Masters Degrees (Education Studies)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7176

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The good, bad and ugly of untreated childhood attention deficit hyperactivity disorder through their voices as adults.
(2024) Khan, Nabeelah.; Jairam, Visvaranie
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders worldwide, affecting an estimated 5-7% of children and adolescents. Despite its prevalence, many children with ADHD go undiagnosed, with approximately 30-50% not receiving a formal diagnosis. This study examines the life experiences of adults who lived with untreated ADHD during childhood, exploring these experiences through their own perspectives. Participants were recruited via LinkedIn using a self-selection sampling method, and data was collected through qualitative approaches. The study was grounded in the Biopsychosocial Model and Bronfenbrenner’s Ecological Model. Analysis revealed three key themes: adults with untreated ADHD are acutely aware of their cognitive differences, believe that early intervention could have significantly improved their outcomes, and face an increased risk of substance abuse.
Discipline and punishment at the nexus of gender and sexualities: the voices of learners from a South African township secondary school.
(2024) Khasa, Melicia Bongekile.; Ngidi, Ndumiso Daluxolo.
This study examined discipline and punishment at the intersection of gender and sexuality, focusing on narratives from learners in a South African township secondary school. Conducted in Umlazi Township, KwaZulu-Natal, the study used an interpretivist paradigm and purposive sampling to recruit 23 participants. Data were generated using participatory drawings and in-depth focus group discussions (FGDs) to explore learners' experiences of discipline. The analysis was informed by Karl Marx’s conflict theory, queer theory, and Michel Foucault's ideas about discipline and punishment, using visual data analysis and thematic analysis. Findings reveal the complex mechanisms of power, control, and identity within the educational setting. Using Foucault's concepts of discipline and punishment, conflict theory, and queer theory, the study highlights the intricate layers of institutional control, gender norms, and sexual identity struggles that shape learners' experiences. The use of corporal punishment, regulation of gender and sexual identities, and reproduction of societal power structures through disciplinary practices underscore the pervasive influence of societal norms and power dynamics within the school environment. These findings advocate for a critical examination of disciplinary practices and their impact on marginalized learners, emphasizing the need for more equitable and inclusive approaches to school discipline.
Deaf preservice teachers’ learning experiences at an institution of higher learning.
(2025) Laljith, Simi.; Zama, Cyntia Zanele.
The introduction of the White Paper 6, allowed students with hearing impairments to enrol in different Institutions of Higher Learning. However, their academic success was influenced by the type and the level of support they received. The aim of this study was to explore the experiences of Deaf and Hard of Hearing preservice teachers at the Institution of Higher Learning. This study intended to determine the kind of support that Deaf or Hard of Hearing preservice teachers’ need for their learning and development. The study was conducted in one Institution of Higher Learning that offers a Bachelor of Education as a teaching profession in KwaZulu-Natal, South Africa. An interpretive paradigm and an exploratory case study research design approach were adopted in this study. Three Deaf preservice teachers were purposively sampled. Qualitative data was collected through semi-structured interviews, unstructured lecture room observations, and reflective journals. The data were thematically analysed using inductive analyses, and the results are presented in this thesis as the collated key findings. The study was underpinned by the Sociocultural Theory of Cognitive Development developed by Lev Vygotsky in year 1962. Findings from the study indicated that while Deaf students are accommodated and supported in an Institution of Higher Learning, there are still some challenges that affect their learning and development. The Institution provided interpreters for each student, dictation apps, PowerPoint presentations and videos, however, there were significant gaps identified. There is a clear need for the Institution to provide more advanced learning technologies such as induction loops in lecture rooms, enhance Deaf awareness and provide more interpreters to improve Deaf students learning opportunities. Further research is required for teacher educators to explain how they support Deaf and Hard of Hearing learning.
Teaching and learning in the time of Covid-19: the experiences of lecturers and students at a TVET college in Gauteng, South Africa.
(2024) Matjila, Lekgale Violet.; Ngidi, Ndumiso Daluxolo.
Within the context of teaching and learning during the height of the global COVID-19 pandemic and the ‘hard’ lockdown instituted to curb the spread of the virus, this study critically examines the experiences of lecturers and students at a TVET College in Gauteng, South Africa. The study focuses on a resource-restricted TVET College that predominantly enrols black students from township communities marked by entrenched poverty, limited service delivery, and infrastructural neglect. A qualitative research design was employed, involving 27 purposively sampled participants (12 lecturers and 15 students). Data was collected through one-on-one interviews and focus group discussions and analysed using thematic analysis. The analysis was framed within the Protection Motivation Theory (PMT), which provided a framework for understanding the teaching and learning experiences of TVET College lecturers and students during the challenging lockdown period of COVID-19. PMT proved valuable in elucidating why students and staff had specific experiences during the pandemic. The findings reveal that both students and lecturers experienced significant levels of uncertainty and a sense of unpreparedness for the adjustments required during the ‘hard lockdown’ period. Participants expressed discomfort with abandoning traditional teaching and learning methods in favour of virtual modes. Additionally, they highlighted the lack of technological resources at the College and their homes, which hindered their ability to work and study effectively. This study offers a critical perspective on how a global health pandemic impacts teaching and learning in resource-limited institutions of higher learning, using the COVID-19 pandemic as a focal point.
Teaching reading in Isizulu first additional language to non- mother tongue speakers: a case of three private schools in Gauteng.
(2024) Mhlongo, Namisile Kim.; Khumalo, Samukelisiwe.
The study explored isiZulu Fist Additional Language (FAL) teachers’ experiences in teaching reading skills to non-mother tongue speakers in three selected private schools in Gauteng, South Africa. A case study research methodological design was used to stimulate conversations to gain insight into specific experiences of the Grade 6 isiZulu FAL teachers when teaching reading to non-mother tongue speakers. This study was guided by two theoretical frameworks: Vygotsky’s (1978) Sociocultural theory to explore the experiences of isiZulu FAL teachers in teaching reading to non-mother tongue speakers. The study adopted a qualitative, multiple case study approach located within an interpretive paradigm to gain knowledge and understanding of the phenomenon. Semi-structured interviews and observations were employed to generate data. The three Grade 6 isiZulu FAL teachers were selected purposely and identified as suitable participants because they would provide sufficient information needed to foster understanding of the Grade 6 isiZulu FAL teachers’ experience in teaching reading skills to non-mother tongue speakers. A thematic analysis technique was used to analyse the data generated, which allowed for the identification and analysis of patterns from the data set. This also allowed for accurate and trustworthy findings. The findings of the study revealed that the participants’ experiences in teaching reading in isiZulu FAL to non-mother tongue speakers were influenced by various factors such as stakeholders’ attitudes towards the learning of isiZulu FAL, insufficient learning time, and lack of teachers training in teaching of reading in isiZulu FAL. The study recommends that all stakeholders, policymakers, and education providers, take the initiative to improve the teaching of reading in isiZulu FAL.
Perceived sources of stress and coping among postgraduate students at a private higher education institution in Kwazulu-Natal: a case study.
(2024) Reddy, Daylene.; Makie, Kortjass.
This study sought to explore the perceived sources of stress and coping among postgraduate students at a private Higher Education institution in KwaZulu-Natal. Stress is a significant and relevant issue, particularly among students, as research indicates that they are the demographic most impacted by stress. Students struggle to transition from undergraduate to postgraduate studies and this places stress on them. To cope with stress, students use various coping strategies to alleviate stress that is experienced during their studies. The study explored the ways in which the institution offered support to students who were stressed. A qualitative, interpretivist, case study design was used in this study. There was a sample size of eight students that were interviewed. The eight students comprised of three males and five females between the ages of 18 to 27 years old. The qualifications that the students were registered for, were the Bachelor of Commerce Honours and Bachelor of Arts Honours. The data was generated from in-depth interviews and document analysis of the policies of the Higher Education institution. The findings of the study revealed that the stressors experienced by the students were the transition from undergraduate to postgraduate studies, time management, academic stress, difficulty with the research module, pressure to perform well, fear of the future, working and studying, personal life issues, financial issues and living away from family. The findings also highlighted the coping strategies that the postgraduate students used, which were support from family and friends, socialising, avoidance, procrastination, working through it, and physical activities. Additionally, the students recommended that institutions should offer more group sessions for the students to share their experiences, extra-mural activities such as a dancing club, awareness of the library support and referencing workshops, and interaction and relationship-building sessions among students and lecturers.
Preservice teachers’ mentoring experiences of teaching practice as distance learners.
(2024) Ross, Julia Rozelin Ożelenis.; Ramrathan, Prevanand.
Despite the transformation and evolution of the higher education landscape since distance learning was introduced in South Africa, the mentoring experiences of distance learning preservice teachers during Teaching Practice block sessions, remains under researched. This study aimed to ascertain the mentoring experiences of distance learning preservice teachers’ mentoring experiences during Teaching Practice. The purpose of the study was to investigate the mentoring experiences that private higher education distance learning preservice teachers experienced during their Teaching Practice block sessions, with specific focus on the learnings gained from the mentoring process, the challenges experienced, and the learnings omitted by mentor teachers. The study addresses the knowledge gap in academic literature by asking the following research questions: 1) What were the final year distance learning preservice teachers’ experiences of mentoring during school-based teaching practices? 2) What professional learnings were received from the mentor teachers across the mentoring sessions during school-based teaching practices? 3) What did the final year distance learning preservice teachers gain from these professional learnings? Using a qualitative research approach and narrative inquiry to explore the mentoring experiences of final year distance learning preservice teachers, the study combined digital collages and unstructured interviews to generate data for analysis. This approach is suitable for gaining indepth insights into preservice teachers’ experiences and professional learnings during Teaching Practice because it uncovered themes in the digital collages and interviews and allowed for a deeper understanding of the context and nuances surrounding the data. A thematic approach was used to analyse the data and organise the findings. The study adopted a relativist ontology, subjective epistemology, and an interpretivist philosophy. The interpretivist paradigm, which assumes that reality is subjective and differs from one individual to another, enabled the exploration and understanding of the preservice teachers’ mentoring experiences. A total of 5 participants were purposively selected for the study. Alongside other vital skills and knowledge, the study revealed that, among other things, the preservice teachers developed a nuanced understanding of the multifaceted roles and responsibilities of teachers, cultivating essential skills and knowledge that foster adaptability, flexibility, and teacher agency. The study is significant to teacher education institutions, preservice teachers and mentor teachers. It is recommended that: 1) teacher education institutions provide explicit guidelines to the mentor teachers to facilitate effective mentoring of the preservice teachers 2) preservice teachers have a full understanding of their roles and responsibilities within in the mentor relationship and the kinds of learning they could achieve 3) mentor teachers engage in mentor development workshops to better understand the process and extent of mentoring.
Integration of educational technology resources in the teaching of grade 10-12 life sciences.
(2025) Thela, Zothani Minenhle.; Sokhulu, Lerato Hlengiwe.
The use of Educational Technology resources has brought numerous benefits in the education system such as enhancing the teaching and learning process. Furthermore, integrating educational technology resources fosters inclusive education and offers an engaged learning environment where learners acquire the 21st century skills relevant in this digital age. This study explored the integration of Educational Technology resources in the teaching of grade 10-12 Life Sciences. The study was carried out in four different high schools in the urban, rural and township of Eshowe town. This qualitative case study adopted the interpretive paradigm, involving four teachers purposively and conveniently selected. The study used reflective activities, one-on-one semistructured interviews and observations to generate data. The generated data was analysed using thematic analysis. The emerging themes formed the main findings of the study. In addition, Connectivism was employed as a philosophical lens to guide this study. The findings of the study indicated that participants integrated similar hardware and software resources to teach Life Sciences. These included textbooks, overhead projectors, anatomical models, charts, laptops, videos and WhatsApp. The findings further reveal that participants were integrating these successfully in conjunction with the whole-class strategy but for different personal reasons. For instance, while some participants were using textbooks for assessing, others used them for visuals, and while other teachers were using OHPs to display notes some used them to display videos or pictures. Based on the study findings, it is recommended that teachers be equipped with more knowledge of other software and hardware resources such as YouTube, and apparatus. In addition, the study also recommends that teachers draw from the curriculum policies to integrate relevant educational technologies as formally prescribed.
Reflections on first year teaching by second year novice teachers.
(2024) Viljoen, Joranda.; Amin, Nyna.
The transition from novice to experienced teacher presents many challenges, notably during the induction phase, which significantly influences a teacher’s career trajectory. This study explores the experiences of second-year novice teachers, focusing on their reflections on their first year of teaching. novice teachers often face a stark reality shock as the classroom environment often differs from their expectations, with large class sizes, diverse student needs, and varying levels of resources across different school environments. A qualitative research design, rooted in the interpretive paradigm, was employed, using semistructured interviews and a single focus group discussion. Seven second-year teachers, who graduated from a private educational institution, participated in the study. The research aimed to identify the range of experiences, both positive and negative, that these novice teachers encountered, including the challenges they faced, the coping strategies they employed, and the support system that fostered their professional development. Key findings revealed a significant reality shock experienced by novice teachers due to the disparity between theoretical training and the practical demands of the classroom. Effective mentorship and professional development programs were identified as vital support systems that enhance novice teachers’ confidence and teaching efficacy. Moreover, the study revealed a plethora of positive experiences, such as supportive relationships and collaborative environments, which served as indispensable sources of emotional and professional support. Participants reported that mentorship and professional learning communities were invaluable in improving their classroom management skills and overall teaching competency. The implications of this research highlight the imperative need for effective support structures such as mentorship programs and professional learning communities to help novice teachers navigate the complexities of their early teaching years. Additionally, the findings stress the significance of improving training programs to better prepare novice teachers for the realities of the classroom. These recommendations are intended to promote teacher retention and optimise educational outcomes in South Africa.
A systematic review of the literature on the preparation of preservice teachers for english first additional language teaching.
(2023) Nkala, Nomfundo Philile.; Amin, Nyna.; Dhunpath, Rabikanth.
Pre-service preparation programmes for English First Additional Language (FAL) teachers are designed to ensure they graduate with the skills and expertise to become competent teachers. So, when teachers in service feel inadequate, one must investigate the character of preparation programmes to gain insight into what they entail and solutions to ensure that teachers are adequately prepared when they enter the world of work. This study investigates how pre-service English teachers are prepared for English FAL teaching. A systematic review of the literature was conducted to discover studies from 2010 to 2020 pertinent to pre-service English teachers’ preparation programmes for English FAL teaching. Fifty studies from Australia, Cyprus, Germany, Indonesia, Japan, Malaysia, Myanmar, Philippines, Saudi Arabia, Turkey, United Kingdom, United States, and Vietnam met the inclusion criteria of this study. These studies were qualitative, quantitative, and mixed methods (qualitative and quantitative, concurred, convergent parallel). Data extraction sheets were used as a quality assessment tool to extract information later presented in tables and flowcharts, and thematic synthesis was used to analyse data. Results indicate that preparation programmes for English FAL teachers train pre-service teachers for classroom management, assessment practices, teaching and learning approaches and provide them with pedagogical content knowledge. Findings also indicate that pre-service English preparation programme objectives were rarely recognised in some institutions, which brought challenges to pre-service teachers during their practicum. The study concludes that pre-service teacher preparation programmes provide extensive theoretical training on coping when in service but do not adequately prepare them practically due to insufficient time to complete teacher practicum. Also, different qualifications are required to become a teacher in different countries. The study recommends that the practicum period be extended for greater exposure to natural classroom environments and that the qualification requirements be uniform so that teachers are adequately prepared to teach in different school contexts. Pre-service teachers must be exposed to speaking and presenting (approaches that also emphasise orals), so they do not get overwhelmed in crowded classrooms.
Inclusion in mainstream primary schools: educators’experiences in Cornubia.
(2024) Bajalall, Ashmitha.; Ndinisa , Sibusisiwe.
This study intended to explore the primary school educators’ experiences of implementing inclusion in a mainstream school in Cornubia, located in the province of KwaZulu-Natal, South Africa. The study was conducted by the interpretivist paradigm, using a qualitative approach. The sample for this study was purposefully selected, using 4 educators from a selected primary school in the Cornubia area. Semi-structured interviews and a focus group discussion were instruments that were used to generate the necessary data to gain insight on how educators experience the implementation of inclusive education in their school. Themes and sub-themes were generated as an employment of content analysis for this study. The study revealed that educators have similar experiences when implementing inclusion in a mainstream school. It was further perceived by the educators that the implementation of inclusive education was challenging, given the lack of resources and facilities, higher learner enrolment leading to overcrowded classrooms, poor infrastructure and inadequate training and support. The findings of this study highlights the continued professional training and development of educators in the inclusive education sector. Furthermore, the Department of Education should consider the provision of relevant resources and work on the improvement of facilities and infrastructure for the development of inclusive education in mainstream schools. This, could in turn, subsequently offer additional support and encouragement to these educators, enhancing their confidence and experiences in implementing inclusive education. The main focus of all schools is to offer a safe, inclusive and fruitful learning environment for both educators and learners and this is how we expect the future to look like.
Teaching grade 10-12 dramatic arts during and post Coronavirus pandemic: Teachers’ experiences.
(2023) Mbona, Simphiwe Christian.; Mpungose, Cedric Bheki.
The Coronavirus pandemic has brought numerous challenges to the educational system, affecting the teaching and learning process. The sudden shift of teaching methods, approaches and use of technology has brought unfamiliar experiences for teachers. This study investigated Dramatic Arts teachers’ experiences in teaching grade 10-12 Dramatic Arts in four secondary township schools in Phoenix circuit during and post Coronavirus pandemic. The main aim was to explore the teachers’ experiences of teaching grade 10-12 Dramatic Arts during and post Coronavirus pandemic. Furthermore, the study was located withing interpretive paradigm and qualitative case study was adopted. The study used one-on-one semi-structured interviews and reflective activity as a data generation method. This study also adopted a thematic qualitative data analysis with a deductive and inductive reasoning approach. Furthermore, a technological, pedagogical, and content knowledge (TPACK) theoretical framework was used to guide this study. In addition, Credibility, dependability, transferability, and confirmability was addressed to ensure trustworthiness of this research. Moreover, this study was structured into 6 chapters; Chapter 1 (Overview, context and background); Chapter 2 (Literature review); Chapter 3 (Curriculum issues and theoretical framework); Chapter 4 (research design and methodology); Chapter 5 (data presentation and analysis); Chapter 6 (summary, recommendations and conclusions). In addition, the findings of this study indicate that there were three levels of experiences (structured experience, semi-structured experience and self-structured experience) that drove Dramatic Arts teachers when they were teaching grade 10-12 during and post Coronavirus pandemic. The findings further indicate that Dramatic Arts teachers’ teaching experiences of teaching grade 10-12 during and post Coronavirus were informed by varying challenging experiences, which pushed them to draw from one or two levels of experiences in separation from the others which caused weakness in addressing the teaching and learning needs. Therefore, the study recommends that the Department of Basic Education (DBE) should provide a proper training and support for Dramatic Arts teachers to strengthen their missing semi-structured experience. Also, Dramatic Arts CAPS needs to improve in terms of catering different teaching environments like online. This way, Dramatic Arts teachers may be able to unite their structured experience with semi-structured experience and self-structured experiences to better align with the varying needs of teaching.
Rural school learners’ experiences of social media bullying: a narrative inquiry.
(2024) Myeni, Sphelele Ncebo.; Hlalele, Dipane Joseph.
The purpose of this study was to explore rural school learners’ experiences of social media bullying which is a worldwide problem presenting a variety of negative experiences to learners, including those in rural areas. Therefore, this requires rural school learners to be proactive, cautious, and vigilant to combat bullying on social media platforms may affect their physical, emotional, and psychological wellbeing. Since the experiences of rural school learners concerning bullying on social media platforms remains under-researched, this narrative inquiry contributes to bridging this gap by dissecting the narratives of rural learners to emerge with incisive insight and strategies to mitigate social media bullying. Bronfenbrenner ecological theoretical framework underpinned this study which adopted a qualitative interpretivist paradigm which was found suitable for exploring rural school learners’ experiences of social media bullying and its effects. This qualitative narrative inquiry research design elicited data by conducting narrative interviews involving five rural school learners from the same school who were purposefully sampled. Thematic analysis was then applied to dissect the collected data. Six themes emerged from this analysis. The findings suggested that Facebook and WhatsApp platforms were mainly utilised by rural school learners to bully each other because of jealousy, boredom, and lack of knowledge which impaired victims physically, emotionally, and psychologically. Recommendations emanating from the findings were aligned to the training of learners on how to deal social media bullying, how to prevent being vulnerable to social media bullying, and learners can educate and assist one another to annihilate this scourge. Also, school officials should invite and collaborate with parents and teachers, the Department of Education that can appoint psychologists, psychiatrists, or counsellors, and the school community in the vicinity of the rural school, in addition to structuring school and national education policies that address social media bullying.
Experiences of adolescents transitioning into blended families from a selected high school in the Umlazi District.
(2024) Harisingh, Keiasha.; Mkhize-Mthiyane, Ncamisile Parscaline.
Research indicates that adolescents across the globe experience stressful life events such as their parents’ divorce, separation and other forms of family breakdown, which often results in them having to transition into blended families. For some adolescents, the transition process is often confusing and stressful and can affect their psychological, physical, mental, and socio-emotional health and educational achievements. The South African government and the Department of Basic Education have neglected to acknowledge or include provisions and support for blended families. This lack of inclusion is also experienced by teachers who are often ill-equipped and inexperienced to assist their learners who are transitioning into their new blended families. This study explored the experiences of adolescents transitioning into blended families and examined how they navigated their adjustment to their blended families. This study was underpinned by an interpretivist paradigm and theoretically framed by the McMaster Model of Family Functioning (MMFF). A qualitative case study design was applied, and semi-structured interviews and diaries were utilised to gather data from twelve participants at a selected high school in the Umlazi District in KwaZulu-Natal. Ethical principles, including voluntary participation, non-maleficence, beneficence and confidentiality, were ensured, and the data was analysed using thematic analysis. The findings revealed that how adolescents received their transition announcements influenced their receptiveness to their new blended families. It was also discovered that the blended families engaged in varied methods of conflict resolution and levels of family involvement that ranged from effective to ineffective in terms of their family functioning. The findings further revealed the types of support that adolescents received throughout their transition as well as their evaluation of their emotional stability and the effectiveness of their transition into their respective blended families. The study concludes that all adolescents who transition into blended families have unique experiences based on varied circumstances, and this indicates that support initiatives for these adolescents must be personalised and cater to their individual needs.
Geography teachers’ reflections on teaching topography.
(2024) Kumalo, Lucky Nhlanhla.; Shoba, Makhosazana.
In view of the scant existing research on topography teaching, this study focused on how topography is taught in South African schools and aimed to fill this gap by exploring geography teachers’ reflections on teaching topography in four schools in Chatsworth. This dissertation adopted an exploratory case study rooted within the interpretive paradigm. It explored geography teachers’ reflections on teaching topography to understand their reflections, what informs them, and what we can learn from them. This exploration therefore necessitated the use of the interpretive paradigm. The study used reflective activity and semi structured interviews to draw out teachers’ reflections on teaching topography. The convenience and purposive sampling techniques were used to select the geography teachers from whom the data to fulfil the aims of this study was generated. The study employed the guided data analysis approach to analyse the elicited data. The reflective activity and interview questions used to obtain teachers’ reflections on teaching topography were underpinned by the guiding questions of the curricular spider web concepts. The findings of this study indicate that geography teachers mainly engage in practical reflection when evaluating their teaching of topography. It appears that teachers are largely impelled by their professional rationale in their reflections. Thus, their teaching of topography is mainly guided by the prescriptions of the curriculum policy rather than their personal perspectives or societal needs. As such, teachers adhered to the guidelines of the Curriculum Assessment Policy Statements (CAPS) curriculum when deciding what to teach (content), when to teach (time) and how to teach it (teaching goals). However, the findings of this study further indicate that teachers’ compliance to the predetermined standards of the intended curriculum (professional rationale) made teachers unable to transform topography curriculum to suit learners’ needs. Therefore, it is suggested in this study that teachers draw from all three teaching rationales (personal, professional, and societal) for a balanced implementation of topography where teachers’ personal perspectives, professional knowledge, and societal needs are considered in topography teaching.
Enacting the literacy recovery curriculum in grade one: an action research study.
(2024) Ndengezi, Bonisiwe Cresencia.; Bertram, Carol Anne.
Grade One is a very important grade for each learner’s development in the education journey. This is a foundational grade that introduces learners to reading and writing and therefore provides the necessary grounding for the upcoming grades. There has been a reading challenge among learners in the school where I am a teacher, which was exacerbated by learning time losses during COVID-19. The Department of Education designed a literacy recovery curriculum as a recovery plan in South Africa for the learning and teaching time lost due to COVID-19. I observed that the Grade 1 learners struggled to recognise letters, build words and had little to no motivation to read during the implementation of the literacy recovery curriculum. The purpose of this action research study was to improve both my teaching practice and learners’ isiXhosa reading skills by systematically reflecting on my enactment of the literacy recovery curriculum in Grade 1. The action research study employed the Reading to Learn (RtL) pedagogy as an intervention strategy in Grade 1. It was situated within a pragmatic paradigm and adopted a mixed methods approach to view the phenomenon under study. There were 100 participants from the two Grade 1 classes in my school: 50 learners in each class, one class being the control class and the other being the experimental class, with myself as both a teacher and a researcher. The experimental class was my Grade 1 class, these learners received the RtL intervention strategy while the control class was the Grade 1B class which was taught by another teacher. They did not receive the RtL intervention strategy. I used three data generation methods, namely observation of my practice using video recordings, reflective journaling, and pre-and post-testing of learners’ reading competencies using the Early Grade Reading Assessment (EGRA) tool. A ‘critical friend’ observed my lessons and provided feedback on my practice. The EGRA tests show that the results of the RtL class improved slightly more than the results of the control class on the post-test. However, it cannot be claimed that this was only due to the RtL methodology. My teaching practice changed to support learners’ literacy development in a differentiated way. I created a more supportive and engaging learning environment for my learners and I noticed that the learners in my class gained confidence and more motivation for reading.
Understanding induction and mentoring experiences of novice teachers.
(2024) Naik, Kaushika Natverlal.; Bertram, Carol Anne.
Induction and mentoring are the experiences of every novice teacher entering the profession and the school. However, induction and mentoring processes are often not well implemented at the school level. Novice teachers may feel frustrated, have self-doubt, and question their future stay within the profession. This case study investigated the induction and mentoring activities of six novice teachers at a public primary school in Pinetown, Durban. Employing an interpretivist paradigm, this research sought to understand the experiences of six novice teachers in the induction and mentoring processes within the selected school, their professional development experiences, and how their experiences of induction and mentoring influenced their decision to stay or leave the profession. Using individual collages and semi-structured interviews, the findings suggest that the novice teachers did not have formally appointed mentor teachers, and that the induction process was not structured. The novice teachers experienced some form of professional development through workshops. However, they had to resort to developing relationships with their colleagues and doing their research to gain knowledge and become skilful on the job. Most participants felt that despite the experiences they endured, they would still stay in the profession. The sociocultural lens concept by Steadman (2021) explored the conflict, transition and agency that novice teachers experience. The study suggests that induction and mentoring practices need to be more structured and consider novice teachers' challenges when adapting to the school’s organisational culture to ensure a smoother transition. In addition, experienced teachers and the SMT need training for their roles in inducting and mentoring novice teachers. The study recommends further research on the experiences and changes of the selected novice teachers, and an exploration of what qualifies mentor teachers to play their roles in developing novice teachers and inducting them into their positions.
The impact of external monitoring on teachers’ work and teachers’ identities in high schools.
(2024) Mazeka, Sandisiwe Benerdette Mbalentsha.; Bertram, Carol Anne.
The South African education system aims to provide quality education to all learners. There are various methods used to ensure that teachers comply with department-set education standards in education, one of which is external monitoring. The purpose of external monitoring is to provide support and professional development to underperforming schools, enabling them to reduce learner underperformance. In the process, teachers become the centre of external monitoring. This study explores how external monitoring impacts teachers’ work and identities. The study focuses on six grade 12 teachers’ perspectives of external monitoring. This qualitative study was conducted in three high schools. These schools were purposively selected because they were underperforming schools. Data was generated from six participants using semi-structured interviews, collages, and a focus group. A conceptual framework represents the associations between accountability, teacher autonomy and teacher identities. The generated data was analysed using deductive data analysis. The data generated demonstrated that external monitoring is a two-sided phenomenon. External monitoring is a tool used by the Department of Basic Education that aims to provide support and development to underperforming schools and subjects. However, not all teachers see it as a tool that is there to support. Rather, teachers feel exposed and encounter limited teacher autonomy. Themes that emerged from the data were: teachers’ reasons for underperformance, insufficient time for curriculum coverage, teachers’ perception of external monitoring and teachers’ emotional responses to external monitoring. The findings show that most teachers find external monitoring offers limited support for teachers. Rather, external monitoring of teachers increases teacher accountability but decreases teachers’ autonomy. This, in turn, impacts teachers’ identities.
The experiences of school-based educators as mentors of pre-service student teachers: a case study.
(2024) Mhonda, Fortune.; Zulu, Free-Queen Bongiwe.
Mentoring is a learning experience through the partnership co-created by the mentor and the mentee. The role of the mentor in this partnership has always been regarded as of paramount importance for the development of pre-service student teachers. This study focused on the experiences of school-based educators as mentors of pre-service student educators enrolled in the Bachelor of Education degree programme. In an attempt to conceptualize the mentoring of selected school-based mentors, this study explored mentoring as part of the broader phenomenon of induction. The mentoring experiences provided by the school-based mentors were explored through international trends in induction and mentoring, then by contextualizing mentoring within the South African policy terrain. The interpretive paradigm was used, and a qualitative case study design was adopted. Holistic understanding was explored within the school context through conversations with participants undertaken through semi-structured interviews. Participants also created collages aimed at triggering them to put multiple realities into context when reflecting on their mentoring experiences. Document analysis was used to develop a chronology of mentoring events at the school. This study analysed mentoring practices by school-based mentors using the cognitive apprenticeship model as the conceptual framework. The findings of this study indicate that school-based mentors perform many different mentoring roles on top of their normal teaching loads. Mentors need to integrate conceptually anchored and practically anchored knowledge to provide pre-service student teachers with pedagogical competence in the real context. Furthermore, school-based mentors need to provide emotional support, constructive feedback, and modelling of good practice to create appropriate professional identities for pre-service student teachers. School-based mentors face a variety of challenges within and outside the school context. Considering that mentors need to be properly trained, the partnership between the school, university and the Department of Education needs to be improved. There should be greater clarity on the who, what and how of mentoring during teaching practice to enhance its quality and implementation. Schools need to create environments that foster professional development opportunities through the quality management system, with its focus on mentoring and coaching. The findings of this study may have implications for other programmes that use work-integrated learning in preparing pre-service student teachers.
A case study exploring professional learning of isiZulu First Additional Language teachers in Quintile five schools.
(2024) Madondo, Jabulile Thandazile Sweetbirth.; Bertram, Carol Anne.
IsiZulu is one of the most widely spoken languages in South Africa, particularly in KwaZulu-Natal. All South African learners must learn two of the official languages. In many Quintile five schools, learners study an African language as a first additional language. For example, it will be isiZulu in KwaZulu-Natal and isiXhosa in the Eastern Cape. This study explored the professional development of isiZulu first additional language teachers in Quintile five schools. The study also examined these teachers' experiences and how they support their students’ facing challenges with isiZulu. The participants were six teachers selected from various schools in the Northdale area of Pietermaritzburg, KwaZulu-Natal. Each participant had been a teacher for ten years or more and worked in Quintile five schools. The research methodology employed in the study was qualitative. Semi-structured interviews and focus group interviews were used to collect the data. Data were analysed using themes. The data were examined using Opfer and Pedder's (2011) complexity theory. This study identified four key themes. The first theme was a lack of training. Teachers argued that they didn’t have any university training. Secondly, learners lacked foundational knowledge gained from primary school and a lack of learner interest. The study also found that the shortage of appropriate teaching materials plays a massive role in teacher learning. Finally, the lack of support from school management teams and the Department of Education affects teacher learning in many ways. In light of these findings, this study produced guidelines and recommendations that address the difficulties encountered by first additional language isiZulu teachers and how they can advance their careers in Quintile five schools.

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