Pub Date : 2023-08-31DOI: 10.15700/saje.v43n3a2233
Nelda Mouton, Phamela Malumbete
Monitoring and supporting teachers in the classroom, as well as the implementation of curriculum changes, pose problems in South Africa. This is due to an array of challenges such as a lack of resources, communication barriers within the Department of Basic Education (DBE) as well as a lack of proper infrastructure. In the research reported on here we investigated the challenges that curriculum advisors in the Vhembe-West district face and provides insight into some of their daily challenges. This could assist the international platform, especially as developing countries and other Third World Countries can benefit from the outcomes of this research. A qualitative research approach was used where 12 interviews were conducted with curriculum advisors in the Vhembe-West district. The interview questions were e-mailed to them beforehand so that they could familiarise themselves with the questions to be answered. Within a period of 2 weeks thereafter, interviews were conducted and recorded for analysis on Zoom or Microsoft Teams. The data were grouped and are presented in 5 different themes with the aim of highlighting the challenges as well as providing recommendations to deal with the challenges that curriculum advisors experience. The data reveal that curriculum advisors experience that they receive minimal support from their superiors and that the resources at their disposal also prove to be minimal. This study highlights the lack of resources, insufficient infrastructure, and lack of effective communication from management needed for proper curriculum implementation at schools.
{"title":"Exploring the challenges of curriculum advisors in schools in the Vhembe-West district, Limpopo province, South Africa","authors":"Nelda Mouton, Phamela Malumbete","doi":"10.15700/saje.v43n3a2233","DOIUrl":"https://doi.org/10.15700/saje.v43n3a2233","url":null,"abstract":"Monitoring and supporting teachers in the classroom, as well as the implementation of curriculum changes, pose problems in South Africa. This is due to an array of challenges such as a lack of resources, communication barriers within the Department of Basic Education (DBE) as well as a lack of proper infrastructure. In the research reported on here we investigated the challenges that curriculum advisors in the Vhembe-West district face and provides insight into some of their daily challenges. This could assist the international platform, especially as developing countries and other Third World Countries can benefit from the outcomes of this research. A qualitative research approach was used where 12 interviews were conducted with curriculum advisors in the Vhembe-West district. The interview questions were e-mailed to them beforehand so that they could familiarise themselves with the questions to be answered. Within a period of 2 weeks thereafter, interviews were conducted and recorded for analysis on Zoom or Microsoft Teams. The data were grouped and are presented in 5 different themes with the aim of highlighting the challenges as well as providing recommendations to deal with the challenges that curriculum advisors experience. The data reveal that curriculum advisors experience that they receive minimal support from their superiors and that the resources at their disposal also prove to be minimal. This study highlights the lack of resources, insufficient infrastructure, and lack of effective communication from management needed for proper curriculum implementation at schools.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136036803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.15700/saje.v43n3a2215
Mehmet Gülburnu, Ramazan Gürbüz
With the study reported on here we aimed to determine what learners perceived as normative in the mathematics classroom. For this reason, we focused on negotiation of the problem solutions and we attempted to determine the sociomathematical norms perceived by learners (SNPS). Audio recordings of dialogues among learners, individual reports, and interviews were used as data collection instruments. The research participants were learners in the seventh grade. The study was conducted over a period of 10 weeks covering the second semester of the academic year. Three SNPS (functionality, inclusiveness, connectivity) regarding the legitimacy of the solutions were determined. The determined norms contributed to the understanding of learners’ mathematical preferences, thus bringing more inclusive and complementary understanding about the norms perceived by the learners to the literature. It has been observed that learning opportunities emerging through the negotiation of norms contribute to collective mathematics learning by shaping the interaction among class members. In this context, it was deemed necessary to continue research on norms perceived by learners to create general ideas of mathematics learning and teaching.
{"title":"An investigation of sociomathematical norms perceived by students regarding the legitimacy of solutions","authors":"Mehmet Gülburnu, Ramazan Gürbüz","doi":"10.15700/saje.v43n3a2215","DOIUrl":"https://doi.org/10.15700/saje.v43n3a2215","url":null,"abstract":"With the study reported on here we aimed to determine what learners perceived as normative in the mathematics classroom. For this reason, we focused on negotiation of the problem solutions and we attempted to determine the sociomathematical norms perceived by learners (SNPS). Audio recordings of dialogues among learners, individual reports, and interviews were used as data collection instruments. The research participants were learners in the seventh grade. The study was conducted over a period of 10 weeks covering the second semester of the academic year. Three SNPS (functionality, inclusiveness, connectivity) regarding the legitimacy of the solutions were determined. The determined norms contributed to the understanding of learners’ mathematical preferences, thus bringing more inclusive and complementary understanding about the norms perceived by the learners to the literature. It has been observed that learning opportunities emerging through the negotiation of norms contribute to collective mathematics learning by shaping the interaction among class members. In this context, it was deemed necessary to continue research on norms perceived by learners to create general ideas of mathematics learning and teaching.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.15700/saje.v43n3a2197
Renzo Felipe Carranza Esteban, Oscar Mamani-Benito, Josué Edison Turpo Chaparro, Abel Apaza Romero, Ronald W. Castillo-Blanco
The repercussions of the coronavirus disease (COVID-19) have generated effects on the working modality of teachers, in whom it is convenient to study variables associated with well-being. The objective with this research was to determine whether social support at work and workload predict satisfaction with life in a sample of Peruvian teachers. The methodology was a predictive and cross-sectional study, carried out on 584 Peruvian teachers of both genders selected in a non-probabilistic way; to whom the social support scale at work, the workload scale and the life satisfaction scale were applied. The survey was carried out virtually, and descriptive statistics, Pearson’s correlation coefficient and structural equation modelling (SEM) were conducted to examine the hypothetical model. In the analysis of the proposed model, an adequate fit was obtained, 2 (116) = 435.5, p < .001, CFI = .963, RMSEA = .069, SRMR = .059. Thus, H1 and H2 were confirmed on the positive effect of social support at work, = .27, p < .001, and the negative effect of workload, = .28, p < .001 in satisfaction with life. Likewise, the t values of the beta regression coefficients of the predictor variables were highly significant (p < 0.01). It was concluded that social support at work and an adequate workload predict a better level of satisfaction with life in a sample of Peruvian teachers.
{"title":"Social support at work and workload as predictors of satisfaction with life of Peruvian teachers","authors":"Renzo Felipe Carranza Esteban, Oscar Mamani-Benito, Josué Edison Turpo Chaparro, Abel Apaza Romero, Ronald W. Castillo-Blanco","doi":"10.15700/saje.v43n3a2197","DOIUrl":"https://doi.org/10.15700/saje.v43n3a2197","url":null,"abstract":"The repercussions of the coronavirus disease (COVID-19) have generated effects on the working modality of teachers, in whom it is convenient to study variables associated with well-being. The objective with this research was to determine whether social support at work and workload predict satisfaction with life in a sample of Peruvian teachers. The methodology was a predictive and cross-sectional study, carried out on 584 Peruvian teachers of both genders selected in a non-probabilistic way; to whom the social support scale at work, the workload scale and the life satisfaction scale were applied. The survey was carried out virtually, and descriptive statistics, Pearson’s correlation coefficient and structural equation modelling (SEM) were conducted to examine the hypothetical model. In the analysis of the proposed model, an adequate fit was obtained, 2 (116) = 435.5, p < .001, CFI = .963, RMSEA = .069, SRMR = .059. Thus, H1 and H2 were confirmed on the positive effect of social support at work, = .27, p < .001, and the negative effect of workload, = .28, p < .001 in satisfaction with life. Likewise, the t values of the beta regression coefficients of the predictor variables were highly significant (p < 0.01). It was concluded that social support at work and an adequate workload predict a better level of satisfaction with life in a sample of Peruvian teachers.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136036648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.15700/saje.v43n3a2152
Folake Ruth Aluko Folake Ruth Aluko, Tony J. Mays, Hendri Kruger, Mary Ooko
Scholars have recommended hybrid learning to combat education problems in emerging economies due to their challenging contexts. It potentially offers a means to address growing demand without sacrificing quality or increasing costs. In this article we report on a new “hybrid” distance teacher education programme in which we sought to address the requirements of new policies (both institutional and national) by combining the blended and distance education approach. We adopted a pragmatic qualitative approach, rooted in a communitarian perspective and distance education theory. Although progressing slower than expected, the programme’s implementation to date has provided lessons that bolster the value of blended learning theory and practice in a hybrid model. The study also highlighted the critical role that the mode adopted for teacher training can play in shaping teachers’ practice. However, to work more effectively in an emerging economy, a more substantial teaching presence is suggested, coupled with modularised and ongoing information and communication technology (ICT) training and support for staff and students as areas for further research.
{"title":"An empirical review of a hybrid teacher education programme: Lessons from South Africa","authors":"Folake Ruth Aluko Folake Ruth Aluko, Tony J. Mays, Hendri Kruger, Mary Ooko","doi":"10.15700/saje.v43n3a2152","DOIUrl":"https://doi.org/10.15700/saje.v43n3a2152","url":null,"abstract":"Scholars have recommended hybrid learning to combat education problems in emerging economies due to their challenging contexts. It potentially offers a means to address growing demand without sacrificing quality or increasing costs. In this article we report on a new “hybrid” distance teacher education programme in which we sought to address the requirements of new policies (both institutional and national) by combining the blended and distance education approach. We adopted a pragmatic qualitative approach, rooted in a communitarian perspective and distance education theory. Although progressing slower than expected, the programme’s implementation to date has provided lessons that bolster the value of blended learning theory and practice in a hybrid model. The study also highlighted the critical role that the mode adopted for teacher training can play in shaping teachers’ practice. However, to work more effectively in an emerging economy, a more substantial teaching presence is suggested, coupled with modularised and ongoing information and communication technology (ICT) training and support for staff and students as areas for further research.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136036226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.15700/saje.v43n3a2100
Veselin Mićanović, Dijana Vučković, Biljana Maslovarić, Nada Šakotić, Tatjana Novović
In this quasi-experimental pretest-posttest study we examined the effects of differentiated instruction (DI) in within-class ability groupings of 246 Montenegrin fourth-graders and their ability to solve algebraic equations. We assessed 2 parallel student groups at equal achievement levels to compare DI, in which teaching and work modes were adapted to students’ grouping according to previous achievement and pretest scores, and traditional whole-class instruction. Pretest-posttest evaluations were administered to both groups, and observation indicators were evaluated to assess the level and type of student activities, engagement, and individualisation. Students in the homogeneous DI experimental groups with tailored instructions were significantly more successful at solving algebraic tasks than their peers in the traditional whole-class instruction control group. DI improved students’ results, but teachers required specific training and significantly more preparation time.
{"title":"Effects and challenges to implement differentiated mathematics teaching among fourth graders in Montenegro","authors":"Veselin Mićanović, Dijana Vučković, Biljana Maslovarić, Nada Šakotić, Tatjana Novović","doi":"10.15700/saje.v43n3a2100","DOIUrl":"https://doi.org/10.15700/saje.v43n3a2100","url":null,"abstract":"In this quasi-experimental pretest-posttest study we examined the effects of differentiated instruction (DI) in within-class ability groupings of 246 Montenegrin fourth-graders and their ability to solve algebraic equations. We assessed 2 parallel student groups at equal achievement levels to compare DI, in which teaching and work modes were adapted to students’ grouping according to previous achievement and pretest scores, and traditional whole-class instruction. Pretest-posttest evaluations were administered to both groups, and observation indicators were evaluated to assess the level and type of student activities, engagement, and individualisation. Students in the homogeneous DI experimental groups with tailored instructions were significantly more successful at solving algebraic tasks than their peers in the traditional whole-class instruction control group. DI improved students’ results, but teachers required specific training and significantly more preparation time.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136036778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.15700/saje.v43n3a2268
Simon Diatleng Sebidi
Subject to the South African Schools Act, 84 of 1996 section 16(1), the governance of every public school is vested in its governing body and it may perform only such functions and obligations and exercise only such rights as prescribed by the Act. Section 30(1a) of this Act demands school governing bodies to establish committees and appoint members of the School Governing Body (SGB) to such committees based on expertise. With this study I investigated the financial management decision-making of school finance committees in public primary schools in the Mpumalanga province in South Africa. A qualitative approach was applied in the study. Focus-group interviews were used to collect data from the purposefully selected 2 public primary schools in which the finance committee members were involved. A case study design was applied. Thematic data analysis was used to analyse the collected data. All the participants demonstrated awareness of their financial management decision-making roles. Participants revealed that they did not perform their roles effectively due to their illiteracy levels, limited understanding of financial management legislation, inadequate training, interference of the principals in the management of finances, poor consultation and communication. I recommend to the Department of Education to provide financial committees with adequate support and training, to capacitate principals in the area of human relations and resource management and consider appointing financial management advisors at the circuit offices within districts to assist in guiding, monitoring and evaluating the financial management processes in schools on a regular basis.
{"title":"Financial management decision-making of school finance committees in public primary schools in Mpumalanga province, South Africa","authors":"Simon Diatleng Sebidi","doi":"10.15700/saje.v43n3a2268","DOIUrl":"https://doi.org/10.15700/saje.v43n3a2268","url":null,"abstract":"Subject to the South African Schools Act, 84 of 1996 section 16(1), the governance of every public school is vested in its governing body and it may perform only such functions and obligations and exercise only such rights as prescribed by the Act. Section 30(1a) of this Act demands school governing bodies to establish committees and appoint members of the School Governing Body (SGB) to such committees based on expertise. With this study I investigated the financial management decision-making of school finance committees in public primary schools in the Mpumalanga province in South Africa. A qualitative approach was applied in the study. Focus-group interviews were used to collect data from the purposefully selected 2 public primary schools in which the finance committee members were involved. A case study design was applied. Thematic data analysis was used to analyse the collected data. All the participants demonstrated awareness of their financial management decision-making roles. Participants revealed that they did not perform their roles effectively due to their illiteracy levels, limited understanding of financial management legislation, inadequate training, interference of the principals in the management of finances, poor consultation and communication. I recommend to the Department of Education to provide financial committees with adequate support and training, to capacitate principals in the area of human relations and resource management and consider appointing financial management advisors at the circuit offices within districts to assist in guiding, monitoring and evaluating the financial management processes in schools on a regular basis.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136036503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.15700/saje.v43n3a2186
Carmen Joubert
Resilience-promoting interventions, such as the Read-me-to-Resilience intervention strategy, that consists of culturally relevant indigenous stories has been shown to encourage resilience in acquired immunodeficiency syndrome (AIDS) orphans. In this study, educator participants reflected on the protective systems that the Read-me-to-Resilience stories might offer for at-risk learners within their school context. Resilience protective systems include self-regulation, attachment relationships, agency and mastery motivation systems, cultural traditions and religion, cognitive competence and meaning making. The exploration of the Read-me-to-Resilience intervention as a protective strategy was rooted in the social-ecological perspective of resilience, which focuses on positive adjustment to adversity through resilience protective systems. Fifteen South African educators were requested to implement the Read-me-to-Resilience intervention strategy within their school context. Participation in the study was voluntary. An explorative qualitative research approach was used. Three unstructured focus-group interviews were conducted, and research diaries were kept by the participants. The educator participants reported that the indigenous African stories had promoted problem-solving and leadership skills, personal positive strengths and attachment relationships and had stimulated renewed appreciation for resources within the traditional African culture. Relevant literature on protective systems for resilience development supports my research findings. It is proposed that culturally relevant stories, as an inexpensive strategy, should be utilised within the school community to promote adaptive and preventive protective systems for at-risk learners.
{"title":"Reflections of South African educators on the enablement of at-risk learners with protective systems via the Read-me-to-Resilience intervention","authors":"Carmen Joubert","doi":"10.15700/saje.v43n3a2186","DOIUrl":"https://doi.org/10.15700/saje.v43n3a2186","url":null,"abstract":"Resilience-promoting interventions, such as the Read-me-to-Resilience intervention strategy, that consists of culturally relevant indigenous stories has been shown to encourage resilience in acquired immunodeficiency syndrome (AIDS) orphans. In this study, educator participants reflected on the protective systems that the Read-me-to-Resilience stories might offer for at-risk learners within their school context. Resilience protective systems include self-regulation, attachment relationships, agency and mastery motivation systems, cultural traditions and religion, cognitive competence and meaning making. The exploration of the Read-me-to-Resilience intervention as a protective strategy was rooted in the social-ecological perspective of resilience, which focuses on positive adjustment to adversity through resilience protective systems. Fifteen South African educators were requested to implement the Read-me-to-Resilience intervention strategy within their school context. Participation in the study was voluntary. An explorative qualitative research approach was used. Three unstructured focus-group interviews were conducted, and research diaries were kept by the participants. The educator participants reported that the indigenous African stories had promoted problem-solving and leadership skills, personal positive strengths and attachment relationships and had stimulated renewed appreciation for resources within the traditional African culture. Relevant literature on protective systems for resilience development supports my research findings. It is proposed that culturally relevant stories, as an inexpensive strategy, should be utilised within the school community to promote adaptive and preventive protective systems for at-risk learners.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Self-regulated learning strategies are essential for learning, and to teach learners to use them, teachers must master them. The objective of this study was to identify training priorities for including these strategies in online courses for teachers, and to determine whether opinion influences the use of strategies. The design was non-experimental and cross-sectional, and involved administering the revised Cuestionario de Evaluación de las Estrategias de Aprendizaje de los Estudiantes Universitarios (CEVEAPEU questionnaire) to 285 teachers. The results allow us to differentiate between priority weaknesses, lower-priority weaknesses, and strengths in relation to metacognitive strategies (planning, objectives, self-evaluation, self-regulation, and context). To determine this, a frequency analysis was used, followed by a Mann-Whitney U (for 2-group variables) and Kruskal-Wallis (for 3 groups) test to determine whether opinion influences the use of strategies. Priority weaknesses were identified in the knowledge of objectives and evaluation criteria (planification); the ability to recognise when an exam has been passed (self-evaluation); modifying initial plans, dedicating more effort to difficult subjects, and learning new study techniques (self-regulation); and taking advantage of study time (context control). We concluded that opinions on self-regulated learning influence the use of strategies. Finally, work should be done on the recognition of the importance of self-regulated learning, time management strategies, self-evaluation techniques, flexibility, and self-control.
{"title":"Guidelines for instructional design of courses for the development of self-regulated learning for teachers","authors":"Beatriz Ortega-Ruipérez, Almudena Castellanos-Sánchez","doi":"10.15700/saje.v43n3a2202","DOIUrl":"https://doi.org/10.15700/saje.v43n3a2202","url":null,"abstract":"Self-regulated learning strategies are essential for learning, and to teach learners to use them, teachers must master them. The objective of this study was to identify training priorities for including these strategies in online courses for teachers, and to determine whether opinion influences the use of strategies. The design was non-experimental and cross-sectional, and involved administering the revised Cuestionario de Evaluación de las Estrategias de Aprendizaje de los Estudiantes Universitarios (CEVEAPEU questionnaire) to 285 teachers. The results allow us to differentiate between priority weaknesses, lower-priority weaknesses, and strengths in relation to metacognitive strategies (planning, objectives, self-evaluation, self-regulation, and context). To determine this, a frequency analysis was used, followed by a Mann-Whitney U (for 2-group variables) and Kruskal-Wallis (for 3 groups) test to determine whether opinion influences the use of strategies. Priority weaknesses were identified in the knowledge of objectives and evaluation criteria (planification); the ability to recognise when an exam has been passed (self-evaluation); modifying initial plans, dedicating more effort to difficult subjects, and learning new study techniques (self-regulation); and taking advantage of study time (context control). We concluded that opinions on self-regulated learning influence the use of strategies. Finally, work should be done on the recognition of the importance of self-regulated learning, time management strategies, self-evaluation techniques, flexibility, and self-control.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136035409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.15700/saje.v43n3a1637
Willie Chinyamurindi
There are growing calls for a decolonised curriculum. With the study reported on here, I offered an understanding of this critical topic through student voices. In this study, I illustrated how super heroes and their stories could contribute to decolonised teaching informed by the findings of the research. I specifically used the views of 30 final-year students enrolled in a strategic management course at a rural university in South Africa. Data were collected using a focus-group technique relying on group interviews. Students were asked to evaluate their experiences during the semester-long course, focusing on their understanding of aspects that could be improved given the decolonial tide. Two narratives emerged from the analysis as crucial findings. Firstly, the students expressed a desire for super heroes in the form of individuals that they can relate to to feature in higher education teaching. Secondly, related to the first request, the students also needed stories relatable to their context as a dominant feature in such teaching. I interrogate the role of the 2 findings in informing a decolonised curriculum and improving my teaching practice.
{"title":"“We need our own super heroes and their stories” – Towards decolonised teaching within the management sciences","authors":"Willie Chinyamurindi","doi":"10.15700/saje.v43n3a1637","DOIUrl":"https://doi.org/10.15700/saje.v43n3a1637","url":null,"abstract":"There are growing calls for a decolonised curriculum. With the study reported on here, I offered an understanding of this critical topic through student voices. In this study, I illustrated how super heroes and their stories could contribute to decolonised teaching informed by the findings of the research. I specifically used the views of 30 final-year students enrolled in a strategic management course at a rural university in South Africa. Data were collected using a focus-group technique relying on group interviews. Students were asked to evaluate their experiences during the semester-long course, focusing on their understanding of aspects that could be improved given the decolonial tide. Two narratives emerged from the analysis as crucial findings. Firstly, the students expressed a desire for super heroes in the form of individuals that they can relate to to feature in higher education teaching. Secondly, related to the first request, the students also needed stories relatable to their context as a dominant feature in such teaching. I interrogate the role of the 2 findings in informing a decolonised curriculum and improving my teaching practice.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136036042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.15700/saje.v43n2a2183
A. Seherrie, A. Mawela
Education in the 21st century has had an evolutionary impact on teachers’ teaching approaches in South African schools. Teachers are continuously faced with challenges in improving teaching and learning approaches in response to addressing the particular needs of a diverse group of learners. With this article we aimed to explore life orientation teachers’ use of a cooperative teaching and learning approach to enhance learners’ performance in secondary schools. A qualitative research design was employed with an interpretivist-constructivist paradigm to obtain the views of the secondary teachers who responded via face-to-face interviews. We employed purposive convenient sampling of seven (N = 7) teachers from the Northern Cape province in South Africa. Data were analysed using inductive thematic analysis and supported by the literature review and the theory underpinning this study. Findings of this study reveal that some teachers were favourably implementing cooperative teaching methods, despite the lack of resources and many other challenges they faced. School managers must infuse cooperative learning in their daily teaching praxis to ensure that teachers become confident and continuously employ this approach.
{"title":"The use of a cooperative approach to enhance learner performance in life orientation","authors":"A. Seherrie, A. Mawela","doi":"10.15700/saje.v43n2a2183","DOIUrl":"https://doi.org/10.15700/saje.v43n2a2183","url":null,"abstract":"Education in the 21st century has had an evolutionary impact on teachers’ teaching approaches in South African schools. Teachers are continuously faced with challenges in improving teaching and learning approaches in response to addressing the particular needs of a diverse group of learners. With this article we aimed to explore life orientation teachers’ use of a cooperative teaching and learning approach to enhance learners’ performance in secondary schools. A qualitative research design was employed with an interpretivist-constructivist paradigm to obtain the views of the secondary teachers who responded via face-to-face interviews. We employed purposive convenient sampling of seven (N = 7) teachers from the Northern Cape province in South Africa. Data were analysed using inductive thematic analysis and supported by the literature review and the theory underpinning this study. Findings of this study reveal that some teachers were favourably implementing cooperative teaching methods, despite the lack of resources and many other challenges they faced. School managers must infuse cooperative learning in their daily teaching praxis to ensure that teachers become confident and continuously employ this approach.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42968301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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