Browsing by Author "Naidoo, Jaqueline Theresa."

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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.
Drawing to learn as an alternative teaching strategy to enhance interpretation and understanding of electrical drawings.
(2021) Sanjeevy, Mark.; Naidoo, Jaqueline Theresa.
Industry requires electrical artisans to be competent in designing, reading and interpreting schematics. However, curriculum guidelines at Technical Vocational Education and Training Colleges do not provide this aspect of teaching and learning. Most students can draw; however, they rote learnt circuit diagrams for examination purposes because they were not trained to read and interpret schematics. This study endeavoured to address this learning gap by introducing an alternative teaching strategy. This study explored drawing to learn as a teaching strategy to improve teaching and learning at a Technical Vocational Education and Training College. This study examined how drawing to learn rather than learning to draw enhanced students’ interpretation and understanding of electrical schematics using a patterned learning format. It also evaluated whether drawing to learn addressed electrical misconceptions. The focus was on drawing as a product of the learning process. This action research project adopted the critical paradigm using an inductive approach. The conceptual frameworks underpinning this study were Shulman’s (1986) pedagogical content knowledge (PCK) and Lave and Wenger’s (1991) situated learning. Focus group discussions, a rating scale questionnaire and a structured observation schedule were used to generate data from the conveniently chosen eighteen participants. The findings revealed that proper conceptual tools aided knowledge construction. A cognitive teaching strategy using pattern learning helped students learn intricate and complex numbering concepts by implementing drawing to learn. Electrical drawings enhanced visual awareness and simplifying perceptual tasks. Self-efficacy was evaluated against student understanding of knowledge and teacher knowledge of instructional strategies. Systemised knowledge is effectively transferred by creating a logical and functional path that students can follow. The drawing to learn teaching strategy simplified complicated processes and unmasked electrical misconceptions by addressing dissonance. The recommended imperatives are that new and innovative teaching strategies like drawing to learn using pattern learning will develop students’ cognitive abilities. Practical activities should be conceptualised and contextualised to enhance knowledge construction. Visual literacy must be evaluated and assessed by educators with these assessments mandated through the revised curriculum. Educators must systemise knowledge by organising, arranging, and creating a logical yet functional path that students can follow.
An evaluation of the impact of a life science module on teachers' scientific literacy.
(2003) Naidoo, Jaqueline Theresa.; Dempster, Edith Roslyn.; Harley, Keneth Lee.; Aitchison, John Jacques William.; Sader, Mahomed Yusuf.
The Advanced Certificate in Education Programme was launched in 2002 at the School of Education, Training and Development, University of Natal, Pietermaritzburg, in an attempt to upgrade and retrain science educators, given the drastic shortage of qualified science educators in South Africa. This research study investigated the development of scientific literacy within a group of fifteen educators during the first semester of their two-year Advanced Certificate in Education Programme. The study focused on scientific literacy and the relationship between language comprehension skills, readability and scientific literacy. This study aimed to examine whether the Natural Sciences and Biological Sciences module of the Advanced Certificate in Education Programme was effective in raising the level of scientific literacy of educators. Both quantitative and qualitative methods were employed in the collection of data. Students wrote a pre-test at the beginning of the first semester and the same test was written as the post-test at the end of the first semester. Semi-structured interviews with tutors were also conducted. Responses of students in the Student Evaluation Questionnaire, given at the end of their first year of study, were analysed to ascertain their perceptions about the tutors, their knowledge and understanding of the content and skills of the modules and the learning material. The questions used in the achievement test were adapted from the question bank of the Science Achievement Test used for Grade 8 learners in the Third International Mathematics and Science Study-Repeat in 1998/1999. The same achievement test was used in the pre-test and post-test, using questions from the Life Science and Scientific Inquiry and the Nature of Science content areas. The results from this research study indicated that although the level of scientific literacy of educators improved, it was not statistically significant. The study also highlights that language and comprehension skills and inability of students to express their answers in writing hampered their performance in the scientific literacy test. This was demonstrated by the significant positive correlation between language comprehension and readability with scientific literacy. Specific areas of conceptual difficulty were also highlighted in this study. Implications of these findings for further research and delivery of mixed-mode programmes are discussed.
Examining teacher learning of Grade 12 Life Sciences teachers in professional learning community located In the Harry Gwala District.
(2018) Thanduxolo, Rubela; Naidoo, Jaqueline Theresa.
A professional learning community is one of the learning centres recommended by the department of education to provide teachers with skills, teaching strategies and solutions to the challenges they face on a daily basis in schools, especially within the classroom. This research study examines teacher learning of grade 12 Life Sciences teachers in a professional learning community located in the Harry Gwala district. The focus of this study was to examine the professional learning activities grade 12 Life Sciences teachers engaging in a professional learning community. In addition, this study aimed to examine the extent to which the professional learning community serves as an effective professional learning community.
An exploration of how curriculum changes affect the emotions of grade 11 science teachers.
(2017) Cele, Thembalihle.; Naidoo, Jaqueline Theresa.
With the inception of democratic governance in South Africa in 1994, significant changes had to be implemented, in order to align the government with the Constitution of the country. This included the need to effect widespread changes in education, not only in 1994, but on an ongoing basis, so as to rectify the imbalances of the past and to continue to make improvements. There have been multiple changes to the Grade 11 Life Sciences curriculum which have presented teachers with one challenge after the next as they grapple to come to terms with each change. Initially Outcomes Based Education (OBE) was introduced, then cam Curriculum 2005 (C2005), followed by the national Curriculum Statements (NCS) and finally the Curriculum and Policy Statements (CAPS). As a Life Science teacher, the lack of stability in the subject was frustrating. Hence, the purpose of this study is to explore what emotions Grade 11 Life Sciences teachers have experienced as regards the curricular changes. Furthermore, the study aims to discover how teachers have coped with and responded to these curricular changes. A further goal of the research is to contribute to the field of research regarding Life Sciences teachers’ emotional experiences concerning curricular changes; and also to examine the strategies that teachers use in response to curricular changes. The focus of the research is on the teachers who were teaching Life Sciences at Grade 11 level in 2015. This study is underpinned by the conceptual framework of the emotional geographies, developed by Hargreaves (2001), and of the genealogy of emotions, developed by Zembylas (2003b). The research is conducted within the interpretive paradigm. The data collected is sourced from the Life Sciences teachers under the Pholela Circuit in Bulwer, located in the Harry Gwala District of KwaZulu-Natal. The methods of collection include questionnaires and individual interviews with selected teachers. The qualitative data collected is analysed using thematic analysis. The findings indicate that the Life Sciences teachers experience mixed emotions, ranging from positive to negative feelings with regards to curricular changes. A range of feelings of excitement regarding the nature and need for changes is noted, but the participants also indicated their frustration and concern regarding the manner in which the changes were introduced, the expectations of the Department of Education, and the lack of appropriate support and resources in place to effect the changes. In coping and responding to the curricular changes, teachers have developed “bags of tricks” in order to achieve the purpose of teaching, namely to impart sound knowledge. Teachers believe that it is detrimental to teach learners content knowledge with which they themselves are not confident; hence they make every effort to develop themselves in order for teaching and learning to become a successful experience. The findings of this study could assist the curriculum planners as well as Life Science teachers to understand the importance of emotions in the teaching process, and to ensure that when future curricular changes are introduced; emotional support is also provided. At the same time, curricular changes are necessary and teachers need to strive to expand and deepen their subject content knowledge for their own development.
An exploration of how curriculum changes affect the emotions of life sciences teachers.
(2016) Nundkoomar, Maladevi.; Naidoo, Jaqueline Theresa.; Mthiyane, Cynthia Carol Nonhlanhla.
Teachers in Post-apartheid South Africa have had to deal with the restructuring of the school curriculum on several occasions. Each time changes are made; teachers have shouldered the high expectations of various stakeholders, including curriculum developers, to implement these improvements effectively. However, these improvements are complex and challenging and an important ingredient for teachers to successfully embrace these; is their emotional orientation towards such changes. Unfortunately in South Africa, there is a dearth of how teacher emotions are affected by ongoing curriculum changes. This can be addressed by exploring the emotions that teachers feel as they implement changes to the curriculum. Against the backdrop of the several rapid changes to the school curriculum and the scarcity of studies on teacher emotions in South Africa, I became interested in exploring how curriculum changes affect teacher emotions. The school curriculum consists of a large number of different subjects but this study has centred on Life Sciences. As a consequence, the aim of my study was to explore how ongoing curriculum changes affect the emotions of Life Sciences teachers. This study adopted a qualitative approach and was located within the interpretivist paradigm. The research methodology followed was narrative inquiry and data was collected by employing the qualitative method of semi structured interviews. The research sample comprised eight Life Sciences teachers who had been in the profession since 1994 and who are currently teaching Life Sciences to Grades 10, 11 and 12. The sample was drawn from four secondary schools located in an urban area in Pietermaritzburg, KwaZulu-Natal. The process of analysing qualitative data was an intricate one. Data was analysed using thematic content analysis. There was also close collaboration with participants to ensure that what was told was written. Analysis also involved relating back to research question to see the relationship that emerged. The results of this study revealed that teacher emotions are embedded in the process of curriculum change with emotional responses ranging from positive to negative but negative responses being more evident in many instances. Also, with the implementation process, emotional understanding and emotional labour are inevitable and important. This qualitative study is offered as an example of how teachers’ emotions are affected in the process of curriculum change. These findings could possibly be of value to curriculum developers in the Department of Education. This could possibly inform decisions and provide guidance on future curriculum changes. It is recommended that for future changes, curriculum developers’ work in close collaboration with teachers to gain insight of how changes in the curriculum affect them emotionally and thus be able to provide teachers with the emotional support that they require in order to implement changes in their classrooms.
An exploration of teacher emotions in relation to curriculum changes in grade 10 Business Studies.
(2016) Amod, Rosemary Gilinda.; Naidoo, Jaqueline Theresa.
This study focuses on the emotions of five Business Studies teachers in relation to curriculum changes. The purpose of this study is to explore teacher emotions in relation to Business Studies in Grade 10. The research setting is within the KwaZulu-Natal province in the Pietermaritzburg area. The study is located within the interpretive paradigm and adopts a qualitative approach. A convenience sample of five participants was selected from three secondary schools. Data was collected from two semi-structured interviews; in addition participants were also requested to write a poem where they expressed their emotions about the changes in the Business Studies curriculum. Hargreaves’ framework of emotional geographies was used to analyse the data. His notions of emotional understanding and misunderstanding as well as socio-cultural, professional, physical and political closeness or distance served as an analytical framework. Data was coded into categories and a thematic analysis was used to analyse the data. One of the main findings of this study is that Business Studies teachers experience both pleasant and unpleasant emotions in relation to curriculum changes. Most participants experienced unpleasant emotions of stress, confusion, anger and fear while some experienced pleasant emotions of happiness. Furthermore, this study found that teacher collaboration assisted in their responding and adapting to change. This study highlights the significance of teacher emotions in relation to curriculum reform. In addition, this study draws attention to poetry as an innovative method which allows teachers to express their emotions.
An exploration of teacher professional development experiences of Natural Sciences teachers of Ongoye Cluster of UThungulu District.
(2018) Ngema, Monica Phumzile.; Naidoo, Jaqueline Theresa.
This exploratory study focuses on professional development experiences of Grades 8 and 9 Natural Sciences teachers within Ongoye cluster of UThungulu District. The methodological approach of this study is qualitative and the study is located within the interpretive paradigm. Data were collected through one on one semi-structured interviews with Grades 8 and 9 Natural Sciences teachers within Ongoye cluster of UThungulu District and two professional development workshops were observed. Data were analysed with the use of thematic content analysis and then grouped into categories and further into themes to develop an explanation of what is learnt, and how Natural Science teachers learn in professional development workshops. The analysis of data is drawn on Illeris’s professional life phases as well as Desimone’s conceptual framework of continuing with professional development. The key finding of this study highlights that Grades 8 and 9 Natural Sciences teachers learn a variety of pedagogical knowledge at professional development workshops such as pedagogical content knowledge as well as content knowledge. In addition, Grades 8 and 9 Natural Sciences teachers indicated that professional development activities were useful because they acquired and learned different methods of teaching different topics in Natural Sciences. This finding suggests that teacher learning involves parts of information and understanding which must trigger the progress of a wide-ranging and coherent theory construction. In professional development workshops Grades 8 and 9 Natural Sciences teachers gain the knowledge and skills that enable them to impart the knowledge more effectively. This highlights an incentive dimension where professional development workshops provide and guide the intellectual energy that is necessary for the learning process to take place. It comprises of elements such as emotions, feelings and motivation. Most of the Grades 8 and 9 Natural Sciences teachers in Ongoye cluster of UThungulu District agreed that they learn pedagogic content knowledge as well as content knowledge through sharing information with one another in professional development workshops organised by DoE and Jika iMfundo. The findings echo what has been done by other researchers. This study highlighted that content, pedagogical content and curricular knowledge are gained in professional development activities
An exploration of the role of professional supportive conversations as a strategy to enhance school management team’s capacity to manage the curriculum.
(2022) Simelane, Bongani Hosea.; Naidoo, Jaqueline Theresa.
The introduction of Outcomes-Based Education and the implementation of C2005 post-1994 put a strong emphasis on effective curriculum management. The implementation of C2005 resulted in a number of challenges in the education sector. One of the recommendations after the review of C2005 was that schools ought to adopt a transparent, open and participatory process of curriculum management. School instructional core is teaching and learning, as such school management teams are tasked to adapt to changes brought by reforms in education. School management teams have a duty to manage curriculum, monitor curriculum coverage and provide guidance and support to all subject teachers. KZN districts task team revealed that lack of curriculum management tools and uniformity on curriculum management practices has consistently been one of the challenges faced by the education sector. Hence, Jika iMfundo was introduced in KZN to assist teachers and school management teams with curriculum management routines, tools and training needed to have professional supportive conversations about curriculum coverage. Furthermore, Jika iMfundo seeks to promote professional learning communities at school level by creating key individual and key collaborative curriculum management routines. The belief is that if curriculum coverage challenges are identified and solved, learning outcomes will improve across the system. The purpose of this study was to explore the role of professional supportive conversations in enhancing School Management Teams (SMTs) capacity to manage the curriculum. The study further examines whether school management teams create a space for professional supportive conversations. The study is located within the interpretive research paradigm and adopts a qualitative case study approach. The theoretical framework that underpinned this study was situated learning theory (Lave & Wenger, 1991; Wenger, 1998). Purposive sampling was used to select school management teams who participated in this study under the Lions River circuit in the uMgungundlovu District of KwaZulu-Natal. Semi-structured questionnaires, semi-structured interviews, observations and document analysis were methods used to collect data. The qualitative data collected is analysed using thematic analysis. The finding of this study revealed that schools set time aside for school initiated professional development activities. SMTs further create an enabling environment for teachers to engage in professional supportive conversations. As Lave and Wenger (1991) contend, the professional development activities, as a special kind of community of practice, accommodated by schools takes place in various forms and conditions of practice. Some are planned and unplanned, some are formal and informal, of which the majority of the activities are curriculum-related. Participants revealed that professional supportive conversations provide them with space to mentor and support teachers, in turn, participants are highly motivated since self-esteem is enhanced. Professional supportive conversations enable them to network and share curriculum coverage challenges with other colleagues. Conversations about learner assessment records and achievement have contributed to good performance There are three recommended imperatives. The first is that curriculum management tools and training be provided to all subjects. Secondly, professional, supportive conversations about curriculum coverage are enforced and monitored in all subjects. Thirdly, the Department of Education should adopt and promote the campaign as its own, otherwise, it will always be viewed as the Jika IMfundo campaign and schools or teachers will dissociate themselves to key collaborative practices of curriculum management.
An exploration of the role of the continuous professional teacher development (CPTD) programme, on senior school managers within the Uthukela district.
(2018) Jordan, Marilyn Megan.; Naidoo, Jaqueline Theresa.
The National Policy Framework for Teacher Education and Development (NPFTED), (Department of Education, 2007), seeks to address the need for suitably qualified teachers in South Africa, as well as challenges facing learner performance and teacher education and development (TED). Research reveals that to improve learner performance and have improved schools, there needs to be professionally developed teachers, school managers and leaders. Consequently, exploring the link between teacher professional development and improved learner performance is important. This study aims to explore the role of the Continuous Professional Teacher Development (CPTD) programme on senior school managers within the Uthukela District. This study also aims to explore the extent to which the CPTD Programme reflects the features of effective professional development, as outlined by Desimone (2009). The study is located within the interpretive paradigm and adopts a qualitative case study approach and therefore, adopts qualitative methods of data collection, and purposive sampling of six senior school managers to understand the senior school manager’s perspectives of CPTD. The conceptual framework that underpins this study is Desimone’s (2009) framework of professional learning and development. Semi-structured interviews, document analysis and observation were the methods used to collect data. Qualitative data that was collected was analysed using thematic analysis. A key finding of this study is that all the participants viewed professional development as the pursuit of formal award-bearing qualifications. Additionally, coaching and mentoring is widely practiced in the sampled schools. Findings also reveal that workshops are a key form of CPTD. Another finding is the role of CPTD as a development tool, despite a limited knowledge of the CPTD programme. Amongst the participants, professional development was underpinned by a managerial discourse. A key finding was that CPTD partially reflects Desimone’s (2009) features of effective professional development. For CPTD activities within the district to be deemed effective, there needs to be greater collective participation, duration and active learning. Features of content focus and coherence, as proposed by Desimone (2009) were evident. The study recommends that senior school managers be retrained regarding advocacy of CPTD in the Uthukela District and that the National Policy Framework on Teacher Education and Development (NPFTED) be unpacked for them to address problems within teacher development. Additionally, senior school managers should be offered award-bearing opportunities to address CPD needs such as coaching and mentoring, financial management in schools and human relations courses, which are all directly relevant to their daily practice. Moreover, it is recommended that senior school managers within the respective circuits within the Uthukela District establish a senior school manager PLC so that networking, development and support can occur. It is further recommended that the CPD of senior managers be based on the findings of research in the field of TD, as well as informed by best practice internationally. All PD activities within the district should be formulated after extensive research based on empirical and evaluative studies. Finally, SACE, as the guardian of teacher professionalism and the gate-keeper of access to the profession, needs to reflect and evaluate the decision that was made to close training colleges within the country. Senior school managers were found to be dealing with a challenge of inadequately trained teachers, especially regarding methodology and knowledge systems.
An exploration of the role of the Continuous Professional Teacher Development (CPTD) programme, on senior school managers within the Uthukela District.
(2018) Jordan, Marilyn Megan.; Naidoo, Jaqueline Theresa.
The National Policy Framework for Teacher Education and Development (NPFTED), (Department of Education, 2007), seeks to address the need for suitably qualified teachers in South Africa, as well as challenges facing learner performance and teacher education and development (TED). Research reveals that to improve learner performance and have improved schools, there needs to be professionally developed teachers, school managers and leaders. Consequently, exploring the link between teacher professional development and improved learner performance is important. This study aims to explore the role of the Continuous Professional Teacher Development (CPTD) programme on senior school managers within the Uthukela District. This study also aims to explore the extent to which the CPTD Programme reflects the features of effective professional development, as outlined by Desimone (2009). The study is located within the interpretive paradigm and adopts a qualitative case study approach and therefore, adopts qualitative methods of data collection, and purposive sampling of six senior school managers to understand the senior school manager’s perspectives of CPTD. The conceptual framework that underpins this study is Desimone’s (2009) framework of professional learning and development. Semi-structured interviews, document analysis and observation were the methods used to collect data. Qualitative data that was collected was analysed using thematic analysis. A key finding of this study is that all the participants viewed professional development as the pursuit of formal award-bearing qualifications. Additionally, coaching and mentoring is widely practiced in the sampled schools. Findings also reveal that workshops are a key form of CPTD. Another finding is the role of CPTD as a development tool, despite a limited knowledge of the CPTD programme. Amongst the participants, professional development was underpinned by a managerial discourse. A key finding was that CPTD partially reflects Desimone’s (2009) features of effective professional development. For CPTD activities within the district to be deemed effective, there needs to be greater collective participation, duration and active learning. Features of content focus and coherence, as proposed by Desimone (2009) were evident. The study recommends that senior school managers be retrained regarding advocacy of CPTD in the Uthukela District and that the National Policy Framework on Teacher Education and Development (NPFTED) be unpacked for them to address problems within teacher development. Additionally, senior school managers should be offered award-bearing opportunities to address CPD needs such as coaching and mentoring, financial management in schools and human relations courses, which are all directly relevant to their daily practice. Moreover, it is recommended that senior school managers within the respective circuits within the Uthukela District establish a senior school manager PLC so that networking, development and support can occur. It is further recommended that the CPD of senior managers be based on the findings of research in the field of TD, as well as informed by best practice internationally. All PD activities within the district should be formulated after extensive research based on empirical and evaluative studies. Finally, SACE, as the guardian of teacher professionalism and the gate-keeper of access to the profession, needs to reflect and evaluate the decision that was made to close training colleges within the country. Senior school managers were found to be dealing with a challenge of inadequately trained teachers, especially regarding methodology and knowledge systems.
An exploration teacher learning of Grade 12 Life Science teachers in a professional learning community in a dist[r]ict cluster.
(2021) Heslop, Urica Mohan.; Naidoo, Jaqueline Theresa.
Professional development and teacher learning within professional learning communities (PLCs) has been at the forefront of research to improve the quality of teaching and learning in schools. The aim of this research study was to explore teacher learning of grade 12 Life Science teachers in a professional learning community in a district cluster. In addition, this study aimed to examine how Grade 12 Life Sciences teachers learn in a PLC and how it contributed to their professional development. The study draws on Reid’s quadrants of teacher learning and Desimone’s framework of professional development, to understand and interpret teacher learning in PLCs and how it leads to teacher professional development. The study adopted a qualitative research approach and was located within the interpretive paradigm. A case study research design was used in this study. Purposive sampling was used to select five life science teachers as the participants for this study. Data generation methods included semi-structured interviews with five life science teachers and observations of two PLC cluster meetings to triangulate the data. Data was analysed using thematic analyse. The findings of the research study revealed that teachers learnt both individually and collaboratively in the PLC. The study showed that PLCs contributed to teachers’ professional development, and enhanced their knowledge, skills, teaching strategies as well as their confidence, motivation and commitment. The study also revealed that insufficient time, conflict and unwillingness to learn were barriers to teacher learning in the PLC. The findings highlight that PLCs create spaces for teacher learning and contribute to professional development. The study also draws attention to the need for virtual teacher learning to take place to allow teachers to engage more often. The study recommended that teachers attend professional development workshops during the school holidays to overcome the challenges of time as these encouraged teacher collaboration and development.
Exploring an FET mathematical literacy professional learning community (PLC) as a space that contributes to teacher knowledge.
(2019) Mshengu, Joseph Godfrey.; Naidoo, Jaqueline Theresa.
According to the Trends in International Mathematics and Science Study document, there was a high failure rate in grade 9 Mathematics, and the new subject Mathematical Literacy was introduced in grade 10 to grade12 as an alternative for learners who did not do well in Mathematics. Since this was a new subject, teachers of Mathematical Literacy were encouraged to work collaboratively as clusters in order to be able to face challenges of teaching this new subject and to review their classroom practice as Mathematical Literacy teachers collectively. This idea of working as a cluster was drawn from the Integrated Strategic Planning Framework for Teacher Development which encouraged the formation of professional learning communities for teachers teaching the same subject. The objective of this study is to explore the types of teacher knowledge acquired by Mathematical Literacy teachers participating in the cluster and to further explore if this cluster reflected the characteristics of an effective professional learning community. The study is located within the interpretive paradigm and adopts a qualitative case study approach. Purposive sampling was used to select four Mathematical Literacy teachers to serve as participants of this study. Semi-structured interviews with the participants were conducted and two Mathematical Literacy cluster meetings were observed. The study is based in uMgungundlovu district in KwaZulu-Natal. The conceptual frameworks that underpin this study are Shulman’s domains of teacher knowledge which identified the types of teacher knowledge teachers need to have to be efficient in their practice, and Brodie’s characteristics of an effective professional learning community. The findings of this study show that participants mainly acquired general pedagogical knowledge, pedagogical content knowledge, content knowledge, and curriculum knowledge during cluster meetings. General pedagogical knowledge and pedagogical content knowledge were mentioned most often because teachers focussed mainly on classroom management and teaching methods to make the subject matter understandable to learners. Knowledge of learners and their characteristics was not mentioned often, and knowledge of context and Knowledge of educational ends, purposes and values were the knowledge domains least mentioned or acquired by participants. In addition it was also noted that four of the characteristics of an effective professional learning community were identified during cluster meetings: collegiality, professional collaboration, shared trust and shared values, goals and visions. Therefore, the Mathematical Literacy professional learning community can, to some extent, is regarded as an effective professional learning community. This study recommends that more time should be allocated for Mathematical Literacy teachers to meet at least once every month. A further recommendation is that subject advisors facilitate learning activities that focus on and develop all seven domains of teacher knowledge.
Exploring collaborative learning of Further Education and Training Business Studies teachers in one cluster in the Pholela Circuit.
(2019) Magoso, Siyabonga Andrias.; Naidoo, Jaqueline Theresa.
There have been various reforms to the South African education system since 1994. These reforms have included continuous professional development initiatives for teachers, policy and curriculum changes. Teacher development initiatives demand teachers collaborate together in order to produce excellent quality results. Moreover, significant changes had been implemented to ensure that the quality of teaching and learning improves in South African schools. The objective of this study is to explore the collaborative activities that grade 10 business studies teachers engage in during cluster meetings and to examine how these activities contribute to collaborative learning of grade 10 business studies teachers. The study adopted a qualitative case study approach located within the interpretive paradigm. This study used Brodie’s (2013) framework of the power of professional learning communities to identify the type of collaborative activities that took place in the cluster meetings and Stoll, Bolam, McMahon, Wallace, and Thomas (2006) framework of professional learning communities: a review of the literature to examine the extent to which cluster a serves as an effective PLC for Further Education and Training business studies teachers. Purposive sampling was used to select five business studies teachers in the Pholela circuit of Harry Gwala district. Convenience sampling was used to select the most accessible schools and participants for this study. Semi-structured interviews and observations were used to generate data from participants. The findings of this study highlighted that there are two major activities which took place in the business studies cluster meetings namely, moderation and setting of assessment tasks. Teachers meet quarterly to moderate formal assessments tasks that were written in the previous term. The findings further indicated that teachers collaborate in a cluster for setting of assessment tasks for various grades. These include common tests, assignments, oral presentations and research projects. However, the findings highlighted that the discussion of subject content was not sufficient to promote teacher learning and development. Additionally, the findings indicated the business studies cluster was regarded as an effective PLC since it reflected majority of the characteristics of functional learning communities. The findings of this research could assist the Department of Education in identifying ways to improve clusters as a vehicle for professional development.
Exploring mathematical activities and dialogue within a pre-service teachers’ calculus module: a case study.
(2018) Likwambe, Botshiwe.; Naidoo, Jaqueline Theresa.
Local and international research findings have shown that high school learners, university students, as well as some of the practicing educators, struggle with calculus. The large numbers of unqualified or under-qualified mathematics educators are a major contributing factor to this problem. Many researchers agree on the fact that profound subject content knowledge is one of the contributing factors to effective teaching. Thus, this study seeks to explore what is counted as mathematics teaching and learning, what is counted as mathematics, as well as the nature of dialogue in a calculus lecture room. The Mathematics for Teaching framework and the Cognitive Processes framework informed this study, in order to explore what was counted as mathematics teaching and learning in the calculus lecture room. The Mathematical Activities framework and the Legitimising Appeals framework informed this study, in order to explore what was counted as mathematics in the calculus lecture room. The Inquiry Co-operation Model also informed this study, in order to explore the nature of dialogue within the calculus lecture room. The findings of this study showed that there are various mathematical activities that develop the students’ higher order thinking which is required for problem solving. These activities include mathematical activities that promote conjecturing, proving, investigations, the use of multiple representations, the use of symbols, the use of multiple techniques, as well as activities that promote procedural knowledge through conceptual understanding. These activities also keep the students’ cognitive demand at a high level. The findings of this study also showed that the types of questions that are asked by the lecturers have a positive impact on the development of the students’ high order thinking, as well as in terms of keeping the students’ cognitive demand at high levels. The study has also shown that the lecturers exhibited a variety of mathematics for teaching skills and this is done both explicitly and implicitly. It has also been revealed that introducing the rules of anti-differentiation as the reverse of differentiation is an alternative way to introducing the concepts of integral calculus. Based on these findings, it was recommended that students who enrol for the calculus module with low marks in mathematics, ought to use the derivative concept and the rules of differentiation as a foundation to build on the rules of anti-differentiation.
Exploring physical science teachers' views and understandings about gender equity in science education in high schools in KwaZulu-Natal Province of South Africa.
(2017) Mdlolo, Nokuthula Goodness.; Mthiyane, Cynthia Carol Nonhlanhla.; Naidoo, Jaqueline Theresa.
Gender inequity is a violation of basic human rights. Governments and a number of organisations have realised that focussing on the education of females is the most effective approach to eradicate global poverty. While the literature reveals that most gender studies have focussed on learner performance, teacher-learner interactions, post school science education, HIV and violence to achieve equity, this study acknowledges the substantial role science teachers can play in achieving equity in science education. The objectives of this study were to explore Physical Science teachers’ gendered experiences, and their views and beliefs about gender equity in science education. The study adopted a qualitative approach and was located within the interpretive paradigm. Purposive sampling was used to recruit male and female Physical Science teachers in the Umgungundlovu district. Data was collected through semi-structured individual in-depth interviews with six Physical Science teachers. The study draws from feminist theory in an attempt to explain teachers’ experiences of gender in their personal and professional lives. Thematic content analysis was used to analyse data from interviews. The findings revealed that Physical Science teachers understand the concept of gender equity in general, but had little understanding of gender equity issues in science education. However, they believed that women are still under-represented and marginalised in science-related fields, and that gender inequity still exists in science education. Furthermore, the findings indicated that the gender-related experiences of Physical Science teachers emanated from social exchanges (socialisation) as part of families, communities and schools as children, learners and professionals. Gender-related experiences included unfair treatment and unequal access to opportunities and resources from these agents of socialisation. Socialisation plays a huge role in shaping and providing a person with the necessary knowledge and skills to become an active member within a given community. The findings also indicated that parents and teachers promote gender inequity through their gendered and stereotyped behaviour and roles. This study concluded that there is a need to sensitize Physical Science teachers on gender equity issues in science education, and to equip them with gender-inclusive teaching strategies that would encourage both boys and girls to pursue science-related careers.
Exploring pre-service teachers' views on the use of technology based teaching methods for teaching geometry.
(2016) Govender, Reginald Gerald.; Naidoo, Jaqueline Theresa.
Abstract available in PDF file.
Exploring teacher identities and emotions in the teaching of evolution in Grade 12 Life Sciences.
(2021) Baijnath, Anastasia Paulette.; Naidoo, Jaqueline Theresa.
Over the past eighteen years, the Department of Education (DoE) has implemented significant changes in the life sciences curriculum. The most recent change in 2008 included the study of evolution in life sciences, both human evolution and natural selection in the curriculum at grade 12 level. This accounts for forty-four percent of the weighting in Grade 12 life sciences paper 2, that is, sixty-six marks out of a total of one hundred and fifty. This research study therefore focused on the teaching of evolution in Grade 12 life sciences and specifically how teachers’ identities, namely on a personal and professional level influenced the teaching of evolution. In addition, it endeavoured to evaluate the extent to which teaching this topic is an emotional practice. In this context, personal identity refers to the character of a teacher that is located outside school and is associated with family and social roles, whilst the professional identity embraces the policy expectations of what an ideal teacher is, as well as their educational aspirations. This study adopted a qualitative approach, with an interpretative paradigm and a narrative research method. The conceptual frameworks of Day and Gu’s (2007) Dimensions of Teacher Identity and Hargreaves (2000) Emotions of Teaching and Educational Change were used to explore the link between teacher identities, their emotions and the impact on teaching evolution. Purposive sampling was used to invite six life sciences teachers in the uMgungundlovu district in Pietermaritzburg to participate in this study. Methods of data collection included semi-structured interviews, collages and reflective journals. The qualitative data that was collected was coded and analysed using thematic analysis. The key findings of this study indicated that in terms of teacher identities being compromised during the teaching of evolution, some teachers submitted that their identities on a professional level did not change because their beliefs and perspectives did not change. However, this study indicated that a teacher’s personal identity, is intricately linked to their professional identity, therefore this infers that the one merges into the other and this in turn directly or indirectly influences the teaching of evolution to learners. The data on teacher emotions revealed a descent into anxiety, frustration and indifference by some participants. They revealed that inadequate training on the topic of evolution, together with insufficient support from school management teams and the DoE made them feel anxious and frustrated. In addition, a lack of resources and financial constraints with the incessant pressure to perform and produce good results caused many teachers to feel challenged and apathetic in the classroom, which culminated in exhaustion and burn-out. The large number of learners in a class, language barriers and inadequate contact time with learners also contributed to their negative feelings towards teaching evolution. However, it was not only negative emotions that teachers felt, but also what I termed ‘a kaleidoscope of positive emotions’. Teachers at different stages of teaching evolution felt hope, rewarded, appreciation, fulfilment and excitement. This study has revealed that there is a strong link between teachers’ identities and their emotions. I used the expression ‘evolutionary partners’ to accentuate the long-lasting, intertwined relationship between these two elements. Recommendations include the need for teacher professional development and training in teaching evolution in Grade 12 life sciences; the provision of adequate resources; more time to be allocated to teaching evolution and allowances for on-site visits and excursions. The following problems and limitations were encountered during this study: participant teachers were not available for the scheduled interviews due to the COVID-19 pandemic in 2020, therefore interview questions were made available via email and responses collated and analysed thereafter. The limited number of participants were not representative of the population of Grade 12 life sciences teachers, therefore the findings of this study cannot be generalised, but can only be applied to other similar scenarios. This study aims to increase the awareness of the Department of Education, in providing much needed support to life sciences teachers, not only materially but in terms of their identities and emotional support too.
Exploring the collaborative learning of senior phase mathematics teachers in a 1+ 9 mathematics cluster in the Maphumulo Circuit.
(2018) Mbatha, Zeblon Sylvester.; Naidoo, Jaqueline Theresa.
Teacher learning and teacher development require that teachers work collaboratively in professional learning communities in order to enhance their classroom practices and expertise. However, different scholars argue whether professional learning communities can attempt to make a difference in an ever-changing school system or whether they hold promise for long term sustainable, system-wide teacher development and learner achievement. The objective of the Professional Learning Communities is to provide a supportive and engaging platform for the continuous learning and development of teachers and schools to enable better learning and achievement by learners. This study explores how Senior Phase mathematics teachers learn collaboratively in a 1+9 mathematics cluster as a new approach for teacher learning and development in South Africa. The study also aimed to examine to what extent this 1+9 mathematics cluster served as an effective Professional Learning Community. This study was located within the interpretive paradigm and a qualitative case study design was adopted. Semi-structured interviews and observations were used to generate data. Five participants were interviewed and five cluster meetings were observed. The study was conducted in Ilembe District at Maphumulo Circuit in KwaZulu-Natal. The findings reveal that the main focus of this cluster is teacher collaboration and learning. A major activity of this cluster was the discussion of effective teaching strategies, content and sharing teaching methods. Teachers also discussed the sharing of teaching resources and ideas. The setting of common assessment tasks and lesson presentations were also activities that teachers engaged in. Different researchers concur on the following attributes of professional leaning communities: shared vision, values and goals, collaborative learning, supportive conditions and a collective focus on student learning. The findings of this study show that the above attributes of effective Professional Learning Community were displayed by this 1+9 mathematics cluster. Based on the above-mentioned findings, it is recommended that teachers build professional learning communities in their schools or with neighbouring schools and that teachers should use Professional Learning Communities as platforms to discuss challenges related to teaching and learning. A further recommendation is that schools should have a School Development Team (SDT) that will focus on appraising and developing teachers on current teaching approaches.
Exploring the role of principals in supporting professional development in school-based professional learning communities.
(2019) Nene, Thembinkosi Wellington.; Naidoo, Jaqueline Theresa.
Principals have a very crucial role to play in professional development of teachers in schoolbased professional learning communities. This task demands that principals understand what professional development is and what role they need to play to support the teachers at their schools. The aim of this study was to explore the extent to which principals support professional development and the role of principals in supporting teacher professional development in school-based professional learning communities. This is a case study of four school principals from uMgungundlovu and uMzinyathi districts This study draws on Desimone‟s (2011) conceptual framework, a primer on effective professional development, which identify five core features of effective professional development and Price‟s (2012) principal-teacher interactions. Convenience sampling was used to select the participants of the study. Semi-structured interviews and document analysis were used to gather data and thematic analysis was used to analyse the data. The findings of the study revealed that principals had an understanding of teacher professional development. The study showed that principals played a key role in supporting teacher professional development in schools. This has been implemented through the promotion of teamwork, collaboration and mentoring within their schools. Principals identified some factors that enabled them to support professional development in schools, such as motivated teachers, implementation of Jika Imfundo, regular class visits, involvement of teachers in decision making and regular developmental meetings. However, the principals also shared some challenges that hindered then in supporting teacher professional development. These challenges included a high teacher workload and a lack of time for professional development activities. Hence, findings also revealed that principals had strategies in place to overcome some of the challenges that hindered them.