Browsing by Author "Shoba, Makhosazana Edith."
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Item A case study : the role of school management teams in curriculum management.(2009) Shoba, Makhosazana Edith.; Karlsson, Jennifer Anne.This study investigates the role of the School Management Team in curriculumItem Dynamics of implementing mainstream english curriculum at a school for the deaf in Eswatini.(2023) Khumalo , Sabelo Mlungisi.; Shoba, Makhosazana Edith.It is essential to explore the dynamics of implementing the mainstream English curriculum at a school for the deaf. This assists teachers to reflect and critique their practices and experiences with the aim of improving their classroom actions. It also helps to raise awareness of the natural identity of both teachers and learners at the school, with the hope of meeting individual needs and ultimately, the teaching and learning goals. This qualitative study employed the pragmatic paradigm and action research design. Seven teachers purposively sampled participated in the study six teachers of English and the school principal. The study was guided by three research questions: 1) What are the dynamics of implementing the mainstream English curriculum at the school for the deaf in Eswatini? (descriptive); 2) How do the dynamics of the mainstream English curriculum influence its implementation in the school for the deaf? (Operational); and 3) why are the dynamics of implementing the mainstream English curriculum at the school for the deaf the way they are? (philosophical). Five data-generation instruments were used namely: documents review, reflective activity, video observation, semi-structured interviews and focus group discussions. The Natural Identity Framework guided this study leading to the generation of three categories: the top-down, bottom-up, and individual dynamics. Findings revealed that there is tension between the top-down (professional) and bottom-up (societal/school) dynamics, which affects curriculum implementation at the school. This begged for the recognition of individual dynamics which seek to understand the personal “who” questions. Such dynamics are neutral; and they harmonise the tension of the two giants by combining their strengths. The individual dynamics are realised after reflecting and critiquing current practices and experiences. Such help to meet individual needs and to improve practice. Consequently, the study recommends that teachers should always reflect and critique their practices in order to identify what works in their respective school contexts. As a contribution to the body of knowledge, this study proposes the innate dynamics implementation model which recognises the natural and inborn identity of both teachers and learners as the key driver of a successful curriculum implementation.Item Exploring teachers’ experiences of conducting oral assessment in grade 10 in the Curriculum and Assessment Policy statement.(2017) Baleni, Nokuthula Purity.; Shoba, Makhosazana Edith.Oral assessment in education is a worldwide phenomenon, which is faced with a number of challenges. Studies conducted internationally and locally reveal that teachers experience problems/and or challenges when conducting oral assessment to second language learners or foreign language speakers. Therefore, this study explored teachers‟ experiences of conducting oral assessment in Grade 10 in the Curriculum and Policy Statement (CAPS). The study was located within the interpretive paradigm and employed a qualitative case study approach to explore. Four teachers were purposively selected from two township high schools in Pinetown District in the Province of KwaZulu Natal because of their qualifications, and experiences of conducting oral assessment. Spider web by Van den Akker (2009) was used as a Conceptual framework for this study. Data generation methods for the study were reflective activity, one-on-one semi structured interviews and focus group discussions. The researcher observed all ethical issues. This study found that teachers were conducting oral assessment using a “synergy “of rationales. This suggests that teachers were uncertain of the rationale for assessing orals. Furthermore, the findings revealed that teachers lacked understanding of oral assessment goals. They showed varying degrees of understanding oral assessment goals (aims, objectives and outcomes). It is recommended that subject specialist must ensure that cluster meetings as well as workshop are organised on a regular basis in order to improve teachers‟ oral assessment practices.Item Exploring teachers’ experiences of teaching creative writing in grade 10: a case of two rural schools at Umbumbulu Circuit.(2017) Donsa, Princess Nonhlanhla.; Shoba, Makhosazana Edith.This dissertation presents a research study of four Grade ten English First Additional Language (EFAL) teachers. This study was grounded within the interpretive paradigm with an aim of exploring teachers’ experiences of teaching creative writing in Grade 10 in rural area in the Umbumbulu circuit. Data was generated through reflective activity, one-on-one, semi-structured interviews and focus group discussion. Purposive sampling and convenience sampling were used to select the participants. This study was a qualitative and was framed by ten concepts of the curricular spider web, with an aim of answering the following three questions: 1. What are teachers’ experiences of teaching creative writing in EFAL in grade 10 in CAPS? 2. How do teachers experience the teaching of creative writing in grade 10? 3. Why do grade 10 teachers have a particular experience in teaching creative writing? The poor performance of creative writing in South African schools especially in the Further Education and Training (FET) is in crisis. Insufficient creative writing skills takes place in rural schools in the Umbumbulu circuit resulting in limited language proficiency across Grade 10. It was observed that most learners at grade 10 cannot read and write. Findings indicate that teachers’ experiences’ of teaching creative writing were influenced by a number of factors. Lack of resources for teaching creative writing, poor infrastructure, learning space and time allocation had an impact on the teaching and learning of creative writing. The ten components of the spider web were adopted as the conceptual framework. Themes that emerged from the reflective activity, semi-structured interviews and focus group interview revealed that teachers were not aware of their rationale for teaching creative writing. Four teachers who were interviewed, three showed a lack of understanding of rationale for teaching creative writing and one teacher reveal he has passion for teaching creative writing. For proper implementation, a comprehensive CAPS training and retraining programme for teachers in schools as part of their professional preparation and in-service training should be enforced. The study also provided several recommendations, further research must be conducted to close identified gaps on exploring teachers’ experiences of teaching creative writing in Grade 10 in rural area in the Umbumbulu circuit. They include networking of teachers, improving qualifications, regular support and providing enough resources to schools for good implementation of creative writing. Furthermore, the study recommends that teachers should understand better the rationale for teaching creative writing.Item Exploring teachers’ experiences of teaching fractions in grade 6 in the curriculum and assessment policy statement: a case study of one rural school in Ndwedwe circuit.(2016) Chamane, Cynthia Nonhlanhla.; Shoba, Makhosazana Edith.The aim of this study was to explore teachers’ experiences of teaching fractions to Grade 6 learners in the Curriculum and Assessment Policy Statement (CAPS). It was a qualitative study that utilised the case study approach. Four mathematics teachers were purposively chosen as participants, using convenience sampling to select those who were most accessible. Data were generated through reflective activity, semi-structured interviews, and focus group discussions. The curricular spider-web was used as a conceptual framework for data analysis. The findings of the study revealed that teachers’ experiences were influenced by factors such as rationale, aims and objectives, content, teaching activities, teachers’ roles, resources, grouping, time, location and assessment. The rationales for teaching (personal, societal, content) were found to be the most influential component in teachers’ experiences. Where teachers were guided by the personal rationale for teaching, they demonstrated a conceptual understanding of what they were teaching. On the other hand, teachers whose experiences were influenced by the societal rationale for teaching did not make decisions that contributed to successful teaching of fractions. Teachers who were guided by the content rationale for teaching believed that being knowledgeable about fractions guided them to teach fractions effectively. It is recommended that teachers must be guided by rationales in their teaching in order to influence the teaching and learning of fractions. In addition, the study recommends that there is a need for on-going professional development for Mathematics teachers so that they keep abreast with current and innovative teaching approaches, particularly for teaching fractions.Item Teachers’ approaches to the teaching of geography in Eswatini school.(2019) Dlamini, Boy Bongani.; Khoza, Simon Bhekumuzi.; Shoba, Makhosazana Edith.This thesis presented Eswatini geography teachers’ approaches to teaching a section of research skills in Form 5 for the Swaziland General Certificate of Secondary Education (SGCSE) syllabus. The study is qualitative, and utilised the interpretivist approach, and the case study design. Four geography teachers were purposively selected as participants. For generation of data, three data generation methods were used: a reflective activity, classroom observations and one-on-one semi-structured interviews. A conceptual framework was produced from literature on approaches to teaching, which was also utilised in analysing data. Literature on curriculum development approaches afforded three curriculum approaches which influence the teaching approach a teacher uses in enacting the curriculum: technical, communicative, and pragmatic approaches. The following concepts: teachers’ rationale for teaching, teaching aims, roles when teaching , content used to teach, teaching methods, teaching resources, role of the community, and testing types used in class were concepts employed to determine the approach the teachers use in teaching the section of research skills. Findings for this study revealed that teachers’ approaches revolved around these three components of curriculum development such that the teachers showed limits to understanding learner-centred and teacher-centred approaches. It is recommended that the curriculum be sufficiently elaborated in stating which approach it assumes, making it easier for teachers who enact the curriculum to be guided by the expectations of the approach. Furthermore, the study recommends that, in the event of a curriculum change, there should be adequate training to minimise misinterpretation of the syllabus by teachers.Item Teachers’ experiences of integrating Jika iMfundo into curriculum and assessment policy statement in Mthonjaneni circuit.(2020) Shabangu, Witness Dumile.; Khoza, Simon Bhekumuzi.; Shoba, Makhosazana Edith.The study presented a qualitative case study exploring teachers’ experiences in integrating Jika iMfundo into the Curriculum and Assessment Policy Statement (CAPS) in schools on Mthonjaneneni Circuit in KwaZulu-Natal. The main purpose of the study was to explore what teachers were experiencing in integrating such, how they applied their experiences, and why teachers experienced integration of Jika iMfundo into CAPS the way they did. The study utilised an interpretivist paradigm. Six teachers were purposively selected from two primary schools. For the data-generation process, four methods were utilised: reflective activity, document analysis, lesson observations, and semi-structured interviews. A thematically guided analysis was chosen for data analysis while framed by the Cultural Historical Activity Theory (CHAT) constituents. Literature unfolded three teachers’ experiences that influenced teaching and learning: professional experiences, societal experiences and personal experiences. Such were discussed under the following constructs: prescribed content, prescribed objectives, prescribed time, prescribed resources, prescribed assessment, and teacher’s role. Findings on teachers’ experiences were that their teaching was completely dominated by professional experiences. Teachers were following what is prescribed when using CAPS and Jika iMfundo curriculum tools. Personal experiences appeared in which teachers were taking decisions on the resources and activities to be achieved in class. Teamwork and networking was much improved. However, some concerns were raised on the choice of methods suited to the abilities of learners; and also on their knowledge and skills that appeared to be suppressed. The study recommended that teachers need to be more developed through workshops in order to clearly understand the interconnection between Jika iMfundo and the CAPS. Learning abilities should also be considered when designing the curriculum; and a progression policy should be revisited.Item Teaching patterns to grade 2 learners: a teacher’s self-study.(2021) Ntshangase, Bettah Ntombizethu.; Masinga, Lungile Rejoice.; Shoba, Makhosazana Edith.The focus of my self-study was on improving my teaching of patterns in mathematics to grade two learners. My concern was that learners failed to complete, identify, create and describe patterns in mathematics. I therefore decided to examine my methods of teaching patterns in mathematics so that I could improve my practice and thereby enhance learners’ understanding of patterns. I had to scrutinise my personal history of learning mathematics, patterns in particular, and explore how my experiences of learning patterns in mathematics may have had an impact on how I was teaching my learners. I employed social constructivism as a theoretical perspective to frame this study so that I could understand how people come to know and then channel my methods into assisting learners understand patterns. The participants in this study included me as the main participant, my grade two learners, and my critical friend who was also completing her master’s degree qualification. My research was steered by two questions. The first question: What can I learn from my personal history about my teaching and learning of patterns? It helped me unearth the learnings I acquired from my journey through my past learning experiences and this changed my perception of effective teaching. The learnings I acquired from my personal history were: creating a positive learning environment, employing practical-based learning, incorporating games into learning and teaching of patterns, and understanding parental involvement in learners’ education. The second question: How can I improve my teaching of patterns to grade two learners? In response to this question, I employed the learnings stated above to guide me when planning my lessons so that my teaching would then be different. I generated data using self-study methods such as collage, artefacts, drawings, audio-recordings and journal writing. A review of the literature on mathematics learning and teaching, emphasised using games and practical activities in order for learners to learn and understand in a fun way. This self-study research helped me understand that as teachers, we need to reflect on our teaching and engage in introspection to find answers within ourselves.Item Voices of Eswatini general certificate of education geography teachers on teaching climate change.(2022) Dlamini, Boy Bongani.; Khoza, Simon Bhekumuzi.; Shoba, Makhosazana Edith.This dissertation presents a mixed methods research study (quantitative and qualitative) but mainly qualitative, of sixteen geography teachers who participated when this study sought their voices on the teaching of climate change in Eswatini. The study adopted a pragmatic paradigm and employed the educational design research (EDR) as its research design. The study was conducted with the main purpose of exploring teachers’ voices on the teaching of climate change in the Eswatini General Certificate of Secondary Education curriculum. To generate data, the reflective activity/questionnaire, artefacts inquiry, semi-structured interviews and a focus-group discussion were utilised for data generation. Purposive and convenience sampling methods were used in selecting four schools in each of the four districts of Eswatini and from each of the four schools, four teachers were requested to participate in this study. For data analysis, the study employed guided analysis to analyse generated data; and the thematic approach was used. Eight broad themes were used each with categories that were presented, analysed, and discussed in detail. Concerns of dependability, confirmability, credibility, and transferability were allayed in this study in order to ensure trustworthiness. Further to this, ethical issues were also considered in obtaining ethical clearance, gate-keeper’s permission, consent letters, and anonymity. The study was guided by three research questions namely: 1) What are geography teachers’ voices on the teaching of climate change in Eswatini? (descriptive) 2). How do the teachers’ voices influence the teaching of climate change in Eswatini? (operational) 3). Why are teachers’ voices the way they are on the teaching of climate change in Eswatini? (philosophical). The study’s objectives were: 1) to explore geography teachers’ voices on the teaching of climate change in Eswatini; 2) to understand how geography teachers’ voices influence the teaching of climate in Eswatini; and 3) to explore why the geography teachers’ voices are the way they are on the teaching of climate change in Eswatini. Subsequently, the research objectives and questions guided the study to review the relevant literature on teachers’ voices which were divided into: professional, societal, and personal voices. In an attempt to understand the voices that drive teachers’ voices the study utilised the currere model. The moments of the currere model were discussed in relation to selected curriculum themes and categories. The main findings indicated that teachers were predominantly summoned by either professional or societal voices when enacting climate change. It was affirmed that most teachers were torn in two by the tension that exists between these two giant voices (professional and societal voices) that dominate the curriculum enactment spaces. The literature and the findings in this study suggested that a neutral voice is needed to address the tension of the two major voices. The unbiased voice, it was discovered is the personal voice which results from the reflections which allow teachers to be able to combine the strength of the professional and societal. This would ensure the development of a unique personal voice to meet the needs of teachers. Thus, the model of teachers’ voices was born in this study as a theory that can be useful in teacher’s identities being considered in curriculum enactment spaces. In conclusion, it is in the best interests of this study that further research be carried out in all subjects and at all school levels in order to enrich the literature and bring consciousness in curriculum spaces. Teachers require a personal voice to drive the curriculum instead of being summoned by other voices that cause tension in the teaching and learning spaces. IQOQA Lolu cwaningo luzinze endleleni exubile (eyikhwantithethivu kanye nekwwalithethivu) kepha igxile kakhulu kwikhwalithethivu, lothisha bezifundo zomumo wamazwe abayishumi nesithupha, ababambe iqhaza ngenhloso yokuthola amazwi abo ngokufundiswa kokuguquguquka kwesimo seZulu eSwatini. Ucwaningo lusebenzise ipharadaymu yepragmatic kanye nohlaka lwe-educational design research (EDR). Ucwaningo luqalwe ngenhloso yokuhlonza amazwi oothisha ngokufundisa kwabo ngokuguquguquka kwesimo seZulu eSwatini ohlelweni lwemfundo lwesitifiketi sezemfundo esemazingeni aphezulu. Ukuqoqa ulwazi kusetshenziswe uhlelo lwemibuzo, izingxoxo ezisakuhleleka, kanye nezingxoxo zamaqoqo. Kusetshenziswe izindlela zesampula ezihlelekile nezenhloso ezikoleni ezikhethiwe ezine ezifundeni ezine zaseSwatini, othisha abane bacelwe ukuthi babambe iqhaza kulolu cwaningo. Ukucubungula imininingo yocwaningo kusetshenziswe ukucubungula okuhleliwe ukuhlaziya imininingo yocwaningo; kwasetshenziswa nezindikimba. Izindikimba ezilishumi nambili zicutshunguliwe, zethulwa kwase kuba nengxoxo ngazo. Ukukhathazeka ngokweyama, ukuqinisekiswa, ukwethembeka kanye nokudluliselwa kuye kwasuswa ngenhloso yokuqinisekisa ukwethembeka kwalolu cwaningo. Kanti ngokunjalo izimo zenqubo elungileyo zibhekiwe kwatholakala nencwadi yokwenkambiso elungileyo egunyaza ukwenza ucwaningo, imvume yomengameli wendawo okwenzelwa kuyo ucwaningo, imvume yababambiqhaza, kanye nokungakhombi muntu. Ucwaningo lulawulwe imibuzo yocwaningo emithathu okuyile: 1) Athini amazwi othisha begeography ngokufundiswa kokuguquguquka kwesimo sezulu Eswatini? 2) Amazwi othisha aba nomthelela kanjani ekufundisweni kokuguquguka kwesimo sezulu Eswatini? 3) Kungani othisha becabanga ngale ndlela ngokufundiswa kokuguquguquka kwesimo sezulu Eswatini? Izinjongo zocwaningo kwaba yilezi: 1) Ukuhlonza amazwi othisha ngokufundiswa kokuguquguquka kwesimo sezulu Eswatini. 2) Ukuqonda amazwi othisha abafundisa ngokuguquguquka kwesimo sezulu Eswatini 3) Ukuthola ukuthi kungani amazwi othisha abafundisa ngokuguquguquka kwesimo sezulu engale ndlela ayiyo Eswatini. Emuva kwaloko, izinjongo zocwaningo nemibuzo kuhole ucwaningo ngenhloso yokubuyekeza imibhalo yangaphambilini ngamaphimbo othisha ahlukaniswe: ngokomsebenzi, ngokomphakathi, nangokwamazwi abo qobo. Emizamweni yokuqonda amazwi okuyiwo alawula othisha, ucwaningo lusebenzise imodeli icurrere. Izigaba zemodeli icurrere zixoxiwe ziyamaniswa nezindikimba zohlelo lwemfundo nezigaba. Imiphumela enqala yocwaningo iveze ukuthi kungenzeka ukuthi othisha balawulwa wumsebenzi wabo noma amazwi omphakathi uma befundisa ngokuguquguquka kwesimo sezulu. Kuqinisekisiwe ukuthi othisha bazithola behlukana phakathi ngenxa yala mazwi anamandla amabili kuhlelo lwezemfundo. Imibhalo kanye nemiphumela yocwaningo iveza ukuthi izwi elingachemile liyadingeka ukuze kwehle le mpi ekhona phakathi kwalamazwi amabili. Lelo zwi elingachemile yizwi lomuntu ozohlanganisa izwi lakhe qobo eliyophuma kothisha abayohlanganisa amandla ezwi omsebenzi wabo kanye nezwi lomphakathi Lokhu kuyothuthukisa izwi elehlukile ukuze kufezeke izidingo zothisha. Ngakho-ke, imodeli yezwi lothisha yakhekile njengenjulalwazi engasetshenziswa ukwehluka kothisha kuhlelo lwemfundo. Isiphetho siveza ukuthi kuzobasiza othisha ukuthi kube nocwaningo oluqhubekayo kuzo zonke izifundo nakuwo wonke amazinga ezikole ukuthuthukisa imibhalo nokuvuselela unembeza ohlelweni lwemfundo. Othisha badinga ukuba nezwi labo qobo ukushayela uhlelo lwemfundo kunokuthi balawulwe amanye amazwi angadala umsindo ekufundiseni nakwezemfundo.