Browsing by Author "Mzimela, Patience Jabulile."

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An exploration of foundation phase teachers' pedagogical content knowledge (PCK) for teaching literacy in a multi-graded classroom in rural context.
(2012) Mzimela, Patience Jabulile.; Ramrathan, Prevanand.
Rural schools in South Africa often face numerous challenges that are largely aggravated by low numbers of learners, low numbers of teachers and a shortage of teaching and learning resources, to mention a few. Hence, the provision of one teacher per grade is perceived as a luxury in many rural schools. Consequently, such challenges have led to many rural schools being affected by multi-grade teaching. Multi-grade classes have more than one grade in one classroom, usually those grades that are close to each other. For instance, Grade R and Grade One learners will be taught in one class by the same teacher. This research study therefore focused on teachers’ pedagogical content knowledge for teaching literacy in a multi-grade foundation phase class. The teaching of reading in isiZulu Home Language was singled out as the literacy component to be investigated. Teachers at the foundation phase need to have a distinctive body of knowledge as they have to be able to blend content in literacy and the appropriate methods of teaching each literacy component. They need to understand how to organize each component of the content and how to deliver it accurately to learners through appropriate methodologies. Moreover, it is imperative to understand that it is a complex process for teachers to intersect content knowledge and pedagogical knowledge. The process becomes even more complex for teachers who teach in a multi-grade class. Reading as a literacy component was put under a particular lens as teaching and assessing this literacy component in a multi-grade context is highly challenging. This was an exploratory case study that was embedded in a qualitative research methodology. A primary school from Ndwedwe Circuit in the KwaZulu-Natal province was purposively sampled. Empirical data for this study were collected from this rural school because it was practising multi-grade teaching in all phases. To collect the data, teachers teaching multi-grade classes were interviewed using semi-structured interviews. Observations were also done during the teaching process and relevant documents were analysed. The documents that were interrogated included daily, weekly and monthly work plans, class timetables, and the school’s calendar. The findings suggested that teachers relied on traditional methods of teaching as the context was complex and beyond their professional capabilities. This study was therefore aimed at contributing to the discourse of how teachers in rural contexts can be trained on multi-grade teaching in order to provide them with appropriate pedagogical knowledge and skills that will empower them to support teaching and learning across grades.
Exploring in-service teachers' knowledge of teaching literacy using braille to Grade R visually impaired learners.
(2015) Kao, Matiekase Angelina.; Mzimela, Patience Jabulile.
Teaching Literacy as a Learning Area is a compulsory and one of the most complex learning areas that every Grade R teacher should execute within the Foundation Phase years of schooling. This execution is regarded as complex and demanding when teaching sighted learners; however, it becomes even more complex if the teacher has to teach Literacy to visually impaired Grade R learners. In light of this complexity, researchers have endeavoured to explore the technological, pedagogical and content knowledge that teachers should possess for the effective teaching of Literacy in Foundation Phase classrooms. Efforts have been made to explore and illuminate the use of technological tools such Braille in order to understand their requirements in terms of content knowledge, pedagogical knowledge and pedagogical content strategies. It was in this context that this study explored in-service teachers’ knowledge of using Braille and skills to teach Literacy to visually impaired Grade R learners. Understanding the different kinds of knowledge these teachers had was essential for comprehending how they integrated different teacher ‘knowledges’ in teaching literacy skills to Grade R learners who are visually impaired. It was overtly clear that such complex situations call for specialised teacher knowledge as well as their commitment to alleviate illiteracy among learners who are visually impaired. The study was conducted in a school in Maseru, Lesotho and employed a qualitative case study approach. Three in-service teachers teaching Grade R learners who were visually impaired were purposively sampled. An interpretive paradigm was adopted for this study in order to understand how the participants interpreted their world and their encounters. Data were generated through semi-structured interviews and structured classroom observations during the teaching of literacy. Document analysis was also conducted in order to understand how the participants’ daily work plans, lesson plans, assessment activities and recordings were planned and structured. The findings revealed that some teachers exhibited good knowledge of technology, although they somehow failed to integrate the use of Braille and literacy teaching. The participants seemed to teach Braille as a ‘standalone’ subject, whereas it is supposed to be integrated with other subjects as well as with literacy teaching. This study can be replicated in a wider area and in different contexts. The study concluded that in-service teachers showed limited knowledge of some of the domains of teaching literacy to Grade R learners who are visually impaired.
Geography of first additional languages teaching: landscaping the foundation phase years
(2018) Mzimela, Patience Jabulile.; Ramrathan, Prevanand.
Public schooling in South Africa is comprehensively categorised in terms of geography (rural/urban/township), infrastructure (quintiles 1 to 5), performance (performing and non-performing schools) and many other formal and non-formal categories. These categories have largely been used in reporting learner performances and interventions, yet these categories may have serious implications for teaching and learning and may ultimately impact learner performance. This study explored the teaching of a first additional language (FAL) in different geographical contexts. Research on first additional language teaching has been on the agenda in South Africa, and indeed the world, for several decades now. Interventions have been made in response to systemic findings, yet little success has been noted in terms of advancement to a sustainable degree. As a result, on-going research in this focus area is needed to enrich scholarly debates and the practice of additional language teaching with new insights. This research report alludes to the new insights that were obtained in its quest to determine if there were any significant deviations in the pedagogical practices that primary school teachers employed when teaching a first additional language in different contexts. The study was underpinned by Bernstein’s pedagogic theory and Bourdieu’s social topography conceptual framework which is a construct of his field theory. The application of both theoretical lenses mutually contributed to the understanding of the significance of social space for one’s shape of pedagogic practice and behaviour. The study employed a qualitative interpretive approach. It was constructed as a multi-case study that involved three Foundation Phase teachers who taught FAL in three geographically different primary schools in the Ilembe, Umlazi and Pinetown Districts. The teachers were purposively sampled. Data were generated by means of multiple data generation methods that included semi-structured interviews, structured observations, post-observation interviews, and document analysis. The data were thematically analysed using content and context analyses, and the results are presented in this thesis as collated key findings. The findings revealed variances in the manner in which teachers taught FAL. These variances could be linked to that contextual variations clearly influenced the way they taught. The challenges that were identified included lack of departmental officials’ support, lack of teachers’ knowledge of how to teach a FAL, teachers’ attitude towards the teaching of a FAL (which resulted in default teaching that could be related to challenges experienced in each geographical context). It is argued that these and other challenges were factors that contributed to the differentiated teaching and learning of a FAL in geographically different contexts. The study contributes to a fresh understanding of how geographical variations influence the teaching and learning of a FAL and how these variations ultimately impact learner performance in the Foundation Phase.
Orphaned and vulnerable learners’ psychoeducational challenges: foundation phase educators’ experiences.
(2024) Hoosen, Fazila.; Mzimela, Patience Jabulile.
The loss of a parent is one of the most traumatic events a child can face, making it imperative to understand the specific challenges encountered by orphaned learners for effective support and intervention. Orphaned learners often grapple with the difficulty of living without their parents, leading to numerous psychological challenges such as depression, stress, anxiety, and poor selfconcept. This study aimed to explore foundation phase educators’ experiences of teaching and offering support to orphaned learners who display psychoeducational challenges. The research study was conducted in a Quintile 5 public primary school in the KwaKhangela District. The study was framed within Bronfenbrenner’s ecological system. This qualitative case study used the interpretivist paradigm to understand three purposively and conveniently sampled Foundation Phase educators’ experiences of offering psychoeducational support to orphaned and vulnerable learners. Data generation encompassed semi-structured interviews and document analysis. Thematic analysis was conducted to distill patterns, themes, and underlying meanings from the generated data. The study revealed that a myriad of challenges was faced by orphaned learners, including emotional trauma, significant academic difficulties, socio-emotional struggles, and barriers to effective engagement within the classroom environment. Drawing largely on data from interviews and document analysis, the study found that the schools are obligated to make substantial progress in supporting orphaned learners, facilitated by a proactive school management team, a dedicated school-based support team and empathetic educators. The findings recommended that interventions such as differentiated instruction, additional support including the provision of food and stationery, one-on-one teaching sessions, and counselling from a school-employed social worker were implemented at the school. In addition to the support provided within the schools, efforts are to be made to seek support structures outside the school environment.
Physical well-being of four-year-old learners and their readiness for Grade R.
(2023) Pewa, Ngami Phumzile Isabella.; Mzimela, Patience Jabulile.
Early childhood is a formative period during which distinguishable development has projections of bearing desirable outcomes within an individual. This critical period requires interventions that have ramifications for later life. This research study aimed at exploring physical well-being of four-year-old learners in relation to their readiness for Grade R. The study was particularly interested in their level of independence when carrying out certain physical activities. It also aimed at critically analysing the issues which enabled or constrained their physical well-being as well as early childhood development practitioners’ level of readiness to plan for indoor and outdoor physical activities. The study examined the use of both fine and gross motor skills in a learning environment. Bronfenbrenner’s ecological systems theory underpinned this study to understand the different environments in which a developing child finds himself/herself. It was conducted in an early childhood development centre located in Mandlankala, an area near Empangeni, north of Zululand, KwaZulu-Natal, South Africa. Three early childhood development practitioners who fit the criteria and attributes of the study were purposively selected. An interpretivist qualitative case study methodological design was used. Findings revealed that learners experience challenges in toileting, thorough washing of hands and putting shoes on and off. Centrally important for the thesis was the crafting of a conceptual model that relates the objectives of the study to the findings and conceptual issues at stake in self-care skills in Grade R. This study concluded that physical well-being is a determinant of Grade R readiness as it acts as a precursor for self-care related activities. This study recommends that early childhood development practitioners should continue to offer both structured and unstructured physical activities throughout the day in their engagement. More parental involvement is needed so that good self-care skills can modelled and emulated from home.