futures, a sense of agency is afforded the individual student.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45001306","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}
Pub Date : 2021-03-04DOI: 10.1080/18146627.2022.2105727
M. Alzyoudi, Samira Al Nuaimi, K. Almazroui
Abstract This study examines inclusive education practices for children with disabilities in the United Arab Emirates (UAE) by examining teachers’ attitudes towards inclusion. The study sample consisted of 310 mainstream and special education teachers from all over the UAE. Statistical analyses were used to examine the relationships between predictors. The findings showed that all adult target groups demonstrated positive attitudes towards educational inclusion; however, female teachers had a more positive attitude towards inclusion than male teachers. The results also show that special education teachers had a more positive attitude than mainstream education teachers. There was a relationship between the knowledge, skills and attitudes towards inclusion of regular teachers and special education teachers; all teachers with knowledge, skills and training in special education received high scores for positive attitudes towards inclusion.
{"title":"Inclusive Education Practices for Children with Disabilities in the United Arab Emirates","authors":"M. Alzyoudi, Samira Al Nuaimi, K. Almazroui","doi":"10.1080/18146627.2022.2105727","DOIUrl":"https://doi.org/10.1080/18146627.2022.2105727","url":null,"abstract":"Abstract This study examines inclusive education practices for children with disabilities in the United Arab Emirates (UAE) by examining teachers’ attitudes towards inclusion. The study sample consisted of 310 mainstream and special education teachers from all over the UAE. Statistical analyses were used to examine the relationships between predictors. The findings showed that all adult target groups demonstrated positive attitudes towards educational inclusion; however, female teachers had a more positive attitude towards inclusion than male teachers. The results also show that special education teachers had a more positive attitude than mainstream education teachers. There was a relationship between the knowledge, skills and attitudes towards inclusion of regular teachers and special education teachers; all teachers with knowledge, skills and training in special education received high scores for positive attitudes towards inclusion.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44993796","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}
Pub Date : 2021-03-04DOI: 10.1080/18146627.2022.2147847
R. Chetty
Abstract This article is a reflection on my online teaching at the advent of the COVID-19 pandemic. The aim is to provide strategies to integrate transformative pedagogical practices with online teaching platforms. The methodological framework for the article is reflective practice. I reflect on my online teaching of an English language module, pay critical attention to the practical values that inform self-directed learning, engage with student reflections on challenges experienced during the lockdown, and aim for developmental insight. The article advocates for self-directed learning and engagement with pedagogical foundations of e-learning to counter the common technical perspective to online teaching. Uploading course material and limiting facilitation to giving directions on assignments and providing technical resources is inadequate. The imperative is critical engagement with knowledge underpinned by self-directed learning within social and emancipatory frameworks. Traditional student dependence on lectures should shift to them assuming responsibility for the cognitive (self-monitoring) and contextual (self-management) process of learning. The article calls for vigorous dialogue to counter feelings of depersonalisation and isolation, intense intellectual relationships, transformative pedagogies, innovative thinking around teaching time, and organisation and advanced communication skills for online classrooms. The student, the nature of learning, learning strategies, phases of the learning process, and the knowledge project should be taken into account in mapping the process of self-directed learning.
{"title":"Reflections on Pedagogical Practices for Online Teaching","authors":"R. Chetty","doi":"10.1080/18146627.2022.2147847","DOIUrl":"https://doi.org/10.1080/18146627.2022.2147847","url":null,"abstract":"Abstract This article is a reflection on my online teaching at the advent of the COVID-19 pandemic. The aim is to provide strategies to integrate transformative pedagogical practices with online teaching platforms. The methodological framework for the article is reflective practice. I reflect on my online teaching of an English language module, pay critical attention to the practical values that inform self-directed learning, engage with student reflections on challenges experienced during the lockdown, and aim for developmental insight. The article advocates for self-directed learning and engagement with pedagogical foundations of e-learning to counter the common technical perspective to online teaching. Uploading course material and limiting facilitation to giving directions on assignments and providing technical resources is inadequate. The imperative is critical engagement with knowledge underpinned by self-directed learning within social and emancipatory frameworks. Traditional student dependence on lectures should shift to them assuming responsibility for the cognitive (self-monitoring) and contextual (self-management) process of learning. The article calls for vigorous dialogue to counter feelings of depersonalisation and isolation, intense intellectual relationships, transformative pedagogies, innovative thinking around teaching time, and organisation and advanced communication skills for online classrooms. The student, the nature of learning, learning strategies, phases of the learning process, and the knowledge project should be taken into account in mapping the process of self-directed learning.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48151796","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}
Pub Date : 2021-03-04DOI: 10.1080/18146627.2022.2135011
Benita P. Nel
Abstract This study is situated in a mathematics teaching practice setting where reflective practice by pre-service teachers was investigated. Instead of having a one-on-one lesson observation, followed by reflection thereafter, this study looked at the joint lesson observation and reflection amongst three student teachers and a supervisor/researcher. The purpose was to investigate their reflective practices as a group, investigating the following research question: Do mathematics student teachers change their teaching when they receive feedback from a knowledgeable other, in conjunction with their peers? If so, how do they change? Data were collected through interviews of the joint reflections of two lessons of each of the three pre-service teachers. The findings have potential value for learning to teach where the participants could incorporate take-up from each other‘s lessons, develop in terms of the pace at which they taught and improve the use of technology in class. Joint reflection can be proposed as it enhances teaching and opens up the space to talk about classroom experiences.
{"title":"Reflection: A Powerful Tool for Teachers to Examine Their Own Teaching","authors":"Benita P. Nel","doi":"10.1080/18146627.2022.2135011","DOIUrl":"https://doi.org/10.1080/18146627.2022.2135011","url":null,"abstract":"Abstract This study is situated in a mathematics teaching practice setting where reflective practice by pre-service teachers was investigated. Instead of having a one-on-one lesson observation, followed by reflection thereafter, this study looked at the joint lesson observation and reflection amongst three student teachers and a supervisor/researcher. The purpose was to investigate their reflective practices as a group, investigating the following research question: Do mathematics student teachers change their teaching when they receive feedback from a knowledgeable other, in conjunction with their peers? If so, how do they change? Data were collected through interviews of the joint reflections of two lessons of each of the three pre-service teachers. The findings have potential value for learning to teach where the participants could incorporate take-up from each other‘s lessons, develop in terms of the pace at which they taught and improve the use of technology in class. Joint reflection can be proposed as it enhances teaching and opens up the space to talk about classroom experiences.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44387693","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：