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Masters Degrees (Education Studies)

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    Exploring the motivation of grade 9 learners in their subjects’ choices in a school in Nqutu: a case study.
    (2021) Kubheka, Alfred Sibusiso.; Mbatha, N.P.
    This is a qualitative study that is intended to explore the motivation of grade 9 learners in their subjects’ choices in a school in Nqutu: a case study. Using Lent’s Social Cognitive Career Theory (SCCT) explored how subject choice affect the career decision of a learner and its influences thereafter. The case study methodology has been used together with two methods of generating data. Participants were interviewed and had to write a one-page essay titled my future career reflecting on their future career choice. I used the random sampling method to recruit twelve participants. The findings of the study emphasise that grade nine learners are mostly on their own with little assistance they get from subjects’ educators regarding the choice of subjects at grade ten. The study also indicated that parental support, most parents left the decision to be taken by the learners; they only advised them to choose right. Another important finding is that in the area of Nqutu, uMzinyathi district, not all grade nine learners are taken for career expo or career guidance, unlike in other districts like aMajuba district where all the grade 9 learners are invited into a common venue for subjects’ choice. What was also evidenced in the study was that the world of work term four chapters in the Life Orientations chapter is not dealt with in grade 9 in preparation for grade ten subjects’ choice. The study reveals that the subject choice at grade 9 is neglected. As a result, learners do not choose subjects correctly; as a result, they fail in the FET phase or else fail their first year at tertiary, and they change courses. I, therefore, suggest a policy that will promote more advocacy programmes on subject’s choice across the country by the national department of education to provinces and then districts to schools.
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    Mitigating violence directed at teachers: a narrative inquiry.
    (2022) Khanyase, Siphelele Fortunate.; Hlalele, Dipane Joseph.
    Violence directed at teachers has become a pervasive problem with long-term consequences for teachers and educational outcomes. The issue of violence directed at teachers warrants urgent attention. All those within the school environment, learners, teachers, heads of departments, deputy principals, principals, and support personnel, should feel safe when they are in the school environment. In the same way, learner safety is prioritised within the school environment, teachers’ safety within the classroom and school should also be prioritised so that they can confidently perform their duties. This study is a collective case study of two schools couched within the interpretivist paradigm. This paradigm was suitable for understanding teachers' experiences of violence that is directed at them and the consequences thereof. The study adopted qualitative data generation methods, which included narrative interviews. For the interviews, a purposive sampling of the participants was adopted; there was no set formula rigidly applied to determine the sample size. The study adopted the social cognitive theory. Findings provide evidence of the high rate of violence directed at teachers, especially when accounting for both physical and non-physical forms of violence. The findings established that verbal violence was the most common form of violence that is directed at teachers. Furthermore, it was found that most of the teachers were negatively affected by the violence directed at them, with significant repercussions for their wellbeing. Recommendations made were that there should be a comprehensive approach to addressing violence directed at teachers. Teachers should be trained in classroom management and crisis intervention. Individual intervention strategies should be recommended for learners with serious behavioural problems. Furthermore, there should be an explicit school policy and effective strategy to handle issues of violence directed at teachers. The study concluded that violence directed at teachers is exceptionally prevalent. Moreover, it is complex, multi-dimensional, and dynamic, and it also negatively affects educational outcomes. Mitigating violence directed at teachers should a critical component of school violence programs.
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    Foundation phase teachers’ enactment of curriculum differentiation in a full-service school in the Zululand District.
    (2023) Mngomezulu , Thandeka Faith.; Khumalo, Samukelisiwe.; Khoza, Bhekumuzi Simon.
    The study presents a qualitative action research exploring teachers’ enactment of CAPS curriculum differentiation in one of the full-service schools in Paulpietersburg under Zululand District, KwaZulu-Natal. The main objective of the study was to explore foundation phase teachers’ enactments of curriculum differentiation in a full-service school in the Zululand District. As such, why do foundation phase teachers enact the curriculum differentiation in particular ways in a full-service school in the Zululand District? Also, how do the teachers enact curriculum differentiation in a full-service school in the Zululand District? The study employed emancipatory action research to draw on pragmatic philosophy, which led to new practical knowledge, and new abilities that created knowledge within a pragmatic context. Six teachers were purposefully sampled for the research data collection. Data was generated using focus-group meetings, observations, reflective activities, and semi-structured interviews. The thematic analysis was applied to analyse data using the inductive process to organise data according to the conceptual framework: curriculum content, teacher’s use of CAPS, lesson objectives, enactment methods, teaching strategies, teachers’ role, learning and teaching support material (LTSM), lesson duration, teaching and learning environment, assessment tasks, as well as reflection and enrichment on activities. Literature explored three types of curriculum enactment influenced by a performance (content-based) curriculum, a competence (social-based) curriculum, and a differentiated (personal-based) curriculum. The research study findings on the teachers’ curriculum enactment revealed that teachers’ enactment of the curriculum was dominated by performance curriculum principles. As such, teachers and learners were frustrated by the level of underachievement in the prescribed objectives due to a lack of understanding and knowledge of the curriculum differentiation implementation. However, the teacher’s enactment of the differentiated curriculum was improved during the second phase of the action research. Additionally, the teachers were able to trust and apply their differentiation strategies to achieve the CAPS-prescribed objectives. Nevertheless, the quality and volume of content achieved within the stipulated time raised concerns. The different enactment methods also postulated doubts in terms of meeting each learner at the point of their educational needs, taking into consideration the size of the classrooms. The study recommends that teachers be more developed in curriculum differentiation enactment to interconnect the performance curriculum with a competence-based curriculum, thereby designing and applying the differentiated curriculum in class. The study further encouraged teachers to use different strategies to foster the curriculum without tampering with the prescribed content and skills.
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    Exploring academics’ experiences of emergency remote teaching: a case study from the University of KwaZulu-Natal.
    (2022) Mbatha, Duduzile Amanda.; Hlatshwayo, Mlamuli Nkosingphile.
    In light of the social-distancing and non-medical preventative measures placed on South African citizens to curb the spread of the COVID-19 pandemic in 2020, many higher education institutions were compelled to shift from their traditional pedagogy (Kehrwald & McCallum, 2015). This resulted from the sudden closures of these institutions, which presented academics an opportunity to shift from the traditional pedagogy to a new student-centred mode of instruction, namely; emergency remote teaching (ERT) (Motala & Menon, 2020). This temporary shift of instructional delivery to an alternate mode due to circumstances (Hodges et al., 2020) was meant to ensure that the academic year was not lost. However, academics found themselves confronted with the challenges of transforming their traditional methods of teaching face-to-face, to incorporate online pedagogies, while also dealing with fear of the unknown, technological stressors, and the inherent trauma of the pandemic. In this study, I explored the academics’ experiences of ERT using an interpretivist qualitative approach, with phenomenology as a theoretical lens. I explored and theorised the complex and rich experiences of academics in their implementation of ERT. Seven participants were purposively selected, and semi-structured interviews conducted with them. The findings reveal that the sudden start of ERT presented time constraints on academics, which in turn, limited their preparedness and ability to produce quality online programmes. Moreover, the academics could not timeously put measures in place to control the increase in plagiarism. Academics longed for contact classes because of the lack of contact with students which allowed for the adoption of the ethics of care. The importance of technological support, the ability to adapt to change, and the need for adopting a care approach during such unprecedented times, was paramount. This study sought to uncover the importance of technical support and its benefits, and how institutions could improve the support provided. The study recommends that systems and policies be put in place to prevent the negative impact of plagiarism due to assessment methods used. It also recommends that academics experiences and insights of the emergency remote teaching be recognised, and that they be given platforms to effect change, where necessary.
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    Teachers’ experiences of working with Learner - Teacher support material resources in the 21st century.
    (2022) Madlala, Valentine Nontsikelelo.; Jairam, Visvaranie.
    The Gauteng Department of Education (2011) defines learning and teaching support materials (LTSM) as those resources that help teachers to teach and learners to learn, and which provide support to both the teacher and all the diverse learner needs in the classroom. A variety of research has concluded that having a varied LTSM in schools positively impacts academic performance (test scores). Research has also revealed that the Department of Education in South Africa supplies schools under section 21 with LTSM. Despite this, no research has been conducted that explores teachers’ experiences of LTSM. Experiential learning theory was chosen as a theory that underpinned this study, because the theory states that prior knowledge plays a significant role in the learning process, where people have two modes of taking a hold of experiences and two modes of changing experiences. Teachers, although they are seen as authority figures in the classroom, are still learners in their field of work and their experiences during the teaching process informs how they proceed going further. The study was underpinned by a qualitative approach to research, and fell within an interpretivist paradigm. The study utilised a phenomenological research style, and a purposive and convenient sample of eight fulltime teachers were sampled from a section 21 public school in Umlazi. The data was generated using zoom scheduled focus group discussion and telephonic standardised open-ended interviews. Findings revealed that LTSM positively shape the way lessons progress in the classroom, however LTSM are not updated on a regular basis, and teachers are still using old LTSM. It is recommended in the study that the school finds ways to not rely on LTSM brought by the Department of Education alone furthermore teachers need to find ways in which they prolong the life of the LTSM.
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    Experiences of teaching financial literacy in economic and management sciences: a case study of grade 9 teachers in three selected schools in Hammarsdale, South Africa.
    (2023) Banda, Philisiwe.; Khumalo, Samukelisiwe.
    The study explored Grade 9 teachers’ experiences of teaching Financial Literacy in Economic and Management Sciences. It used a case study of Grade 9 teachers in three selected schools in Hammarsdale, South Africa. The aim of this enquiry was to stimulate a discussion on the experiences of Grade 9 EMS teachers in teaching Financial Literacy. This study, which was conducted under the discipline of Curriculum Studies, used Mishra and Koehler’s TPACK Theory as its framework to explore the Grade 9 EMS teachers’ experiences in teaching Financial Literacy and to measure the EMS teachers’ overall ability to integrate diverse knowledge outlined in the TPACK theoretical framework to successfully implement Financial Literacy. The reviewed literature included global studies conducted to acquire a comprehensive understanding of the different arguments and perceptions proffered by various scholars regarding the teaching of integrated subjects such as EMS in the global context. In its exploration of the Grade 9 EMS teachers’ experiences of teaching Financial Literacy, the study adopted a qualitative, multi-site case study located within an interpretive paradigm with the aim of gaining new knowledge about and understanding of the phenomenon. Semistructured interviews and document review were the key methods employed to generate data that fundamentally provide clarity to the phenomenon under scrutiny. Three Grade 9 EMS teachers were intentionally identified and selected as suitable participants in three selected schools in Hammarsdale on the basis that they would provide sufficient information needed to foster understanding of the Grade 9 EMS teachers’ experiences teaching Financial Literacy. A thematic analysis technique was employed to analyse generated data, which played a crucial role in identifying and analysing patterns from the data set. This assisted in producing accurate and trustworthy results. The findings revealed that the participants’ experiences in teaching Financial Literacy in Grade 9 were influenced by numerous factors such as insufficient time allocation and limited professional development that is critical for implementing Financial Literacy. The study recommended that policy makers, education providers and all the relevant stakeholders need to play an active role to ensure improvement in the teaching of Financial Literacy in Grade 9.
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    Ucwaningo lokuhlola izindlela namasu asetshenziswa othisha bebanga lesithathu ekufundiseni isingisi ulimi lwesibili kubafundi abenza nesiZulu ulimi lwasekhaya ukuthuthukisa ubulimimbili obengezayo ezikoleni ezimbili eziseNanda.
    (2021) Xaba, Nobuhle Nomvula.; Nkosi, Zinhle Primrose.
    ISIFINGQO Ukufundwa kolimi lwesibili ezikoleni zaseNingizimu Afrika kuthathwa njengesenzo esibalulekile uma kubukwa isimo sezwe sobuliminingi. Yize kunjalo, kubukeka kusenezinselelo zokungabinawo kwamakhono nolwazi ngezindlela namasu nangenqubo yokufundiswa kwesiNgisi ulimi lwesibili kothisha basezikoleni ezisemalokishini. Ucwaningo lwenziwe ezikoleni ezimbili zamabanga aphansi elokishini lama-Afrika lase-Inanda lapho isiZulu siwulimi olukhulunywa emphakathini kanti nasezikoleni zamabanga aphansi kusetshenziswa sona njengolimi lokufundisa. Abahlanganyeli balolu cwaningo kwabe kungothisha abane besifazane, ababili babekwesinye isikole, nabanye ababili bekwesinye. Lolu cwaningo ucwaningo lobunjalo besimo (qualitative case study), ngaphansi kwe- interpretivist paradigm. Kusetshenziswe izinhlololwazi ezisakuhleleka (semi-structured interviews), ukubukelwa kothisha befundisa (observations) kanye nendlela yokuhlaziywa kwamadokhumenti (document analysis) njengezindlela zokuqoqa ulwazi. Ucwaningo luphinde lusebenzise izindlela zocwaningo lobunjalo besimo ukuhlaziya ulwazi olutholakele. Kusetshenziswe injulalwazi kaKrashen (1981) yokutholwa kolimi lwesibili kanye nohlaka lwemicabango ukuhlaziya ulwazi olutholakele. Kugqame izindikimba ezine olwazini olutholakele. Kukhona emayelana nokungabi nolwazi olwanele ngezindlela namasu okufundisa isiNgisi ulimi lwesibili. Lapha kuvele ukuthi othisha abanalo ulwazi olunzulu ngezindlela namasu okufundisa isiNgisi ulimi lwesibili. Enye indikimba imayelana nokungabibikho kwezinsizakufunda nezinsizakufundisa ezanele. Lapha kuvele ukuthi othisha basebenzisa ibhodi likashoki nezincwadi ezihlelelwe ukufundisa ulimi kuphela lapho befundisa isiNgisi ulimi lwesibili. Enye indikimba imayelana nokungatholwa kosizo loMnyango WeZeMfundo eyiSisekelo ngokwanele. Kanti enye imayelana nobungoti bokwazi ulimi lwesibili okuyisiNgisi kothisha. Lapha othisha babonakala bengenalo ulwazi olwanele ngolimi lwesibili okuyisiNgisi. Imiphumela yalolu cwaningo ikhomba ukuthi usemningi umsebenzi okusafanele wenziwe mayelana nokuthuthukiswa kolwazi ngezindlela namasu okufundisa isiNgisi ulimi lwesibili kanye nokuthuthukiswa kwamakhono okufundisa isiNgisi ulimi lwesibili. Ngakho-ke ucwaningo lusonga ngokuthi uMnyango WeZemfundo eyiSisekelo kufanele wenze isiqiniseko sokuthi izinhlelo ozihlelayo kuba yizinhlelo eziqhubekayo (on-going) ezizothuthukisa amakhono othisha okufundisa isiNgisi ulimi lwesibili.
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    Izindlela namasu okufundisa ukulalela nokukhuluma kubafundi bamabanga 10-11 abenza isiZulu ulimi lokuqala lokwengeza ezikoleni zasesifundeni saseMlazi ezixube izinhlanga.
    (2023) Ngcongo, Noluthando Guglethu Felicity.; Ntshangase, Sicelo Ziphozonke.
    IQOQA Lolu wucwaningo lwesimo oluyikhwalithethivu oluqhutshwe ngenhloso yokukhiqiza imininingo mayelana nezindlela namasu okufundisa ukulalela nokukhuluma kubafundi bamabanga 10-11 abenza isiZulu uLimi Lokuqala Lokwengeza ezikoleni zasesiFundeni saseMlazi ezixube izinhlanga. Lolu cwaningo lusebenzise izindlela zokukhiqiza imininingo bukhoma noma ubuso nobuso kubahlanganyeli abayisihlanu, kusetshenziswa izingxoxo ezisakuhleleka, ukwethamela kanye nokuhlaziya amadokhumenti. Lolu cwaningo belulawulwa yinjulalwazi kaVygotsky (1978) i-Social constructivism. Le njulalwazi iphakamisa ukuthi ukufunda kwenzeka uma abantu besebenza ngokubambisana futhi ikhuthaza abafundi ukuba babambe iqhaza ekwakheni ulwazi olusha. Le njulalwazi igcizelela ukusebenzisana okunxantathu lapho abafundi bakwazi khona ukufunda ulimi kothisha babo, kontanga kanye nakumalungu omphakathi ukuze kuthuthuke izinga lokukhuluma ulimi. Nokho, imiphumela yalolu cwaningo iveza ukuthi nakuba othisha abafundisa isiZulu uLimi Lokuqala Lokwengeza emabangeni10-11 bezisebenzisa izindlela namasu ahlukene ukufundisa ikhono lokulalela nokukhuluma kodwa abafundi bazithola besabhekene nenkinga yokukwazi ukukhuluma lolu limi ngenxa yokuthi ukusebenzisana okunxantathu lapho abafundi abafunda khona kothisha, kontanga nasemiphakathini yabo akuphelele kahle. Akuphelele ngoba isiZulu asikhulunywa emiphakathini laba bafundi abaqhamuka kuyona ngoba akulona lolu ulimi abavamise ukuxhumana ngalo emakhayo. Ngaleso sizathu, laba bafundi bazithola bengakwazi ukusebenzisa ulimi lwesiZulu njalo uma sebephumile ekilasini. Ngakho-ke, lolu cwaningo luthole ukuthi izinhlobo ezahlukene zezindlela namasu okufundisa okusetshenziswa ngothisha besiZulu uLimi Lokuqala Lokwengeza ngeke zibe impumelelo uma ukusebenzisana okunxantathu kungaphelele, lapho abafundi bakwazi khona ukulalela nokukhuluma ngokukhululeka ulimi lwesiZulu nothisha, ontanga namalungu omphakathi, ngaphakathi nangaphandle kwamagceke esikole. Amatemu anqala: Ikhono lokulalela nokukhuluma, isiZulu uLimi Lokuqala Lokwengeza, I-Social constructivism; izindlela namasu okufundisa; ukufunda okunxantathu
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    Ucwaningo lwemibono yothisha nabafundi bebanga leshumi nanye besiZulu ulimi lwasekhaya ngosiko lokuthwala amantombazane esikoleni esikwaNdengezi.
    (2021) Mahlaba, Priscilla Khangezile.; Nkosi, Zinhle Primrose.
    ISIFINGQO Inhloso yalolu cwaningo ukubheka ukuthi othisha nabafundi besiZulu ulimi lwasekhaya bebanga le-11 banamiphi imibono ngesiko lokuthwala. Lolu cwaningo luhlose ukuphendula imibuzongqangi emithathu yalolu cwaningo ethi: (a) Othisha besiZulu ulimi lwasekhaya bebanga le -11 banamiphi imibono ngesiko lokuthwala esikoleni esiKwaNdengezi esikoleni? (b) Abafundi besiZulu ulimi lwasekhaya bebanga le-11 banamiphi imibono ngesiko lokuthwala esikoleni esiKwandengezi? (c) Zizathu zini ezenza othisha nabafundi babuke isiko lokuthwala ngendlela abalibuka ngayo esikoleni esiKwaNdengezi? Lolu cwaningo lwenziwa esikoleni samabanga aphezulu endaweni yaKwaNdengezi. Lapho abahlanganyeli balolu cwaningo kwakungothisha ababili abafundisa isiZulu ulimi lwasekhaya kanye nabafundi abayisishiyagalombili, abafana abane namantombazane amane abafunda isiZulu ulimi lwasekhaya. Lolu cwaningo lusebenzise indlela yekhwalithethivu ngaphansi kwepharadaymu egxekayo (critical paradym) ngoba lepharadaymu ibuka umhlaba ngeso lokuletha ushintsho kumbe ilethe intuthuko esimweni senhlalo yabantu. Ngalokhu kuhloswe ukuthi uma abantu befunda lo mbhalo bashintshe indlela abaqhuba ngayo leli siko. Lolu cwaningo liwucwaningo lwesimo (case study). Ulwazi luqoqwe ngokusebenzisa izingxoxo ezisakuhleleka (semi-structured interviews) kanye nezingxoxo zamaqembu (Focused groups). Kulolu cwaningo kusetshenziswe injulalwazi yefeminizimu nemaksizimu. Ngisebenzise lezi zinjulalwazi ngoba zombili lezi zinjulalwazi zilwela ukuthi kube khona ubudlelwane obuhle phakathi kwemiphakathi ehlalisene. Kusetshenziswe nohlaka lwemicabango lapho kusetshenziswe amakhonsephthi ukuhlaziya ulwazi olutholakele. Ziyishumi nantathu izindikimba ezigqamile kulolu cwaningo olwazini olutholakele. Imibono yothisha nabafundi ngesiko lokuthwala iveze izindikimba ezilandelayo: indikimba yokuqala ithi: isiko lokuthwala nokuphazamisa umsebenzi kathisha nowomfundi. Izingane ezithwaliwe ziyalova, zikhulelwe bese ziphoqeleka ukuba ziyeke isikole. Eyesibili imayelana nesiko lokuthwala nokuqhutshwa kobugebengu. Lobu bugebengu bumbandakanya ukuthumba, ukudlwengula kanye nokuhlukunyezwa kwamalungelo abantu besifazane. Eyesithathu indikimba iveza isiko lokuthwala nokuba nemali. Abantu abathwala izingane zamantombazane ngoba banemali baheha abazali bazo ngemali. Eyesine indikimba imayelana nabasemagunyeni nokuthwalwa kwezingane zamantombazane. Le ndikimba iveza ukuthi iziphathimandla azenzi lutho ukunqanda leli siko ngoba zilibona kuyisiko elihle kanti nazo ziyaleza leli siko. Eyesihlanu indikimba ibalula ukuthi isiko lokuthwala alisahambisani nesikhathi esiphila kuso manje. Leli siko libukeka seliphelelwe isikahathi. Indikimba yesithupha iveza ukuthi abazali abazivikeli izingane zabo. Le ndikimba ikhombisa ukuthi abazali abazivikeli izingane zabo kuleli siko kunalokho bavele bavumelane nabenzi baleli siko. Eyesikhombisa abafundi nencazelo zabo ngesiko lokuthwala kanye nemithelela yalo. Lapha kuvela izindlela ezintsha esekwenziwa ngazo leli siko. Eyesishiyagalombili indikimba iveza isiko lokuthwala nokuhlukunyezwa kwamalungelo abantu besifazane. Le ndikimba ikhombisa ukuthi abantu abadala abathwala izingane ezincane zamantombazane bayazihlukumeza ngezindlela eziningi ngendlela yokuthi bathwala izingane zamantombazane ngaphandle kwemvume yazo. Indikimba yesishiyagalolunye mayelana nabafundi nalwazi ngabake bathwala. Le ndikimba iveza ulwazi abafundi abanalo mayelana namantombazane ake athwalwa. Yilapho kuvela khona ubuhlungu obuzwiwa abasondelene nezisulu zaleli siko. Eyeshumi imayelana nokubukelwa phansi komuntu wesifazane emphakathini. Le ndikimba iveza ukuthi ukuganiswa kwezingane zamantombazane ngempoqo kuyinkomba yokungalingani ngokobulili emphakathini. Eyeshumi naye umendo njengento ebaluleke kakhulu kubantu besifazane. Le ndikimba iveza ukuthi abazali benikela ngezingane zabo kubantu abangabazi ngoba wonke umzali ufuna ukuthi ingane yakhe igane. Eyeshumi nambili imayelana nezinga eliphansi lemfundo yamantombazane. Le ndikimba iveza ukuthi amantombazane ayizisulu zesiko lokuthwala agcina engasiqedanga isikole. Eyeshumi nantathu iveza indlela abazizwa ngayo labo abasondelene nezisulu. Le ndikimba iveza ukuthi isiko lokuthwala alihlukumezi izisulu kuphela kodwa nalabo abasondelene nezisulu. Ucwaningo luphetha ngokuthi kumele kuhlangane zonke izinhlaka zemiphakathi kukhulunywe ngemiphumela emibi yaleli siko bese kushaywa imithetho eqeda leli siko ngoba liyisiko elinesihluku futhi licindezela amalungelo abantu besifazane
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    An exploration of novice teachers’ experiences of induction and mentoring in a secondary school in the Umzinyathi District.
    (2023) Dlongolo, Zimiso Qiniso.; Pennefather, Jane.
    The significance of induction and mentorship as key components of novice teachers' professional development has regularly been underlined in various studies. The role of induction and mentoring within organisations ensures that newly appointed members of staff are quickly adapted to their new roles and how these institutions function. This indicates that it is crucial to introduce a new employee to their new workplace. In South Africa, many schools face challenges of large classes, few resources, and remote locations, leading to novice teachers feeling overwhelmed and discouraged. This makes the role of induction and mentoring even more significant. The purpose of this research was to examine the lived experiences of selected novice teachers concerning induction and mentoring in the early years of their teaching profession in a rural Secondary School in uMsinga, KwaZulu-Natal. Hudson’s Five-Factor Model for Effective Mentoring was used as the conceptual framework in the study. This qualitative study was located in the interpretative paradigm, using semi-structured interviews and document analysis. Although there was evidence of induction and mentoring, the findings revealed that the induction and mentoring received was not consistent across participants, which would suggest a lack of a formally designed programme. This also suggests that mentors did not fully understand their roles and as a result, the five key factors of effective mentoring outlined by Hudson were not applied equally. This led to gaps in the induction and mentoring received. Secondly, the study revealed that there was no formal structure to the induction and mentoring provided in the school, as evidenced by the lack of minutes of meetings on induction and mentoring. There was no policy on induction and mentoring other than the DOE mandated QMS policy for schools, and the QMS policy document was not shared with novice teachers. The study found that mentoring support could be strengthened if mentors understood their roles more fully and if there was a clearly developed programme in place. In addition, there was a need for the SMT to lead the process and use the system of QMS to develop effective induction and mentoring. Finally, it was recommended that the DOE play a key role to ensure full implementation of the QMS in schools.
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    A self-study of my emotions and teaching history forms 1-5 at a high school in eswatini: a professional journey
    (2023) Thwala, Isaiah Vusie Sikelela.; Naidoo, Jaqueline Theresa.
    The purpose of this self-study research was to explore my emotions and how they influence my history teaching in forms 1 -5 at a high school in Eswatini. By doing this self-study I aimed to better understand my history teaching to further improve my teaching practice in the subject. The first question that guided my research was “what emotions do I experience in my teaching of history in forms 1-5 (Grades 8-12)?”. This question helped me to reflect on my past teaching, think deeply and obliterate the undesired practices in my teaching. The second question that directed the study was “to what extent do my emotions influence my teaching of history in forms 1-5 (Grades 8-12)?”. In responding to this question, I wanted to explore my “true self” and history teaching. The third question that guided this study was “how do I regulate my emotions in my teaching of history in forms 1-5 (Grade 8-12)?”. This helped me to come up with better strategies for regulating and suppressing undesired emotions and displaying the most wanted emotions. I was the main participant and researcher in this study. Other participants were learners in forms 1-5 and I worked closely with critical friends who were teachers in my school. Data was generated using three research practices, namely, letter writing, reflective journals and a collage. Zembylas’ genealogies of emotions and Hargreaves's emotional geographies of teaching were used as conceptual frameworks to analyse the data. This self-study found that teaching history is an emotional practice involving blended positive and blended negative emotions. Also, the study revealed that the uncertainty of the Covid-19 pandemic resulted in ambivalent feelings and being emotionally drained. However, the study showed that the Covid-19 pandemic never paralysed my teaching but instead positive emotions enhanced my history teaching while negative emotions compromised my history teaching. Nevertheless, anger was an emotion that compromised my teaching but at the same time, anger served as the motivator that fuelled me to teach with great eagerness and exuberance in such circumstances. Lastly, the study highlighted that I suppressed and regulated my emotions using strategies such as collaboration with happy positive colleagues, self-motivation, and suppression of negative emotions and showing desirable expressions. The study recommends that further self- studies be conducted on emotions and teaching other subjects.
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    Blended learning and flipped classroom approaches as learning strategies in electronic control and digital electronics at a technical and vocational education training institution.
    (2021) Odayar, Thirushen.; Naidoo, Jaqueline Theresa.
    In recent years, there have been great advances in technology, encouraging teachers to use technology to improve learning and understanding in their classrooms. As a result of these significant advancements in technology, specifically handheld devices, smartphones and wireless networks, blended learning can be used as an innovation in engineering classrooms in the vocational sector of South Africa. The flipped classroom approach has been increasingly used internationally; however, it is not well recognised and used in South Africa. The main focus of this study was to examine whether a blended learning strategy that made use of the flipped classroom approach enhanced student learning in Electronic Control and Digital Electronics at a Technical and Vocational Education and Training (TVET) College. This study also aimed to improve my classroom practice, using an action research design. This study took place during the Covid-19 pandemic which highlighted the importance of using blended learning platforms during lock downs and social distancing measures at TVET Colleges. This study was located within the critical paradigm and used an action research methodological approach. For this study, data was generated using various data generation instruments from a purposive sample of 12 Level 2 TVET College students. Data generation instruments included focus group discussions, questionnaires, a survey and an observation schedule. The theoretical framework adopted in this study was Garrison and Vaughan’s (2008) community of inquiry framework which analysed the factors that affected learning. Garrison and Vaughan’s (2008) community of inquiry outlines three presences that are vital when using a blended learning model. These are the teaching, social and cognitive presence. Within each of these presences are factors that either hinder or enhance learning and teaching using the blended learning model. The factors associated with each presence were used to analyse data and contributed to the findings of this study. While literature highlighted factors that could have hindered this study, there were unique factors in this study as a result of the Covid-19 pandemic affecting the country. The key findings of this study revealed that blended learning using the flipped classroom approach promoted flexible learning, enhanced collaboration and collaborative learning of both teacher and learners, and improved understanding and self-development. This study also found that while blended learning using the flipped classroom approach offered safety to teachers and students during the Covid-19 pandemic, it was also compromised due to challenges related to connectivity and lack of resources. It is therefore critical that TVET Colleges take cognisance of how best to support lecturers to implement blended learning strategies that will enhance teaching and learning.
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    An exploration of foundation phase teachers’ learning in a professional learning community.
    (2023) Nyathi, Thembisile Racheal.; Zulu, Free-Queen Bongiwe.
    In the South African context, the Integrated Strategic Planning Framework for Teacher Education and Development (ISPFTED) Department of Basic Education and Department of Higher Education and Training, regard Professional Learning Communities as an effective model for teacher professional development at a local level (Department of Basic Education, 2011). The purpose of this research study was to explore the nature of teacher learning activities for teachers in the Foundation Phase PLC and the kinds of teacher knowledge they could acquire through their participation in the selected PLC. The study was located within an interpretive paradigm and adopted a qualitative case study design. Semi-structured interviews and participant observations were used to generate the data to respond to the key research questions of the study. The participants comprised five (5) Foundation Phase teachers, who were members of the PLC. This study adopted Kwakman’s (2003) categories of professional learning activities and Grossman’s (1990) domains of teacher knowledge as conceptual frameworks. The findings of the study revealed that the Foundation Phase teachers participating in the Professional Learning Community (PLC) activities learned through interacting with facilitators and sharing experiences with their colleagues and peers. It was also found that teachers learned through modelling as Foundation Phase (FP) learners. Furthermore, the study revealed that teacher learning and Continuous Professional Development (CPD) also occurred outside workshops through WhatsApp group platforms. However, the findings revealed several challenges, including the COVID-19 pandemic, inadequate internet connection, lack of resources, lack of support in some schools, and heavy teaching workloads, which impacted the teachers’ participation in the activities of their PLC. Nevertheless, the findings of the study reveal that subject matter knowledge, pedagogical content knowledge, general pedagogic knowledge and knowledge of the context were learnt. The findings show that there was more emphasis on pedagogical content knowledge. Based on the findings of this study, it is recommended that the teacher learning activities should include concepts from all four FP subjects. This will enhance teachers’ ability to teach all learning areas with confidence. The facilitation roles should be rotated amongst all members of the PLC for the effective functioning of the PLC. Members of the PLC should agree on the time and venue for meetings to allow members to attend meetings regularly.
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    Teachers’ professional relationships during the COVID-19 pandemic: A case study of a primary school.
    (2023) Jacobs, Lauren.; Bertram, Carol Anne.
    When schools closed due to the spread of the Coronavirus (COVID-19) in March 2020, teachers were not able to teach as usual, and lost their face-to-face connections with colleagues and learners. This research study focused on a primary school located in KwaZulu-Natal in Pietermaritzburg. It aimed to explore teachers‟ professional relationships during the COVID-19 pandemic, the support the school management team (SMT) provided them, and how teachers provided support and guidance to colleagues. The study is a case study of a public primary school. There were six teachers and two SMT members who participated in the study. Hargreaves‟ three characteristics of teacher expertise, emotional practice of teaching, professional judgment and professional capital served as a conceptual framework to analyse the data. Data was generated through interviews and collages. It showed that teachers were required to adapt or acquire technological skills to upload content for learners to access. Teachers feared how the curriculum would be covered. The findings revealed a difference of opinions among teachers and SMT members about the support that the latter provided the former during the pandemic. The SMT believed they provided adequate support to all teachers during the lockdown in March and when schools reopened in July 2020. The majority of teachers also felt the support they received from the SMT was suitable, while some teachers felt they received no support.
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    School-university partnership’s contribution in rural teacher development: experiences of teachers.
    (2023) Mswane, Nelisiwe Nonkululenko.; Myende, Phumlani Erasmus.
    The achievement of quality teaching and learning in rural schools depends to a large extent on the quality of teachers. This study aimed to investigate rural school teachers' experiences of the contribution of school-university partnerships to teacher development. It sought to find from teachers’ perspectives the strategies that can be used and what contributions the Department of Education, school leaders and universities can make to strengthen and sustain teacher development through school-university partnership in rural schools. To generate data, this study adopted an interpretative paradigm and qualitative approach, using a case study methodology. Data was generated using semi-structured interviews that were conducted with all the participants. A total of seven teachers from two rural schools in one District of the Province of KwaZulu-Natal participated in the study. The selection of these teachers was purposive and convenient, based on the premise that they were participating in school-university partnership programmes. The study found that the contribution of teachers to school-university partnerships in rural schoolteacher development is well understood. The role that has been played by schooluniversity partnership (SUP) programmes made a huge contribution to rural school teachers’ development by equipping them with skills and knowledge to perform better in the profession. It was also revealed that despite numerous challenges, rural school teachers are working under, through SUP programmes teachers are able to establish different strategies that assist them to deal with the challenges of rural school settings. The study further revealed that what enhances these partnerships, is the role played by school and universities’ management and leadership.
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    An investigation of the post-school educational experiences of black, poor students with disabilities in one Technical and Vocational Education and Training (TVET) College in KwaZulu-Natal (KZN).
    (2023) Nkosi, Thabani Comfort.; Sader, Saajidha Bibi.
    Section 29 of the Constitution of the Republic of South Africa (1996) emphasises that the state "must make gradually available and accessible" the right to higher education by reasonable methods. Despite wide pledges indicated in policies and legislation addressing the needs of formerly disadvantaged students with disabilities, the literature from the field of social justice education reveals that many of them continue to experience problems in higher education. This study aimed to explore the post-school educational experiences of Black students with disabilities from low socio-economic backgrounds at one Technical and Vocational Education and Training (TVET) College in Northern KwaZulu-Natal (KZN). The study further aimed to investigate the factors that facilitate or impede their participation and success, as well as how they navigate these factors. A qualitative narrative approach was employed to explore seven students’ personal and college experiences from diverse rural District Municipalities. In-depth, semi structured narrative interviews, together with photo-voice, was used to generate data that explored their positioning. Three main themes emerged from the analysis which revealed elements that either restrict or promote the experience of access, participation, and success of students with disabilities. These are academic, sociocultural, and access. According to information obtained from the seven students, these three areas have a significant impact on how the majority of the TVET College's students with disabilities perceive their educational experience. A thorough investigation into the experiences of students with disabilities revealed that factors such as their social position, class status, the college's infrastructure, peers and faculty support, self-motivation, the college's proximity, the influence of their families or friends, the nature of the curriculum, and the attitudes of peers or /and college staff toward their disabilities all played a role in whether they had a positive or negative experience at TVET college. The significant impact of these findings is that… Findings reveal that the college must implement measures that facilitate [inclusive] experiences [for] students with disabilities. The findings also reveal what helps them navigate these impeding factors is their self-motivation.
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    Understanding the principals’ leadership role in promoting teaching and learning in the 21st century.
    (2022) Mlotshwa, Thembisile Favourite.; Bhengu, Thamsanqa Thulani.
    The study reported in this document was conducted as a research project towards a Masters’ degree (MEd). The study focused on exploring the principals’ leadership role in promoting teaching and learning in the 21st century by adopting the interpretive, qualitative, multiple case study approach, consisting of ten purposively selected principals from the uMgungundlovu District, KwaZulu-Natal. A qualitative approach was adopted because it allowed the participants to share their experiences and views. It aimed at exploring how the principals practised their leadership role in the 21st century. Instructional leadership theories underpinned this research study. Semi-structured interviews, through telephonic and face-to-face interviews, as well as document reviews were used to generate data. The data was thematically analysed. Both local and international literature was reviewed to understand the principals’ leadership and their role in promoting teaching and learning in the 21st century. The findings suggest that the principals’ leadership played a major role in promoting effective teaching and learning. Principals also practised instructional leadership as they have influenced and guided educators to teach based on the collective vision, principals’ instructional guidance and expectations. However, principals were overwhelmed by the different aspects that their job entails. The findings also affirm that the principals’ role is changing in order to meet the new demands of modern schooling in the 21st century. The recommendations in the study were that the principals have to find the right balance between administrative tasks, management and leadership of the school. They must also find a balance between all the roles and functions of a principal in order for them to be highly effective in promoting teaching and learning. There is also a need for principals to engage more stakeholders with the right expertise to assist where they fall short. This would allow principals more time to focus more on promoting teaching and learning. The school principals should also lobby the Department of Basic Education to come with programmes that are relevant to modern day schooling and will assist with promoting teaching and learning. These programmes should focus on areas of need and also prepare the principals for 21st century schooling.
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    Novice teachers' stories of lived educational experiences: negotiating dilemmas in classroom practice during covid-19.
    (2022) Bux, Rakheeba.; Pillay, Daisy.
    This study on “Novice Teachers’ stories of lived educational experiences: Negotiating the dilemmas of classroom practice during a pandemic” explores the everyday lives of three South African novice teachers teaching in different schooling contexts (rural, urban, and deep rural) during the COVID-19 pandemic. It zooms in and out of their everyday personal-professional experiences to make meaning of the dilemmas they encountered in their practice during the pandemic. Framed by Rodgers and Scott (2008) conceptual framing and the dilemmatic space framework, this study brings to the surface the voices of novice teachers as they transition from university to the complex educational experience of school, which was further complicated in 2020 and 2021 by a pandemic. Drawing on a narrative inquiry approach within the interpretive paradigm, stories of their everyday practice during the pandemic opened up opportunities to explore and understand the perspectives which shaped their decisions and choices inside and outside the classroom. The stories generated from various creative methods, including artefact inquiry, memory drawings, photovoice, collage inquiry, and unstructured interviews, provided the openings for teachers to remember their past and freely share the rich and complex stories of their experiences. The data analysis foregrounds a range of emotions and feelings and significant relationships that shaped the telling of the stories of their experiences during the pandemic. During the pandemic, the novice teachers found themselves in a new environment that required different kinds of personal and professional support to navigate their way and strengthen their everyday practice. This study has heightened my awareness of novice teachers’ lived experiences and what they are and do to negotiate a complex educational terrain in their everyday lives. This research highlights that novice teachers confronted various situations during the pandemic in their unique schooling contexts. The study found that the novice teachers’ experiences were linked to their past experiences, and their childhood and schooling years were pivotal in shaping the perspectives and choices they made during the COVID-19 pandemic.
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    Exploring the experiences and challenges of adult learners employed as Correctional Officials in the context of COVID-19.
    (2023) Shezi, Vitalis Kwazikwakhe.; John, Vaughn Mitchell.
    According to the International Labour Organisation (ILO), “most governments around the world temporarily closed education and training institutions in an attempt to contain the spread of the COVID-19 pandemic” (ILO, 2020, p. 1). Literature argues that “COVID- 19 has created the largest disruption of education systems in history, affecting nearly 1.6 billion learners in more than 190 countries and all continents” (United Nations, 2020, p. 2). This study explores the experiences and challenges encountered by adult learners who, during the COVID-19 pandemic, were employed as Correctional Officials (COs) in the Department of Correctional Services (DCS) at Durban-Westville Correctional Centre, South Africa. In other words, while continuing to be rehabilitation facilitators and carers within their families they were also enrolled in as part-time students in different institutions of higher learning. The qualitative research tradition was used to explore the COs' interpretation of COVID-19 experiences and challenges in relation to their circumstances. Purposive sampling was employed, and data were generated using an online survey and in-depth interviews with six participants. Demographic and Thematic Analysis were employed respectively in analysing the raw data and generated themes that became key findings of the study Findings revealed that studying COs had challenges that related to internal, external and program-related factors indicating the interrelated nature of these challenges. Findings further indicated that the challenges experienced by the studying COs varied depending on age, gender, skills as well as the context of the study. Findings also revealed that the pandemic has had significant impacts on the COs' personal and professional lives, with challenges such as limited resources and lack of support systems. However, the COs' personal circumstances and resilience have also shaped the pandemic's impact, leading to some positive coping mechanisms. The study recommends support systems for adult learners with multiple responsibilities and highlights the need for further research on the impact of COVID-19 on Correctional Officials. Overall, the study contributes to the understanding of the experiences and challenges encountered by adult learners with multiple roles during the pandemic in a correctional setting.
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    Teachers’ perceptions of effective teaching and learning in poor primary schools in the uMgungundlovu district.
    (2023) Zuma, Zanele Prisca.; Sader, Saajidha Bibi.
    All South African children have a right to access teaching and learning with equal educational opportunities and adequate teaching and learning resources. As much as all children have this right, a number of rural schools are faced with challenges as rural schools are characterized with inequalities and inequities in relation to teaching and learning resources. This study examines teacher perceptions of effective teaching and learning in poor rural schools in two schools in the uMgungundlovu District. The focus of this study was to explore and understand teachers’ perceptions of the factors that influence effective teaching and learning in their schools as well as the ways in which they negotiate the barriers to effective teaching and learning. It seeks to construct an understanding of effective teaching and learning in poor rural primary schools in relation to Sens’s (1999) Capability Approach (cited in Rajapakse, 2016). Sen’s (1999) Capability Approach was used as a framework for understanding. Working within the critical paradigm, this study aimed to understand, interrogate and critique issues of oppression and inequality in the schooling system. The case study research style was used as the study aimed to gain in-depth understating of teacher perceptions of effective teaching and learning in poor primary schools. Purposive sampling was used in two state primary schools in the uMgungundlovu district. Data was collected using semi-structured interviews with five teachers teaching in the two schools which were the research sites. These teachers were interviewed individually. Using this data collection method allowed the researcher to generate rich data in relation to participants’ understanding of effective teaching and learning drawing on their experiences of teaching in poor rural schools. Thematic analysis was used to analyse data as the study collected qualitative data in the form of words. Findings of this study suggest that rural schools are still characterised with inequalities and inequities in relation to resources, teacher shortages leading to ineffective teaching and learning and poor education outcomes. Teachers in rural schools are faced with a number of challenges which hinder them to produce effective teaching and learning. As much as they are faced with these challenges, they try their best to negotiate these challenges and strive to produce effective teaching and learning. To help teachers in poor rural schools be able to provide effective teaching and learning, they need to be provided with the support and resources they need. They also have to be constantly trained and motivated. When they have this support and motivation, they will become effective teachers who will be able to motivate and engage all learners in their teaching effectively, helping them to reach their full potential.