Browsing by Author "Hiralaal, Anita."

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The attitudes of grade one teachers in Pietermaritzburg to the training they have received on outcomes based education (OBE).
(2000) Hiralaal, Anita.; Schoeman, Rose Ann.
This study investigated the attitudes of Grade One teachers in Pietermaritzburg to the training they have received on Outcomes Based Education (OBE). A questionaire was developed by the researcher from documentation used in the training that took the form of various workshop sessions. The study comprised 47 Grade One teachers drawn from 18 primary schools in Pietermaritzburg. This study attempted to determine the following issues: • The attitudes of Grade One teachers to the training they have received • Whether there were any significant differences in the attitudes of Grade One teachers from the various ex-Departments of Education to the training they have received on OBE A five point rating scale namely the Likert Scale was used to determine the attitudes of teachers. A descriptive analysis was initially employed to determine the percentagew:futeachers that strongly agreed, agreed, were uncertain, disagreed or strongly disagreed with the statements in the questionaire. The results revealed that the majority of teachers agreed that the training had provided them with an understanding of various aspects of OBE. However, some teachers did state that they were uncertain on certain issues like the Foundation Phase policy document as well as the policy document on assessment, assessment itself and the compilation of portfolios and progress reports to be submittted to relevant persons. The area of resources was also highlighted as being problematic. Teachers disagreed that they were informed on how to use educational resources in accordance with OBE as well as where and how to obtain these resources. A descriptive analysis was also undertaken to determine what percentage of teachers from each eX-department felt about each statement in the questionaire. Results revealed that only teachers from the ex-NED schools strongly agreed with most of the statements, whilst the highest percentage of teachers that were uncertain came from ex-DET schools. A statistical analysis was employed to determine whether significant differences existed in the attitudes ofteachers from the various ex-departments of education. The statistical report revealed that only four statements were significant namely the issue of the OBE assessment policy document, the Foundation Phase policy document, the compilation of Journals and progress records. Recommendations were made for further training in these areas as well as further research.
A self-study of my role modelling as a teacher educator of accounting pedagogy.
(2018) Hiralaal, Anita.; Pithouse-Morgan, Kathleen Jane.
Through this self-study research I explored what I was role modelling for students as a teacher educator of accounting pedagogy in a South African university of technology. My purpose was to align my pedagogical practice with my educational values in order to develop as a more productive role model. My research questions were: a) What could have influenced my role modelling as a teacher educator of accounting pedagogy? b) What am I role modelling for my students as a teacher educator of accounting pedagogy? and c) How can I develop as a more productive role model? I used arts-based methods to generate and represent data to answer my research questions. For my first question, I used a personal history approach by recalling specific episodes, people, and places in my life history that could have influenced me in certain ways. For my second and third questions, I videotaped my lectures, reflected on the videotapes, and wrote in my reflective journal. Furthermore, I gathered evidence from students in the form of a reflective questionnaire, metaphor drawings, and the institution’s lecturer evaluation surveys. I also had conversations with critical friends and colleagues. I then developed three collage portraits to represent my learning. In constructing this thesis, I used the children’s novel, The Secret Garden by Frances Hodgson Burnett (1969), as a creative nonfiction device. Through the process of going back into my personal history, I was able to confront the demons that haunted my life and caused me to role model in certain ways. Through self-study of my pedagogical practice, I role modelled new ideas and more innovative teaching strategies as I enacted purposeful pedagogies from a social constructivist perspective. Moreover, I learned that I could inspire students by incorporating the arts into my lessons. Overall, through my study, I developed my own living educational theory and in so doing I am on my way to becoming a more productive role model. As my educational values continue to evolve in response to, and in relationship with, my lived experience and significant people in my life, I will be changing and learning.