Masters Degrees (Education Studies)
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Item Ucwaningo ngokufundiswa kwekhono lokubhala esiZulwini ulimi lwesibili emabangeni asukela kwelesi-4 kuya kwelesi-6 esiyingini-UGU.(2024) Mqadi, Nelisiwe.; Cele, Rejoice Lindiwe.Ukufundiswa kwesiZulu uLimi lwesiBili eNingizimu Afrika kuhlobene nokusetshenziswa kwendlela yokuxuba izilimi phakathi kolimi lwesiZulu nolimi lwesiNgisi ezikoleni ezazilandela inqubo yokufundiswa kwezilimi zamaKoloni kuphela phambilini. Inkolelo yothisha ukuthi ulimi lwesiNgisi olusezingeni likazwelonke lwenza abafundi baluqonde kangcono ulwazi abafundiswa lona esiZulwini uLimi lwesiBili. Ucwaningo lubheka ukufundiswa kwekhono lokubhala esiZulwini uLimi lwesiBili emabangeni asukela kwelesi-4 kuya kwelesi-6. Ucwaningo luhlose ukuthola ulwazi nokuqonda othisha abanakho, luphinde luphenye ngenqubo othisha abayilandelayo ekilasini kanye nezizathu abasekela ngazo inqubo abayilandelayo ekufundiseni ikhono lokubhala esiZulwini uLimi lwesiBili emabangeni asukela kwelesi-4 kuya kwelesi-6. Ucwaningo ngilwenze esikoleni esisodwa esasilandela inqubo yokufundiswa kwezilimi zamaKoloni kuphela phambilini esitholakala esifundazweni saKwaZulu-Natal esiYingini-uGu edolobheni laseSayidi. I-Ekukhanyeni Primary School okuyisikole ekucwaningelwe kusona yakhelwe imiphakathi yabantu bobuhlanga obungafani abakhuluma izilimi ezingafani, sinothisha kanjalo nabafundi bobuhlanga obungafani abakhuluma izilimi ezingafani. Imininingo engiyikhiqizile e-Ekukhanyeni PS ihlaziywe ngesibuko senjulalwazi kaKrashen (1981), i-Second Language Acquision Theory eyethula iziHlawumbiselo ezinhlanu mayelana nokuthola uLimi lwesiBili. Lolu wucwaningo lwegaqa ngoba lubheka inqubo eyodwa ebumbene. Ocwaningweni kulandelwe indlelakubuka yomhumusho ngenhloso yokuthola ulwazi olungamaqiniso ngisebenza ngothisha bekunzikandaweni wasesikoleni. Ocwaningweni kulandelwe nendlelande yocwaningo lobunjalo botho ngenhloso yokubheka ukuxhumana kwezimo ezenzekayo ngokwemvelo ekilasini uma kufundiswa ikhono lokubhala esiZulwini uLimi lwesiBili emabangeni 4-6. Kukhiqizwe imininingo yocwaningo ngezindlela ezihlobene nendlelande yocwaningo lobunjalo botho ezibandakanya inhlololwazi esakuhleleka eyenziwe kothisha abane abafundisa isiZulu uLimi lwesiBili emabangeni asukela kwelesi-4 kuya kwelesi-6 e-Ekukhanyeni PS. Kusetshenziswe nendlela yemibuzo evulekile enhlololwazini esakuhleleka eyenziwa kothisha. Imininingo yocwaningo ikhiqizwe nangokubukela izifundo zothisha kanye nangokuhlaziya imiqulumbhalo. Kuphinde kwabuyekezwa nolwazi olwethulwa yimibhalo yocwaningo eshicilelwe mayelana nokufundiswa kwekhono lokubhala oLimini lwesiBili. Izingqinamba ezitholakele ocwaningweni zibandakanya ukungasetshenziswa kwamasu nezindlela ezibhekelela wonke umfundi ekilasini ukuba athole ikhono lokubhala ngokuphumelela. Lokho kungenxa yokufundiswa koLimi lwesiBili emabangeni asukela kwelesi-4 kuya kwelesi-6 okwenziwa othisha abangakuqeqeshelwanga ukufundisa uLimi lwesiBili futhi nabangakuqeqeshelwanga ukufundisa amabanga (4-6). Enye imbangela ubuningi bolwazi lokuqukethwe okuhlelwe isikhathi esincane ukuba kufundiswe ekilasini esifundweni sesiZulu uLimi lwesiBili emabangeni (4-6). Okungaba yisisombululo ukuthi othisha baqinisekise ukuhlela nokusebenzisa uhlelo lwesifundo oluqondene ngqo nesifundo sosuku esiZulwini uLimi lwesiBili ukuze bethule isifundo ngendlela ehlosiwe futhi ehlolisisiwe. Inhloso yocwaningo ukuba ulwazi lweziphakamiso lube usizo nakwabanye othisha kwabanye onzikandaweni.Item Ucwaningo lokuhlola ukufundiswa kwesifundo seSayensi kusetshenziswa ubu-limimbili emabangeni aphezulu ezikoleni zaseMsinga.(2025) Mchunu, Phindisiwe Sthandiwe.; Shezi, Zinhle.Isifundo seSayensi sikhungethwe yingqinamba yokungaphumeleleki kahle kubafundi abaningi ikakhulukazi emibuzweni edinga ukuthi abafundi baveze ukuqonda kwabo ulimi lwesifundo namakhonsephthi aso. Le nkinga iyaqhubeka nakuba uMnyango wezeMfundo eyiSisekelo usuke wakhipha isekhula ethi English Across the Curriculum ngenhloso yokugqugquzela ukusetshenziswa kolimi lwesiNgisi ekufundiseni zonke izifundo okungezona ezolimi, kodwa le nkinga isaqhubeka. Lolu cwaningo luhlose ukucwaninga ngokufundiswa kwesifundo seSayensi ekuthuthukiseni ukuqonda kubafundi kusetshenziswa ubulimimbili emabangeni aphezulu ezikoleni. Inhlosongqangi yalolu cwaningo ukuphendula le mibuzo emithathu: (i) Othisha abafundisa isifundo seSayensi bakuqonda kanjani ukusebenzisa ubulimimbili ekufundiseni isifundo seSayensi kubafundi bebanga le-10 nele-11? (ii) Othisha bebanga le-10 nele-11 babusebenzisa kanjani ubulimimbili ekufundiseni isifundo seSayensi? (iii) Kungani othisha besifundo seSayensi besebenzisa ulimi ngendlela abenza ngayo lapho bethula izifundo zeSayensi emakilasini ebanga le-10 nele-11? Lolu cwaningo lwenziwe endaweni yaseMsinga ezikoleni ezimbili ezingaphansi kobukhosi baseMabomvini naseMachunwini. Le ndawo umphakathi oyakhele ukhuluma isiZulu njengolimi lwebele kodwa izikole eziyakhele zisebenzisa ulimi lwesiNgisi njengolimi lokufunda nokufundisa olusemthethweni kuzo. Lolu cwaningo lulucwaningo oluyikhwalithethivu (qualitative case study) futhi lusebenze ngaphansi kwepharadaymu yomhumusho (interpretivist paradigm). Lusebenzise izingxoxo ezisakuhleleka (semi-structured interviews), ukubukela othisha ngesikhathi befundisa (obseravtions), kanye nokuhlaziywa kwamadokhumenti (document analysis) njengezindlela zokukhiqiza imininingo etholakele. Ucwaningo lusebenzise izindlela zekhwalithethivu ukuhlaziya imininingo. Kusetshenziswe uhlaka lwenjulalwazi ka Vygotsky (1978) njengensizakuhlaziya kanye nohlaka lwemicabango ukuhlaziya iminingo ekhiqizwe kulolu cwaningo. Kulolu cwaningo kugqame izindikimba eziyisithupha emininingweni oluyikhiqizile. Eyokuqala indikimba emayelana nobumqoka bolimi olusabalele nekharikhulamu. Lapha kuvele ukuthi othisha basebenzisa ulimi olusabalele nekharikhulamu ngokuthi uma bechazela abafundi amakhonsephthi esifundo seSayensi baqale ngokubachazela asolimini lwesiNgisi abhalwa futhi abizwe njengalawa eSayensi, bese bebafundisa ngawesifundo seSayensi. Eyesibili emayelana nolwazi lukathisha lwesifundo nolwazi lwakhe lokufundisa. Okutholakale lapha ukuthi othisha banolwazi olwanele ngesifundo seSayensi futhi bayakwazi ukusifundisa. Lokhu kubonakale ngokuthi othisha basethula kahle lesi sifundo futhi bayakwazi ukuhlonza izingqinamba ezingathikameza ukufundisa kwabo bese beqhambuka nezisombululo ngaphambi kokuthi zivele. Okunye futhi ukuthi bahlobanisa okufundwa ngalelo langa nesifundo esisuke sesifundiwe. Eyesithathu imayelana nolimi lwasEkhaya neqhaza lwalo ekufundiseni isifundo seSayensi. Lapha kuvela ukuthi kuyabasiza abafundi nothisha ukusebenzisa ulimi lwesiZulu ukufunda nokufundisa amakhonsephthi esifundo seSayensi. Eyesine evelile emayelana nokusetshenziswa kwezinsizakufundisa ezibulimimbili esifundweni seSayensi. Lapha kuvela ukuthi othisha basebenzisa izinsizakufundisa ezakhiwe zaba solimini lwesiNgisi kodwa baye bazenze zibe ezibulimimbili ngokuthi bachazele abafundi ngolimi lwesiZulu lapho befundisa ngazo. Eyesihlanu indikimba emayelana nokusetshenziswa kwezichazamazwi eziqondene namatemu esifundo seSayensi ezibulimimbili. Lapha kuvela ukuthi othisha basebenzisa izichazamazwi zolimi lwesiNgisi, ezolimi lwesiNgisi nolwesiZulu kanye nesichazamazwi sesifundo seSayensi. Eyesithupha indikimba emayelana nothando lolimi lwasekhaya nomthelela wakho kuthisha nakumfundi. Kule ndikimba kuvelile ukuthi othisha nabafundi bayathanda ukusebenzisa ulimi lwesiZulu ukufunda nokufundisa isifundo seSayensi ngoba othisha babonakala benentshisekelo yokuchazela abafundi ngolimi lwesiZulu kanti abafundi babonakala bezimbandakanya ezingxoxweni zesifundo seSayensi uma sethulwa ngokuthi bachazelwe ngolimi lwabo lwasekhaya. Imiphumela yocwaningo iveza ukuthi okwenziwa nokushiwo othisha ngezingqinamba ababhekana nazo ekufundiseni abafundi ngolimi lwesiNgisi kumbandakanya nokuntuleka kwezinsizakufundisa ezifana namalabhorethri esifundo seSayensi nawamakhompyutha. Okunye okunomthelela kwabakwenzayo ulwazi lokufundisa abanalo kanye nolwesifundo seSayensi okuyikhona okubalekelelile ukukwazi ukubhekana nezingqinamba ezilwisana nokufundisa kwabo. Okunye okwenza benze ngendlela abenze ngayo othisha uthando lwabo ngolimi lwesiZulu nokungazinyezi ukulusebenzisa ukuze ukufundisa kwabo kugcine kulandela inqubo yobulimimbili esifundweni seSayensi.Item Ukufundiswa kwekhono lokubhala olimini lwesiZulu ulimi lwasekhaya ebangeni leshumi ezikoleni ezimbili eziqokiwe.(2024) Shezi, Zinhle.; Gumbi, Phephani.Lolu cwaningo luhlose ukubheka ukufundiswa kwekhono lokubhala isiZulu ulimi lwaseKhaya ebangeni leshumi ezikoleni ezimbili eziqokiwe. Lolu cwaningo luzimisele ukuphendula imibuzongqangi emithathu yocwaningo, nokuyilena elandelayo: (I) Kungabe othisha bebanga leshumi bakuqonda kanjani ukufundisa ikhono lokubhala olimini lwesiZulu ulimi lwaseKhaya? (II) Kungani othisha befundisa ikhono lokubhala olimini lwesiZulu ulimi lwaseKhaya ebangeni leshumi ezikoleni ezimbili eziqokiwe ngendlela abalufundisa ngalo? (III) Basebenzisani othisha besiZulu ulimi lwaseKhaya bebanga leshumi uma befundisa ikhono lokubhala ezikoleni ezimbili eziqokiwe? Lolu cwaningo lwenziwe endaweni yaseNanda nokuyiLokishi laKwaZulu-Natali. Inhloso yokuqokwa kwale ndawo yocwaningo yingoba kunezikole ezifundisa isiZulu njengo limi lwaseKhaya kanti nalolu cwaningo lugxile esiZulwini njengolimi lwaseKhaya. Ucwaningo lwenziwe ezikoleni ezimbili eziqokiwe ezisesiYingini esisodwa. Abahlanganyeli bocwaningo bane (4) sebebonke, babili (2) isikole ngasinye. Lolu cwaningo lungucwaningo lobunjalo botho ngaphansi kwePharadaymu yomhumusho. Ukuqoqa ulwazi kusetshenziswe izinhlolombuzo ezivulelekile kanye nokubukela (observation) kuphindwe kwasetshenziswa imibhalo eshicilelwe ukuqoqa ulwazi locwaningo. Ucwaningo luqhamuke nezindikimba ezine (4) ngaphansi kokutholakele ngesikhathi sezinhlolombuzo ezivulelekile ezihambelana nemibuzongqangi. Okuyilezi: (I) Okuphawulwa ngothisha ngekhono lokubhala kanye nangamanye amakhono olimi. (II) Ukufundisa ikhono lokubhala. (III) Izinsizakufundisa ezisetshenziswa ngothisha lapho befundisa ikhono lokubhala. (IV) Amasu kanye nezindlela zokufundisa ezisetshenziswa othisha lapho befundisa ikhono lokubhala. Ngaphansi kokubukela khona, kuphindwe kwasetshenziswa ithuluzi lokubukela. Okutholakele wukuthi othisha banenkolelo yokuthi abafundi abasebangeni leshumi kufuze ngabe ukubhala sebeyakwazi noma ikhono labo lokubhala selithuthukile. Nokuyinto enganconywa yilolu cwaningo ngoba imfundo kayikhulelwa kanti ebangeni leshumi ilapho leli khono kumele lithuthukiswe khona kakhulu kunakuqala. Okunye wukuthi othisha bathi kunzima ukuqhamuka namasu kanye nezindlela zokufundisa ulimi ngoba yonkinto isobala. Okunye ukuthi abafundi abanikwa imisebenzi eyanele ukuthuthukisa leli khono, nokuyilapho lolu cwaningo luphetha ngokuthi imbangela yokungathuthuki kwekhono lokubhala isiZulu ulimi lwaseKhaya ebangeni leshumi kulezi zikole ingenxa yalezi zizathu ezidadulwe ngenhla.Item Izindlela namasu okufundisa ikhono lokubhala kubafundi besiZulu ulimi lokuqala lokwengeza emabangeni aphansi kusukela kwelokuqala kuya kwelisithathu. esiyingini sasePhayindane, esifundazweni saKwaZulu Natali.(2023) Ndlovu, Thulile S’londiwe.; Ngcobo, Nokukhanya.Ucwaningo oluningi oselwenziwe lukhomba ukuthi aphansi kakhulu amazinga okuchwephesha ikhono lokubhala kubafundi BesiZUlu ulimi lokuQala lokwengeza. Nakuba ikhona imizamo esiyenziwe ukulwa nalesi sihlava kodwa imibiko eyehlukile asikayiboni mayelana nokuthuthuka kwekhono lokubhala. Ukushintshwashintshwa kwezinqubomgomo zokufundisa kuleli lase Ningizimu Afrika kukhomba khona ukuthi amakhono okubhala kanye nolwazi lolimi kusayincikinciki, akukathuthuki. Nakho lokhu kushintshashintsha kuyizinkomba zokuthi lesi sihlava okuliwa naso asikakaphumi. Lolu cwaningo luphenya kabanzi ngamasu kanye nezindlela ezisetshenziswa othisha ukufundisa abafundi bolimi lokuqala lokwengeza, ikhono lokubhala kusukela eBangeni lokuQala kuya kwelesiThathu, ezikoleni ezisesiyingini sasePhayindane KwaZulu Natali. Lezi zikole ziyizikole ezixube izinhlanga, phambilini zazikade kungezabohlanga lwaseNdiya. Kubuye kwahlaziywa noma kwabuyekezwa imisebenzi yabanye abacwaningi emazweni ahlukene nalapha eNingizimu Afrika maqondana nezindlela namasu asetshenziswa othisha ukufundisa ikhono lokubhala emfundweni eyisisekelo kusukela eBangeni lokuQala kuya kwelesiThathu, kubafundi abenza ulimi lokuQala lokwengeza. Lolu cwaningo beluphendula umbuzo okuyiwona owumgogodla walolu cwaningo othi yiziphi izindlela namasu ezisetshenziswayo ukufundisa ukubhala kubafundi besiZulu Ulimi Lokuqala lokweNgeza emaBangeni aphansi kusukela lwelokuQala kuya kwelesiThathu, esiyingini sasePhayindane KwaZulu Natali? Ucwaningo lwenziwe ezikoleni ezimbili ezisesiyingini sasePhayindane. Bathathu othisha abagcine beba yingxenye yocwaningo. Lolu cwaningo beluwucwaningo lobunjalo besimo (qualitative case study), ngaphansi kwepharadayimu yomhumusho (interpretivist paradigm). Ulwazi olutholakele luhlaziywe lwahlukaniswa ngezindikimba. Kusetshenziswa injulalwazi kaVygotsky (1978), injulalwazi yeSociocultural, njengohlaka lwenjulalwazi kanye nohlaka lwemicabango ukuhlaziya ulwazi olutholakele. Kugqama izindikimba ezimbili olwazini olutholakalayo. Kukhona ekhuluma ngezindlela ezitshenziswa othisha ukufundisa ikhono lokubhala kanye namasu asetshenziswa othisha ukufundisa ikhono lokubhala kubafundi besiZulu ulimi lokuqala lokwengeza. Okutholakele kulolu cwaningo ukuthi othisha basebenza indlela yokuqapha (guided writing) ekufundiseni ikhono lokubhala. Enye yezindlela abayisebenzisayo, indlela yokufundisa uhlamvu olulodwa ngosuku. Enye indlela okuvele ukuthi bayaysebenzisa futhi indlela yokufundisa ukubhala ngokuhlanganyela. Amasu okuvele ukuthi bayawasebenzisa afaka ukufundisa ukubhala usebenzisa imibala eyahlukene (colour coding). Elinye futhi elivelile imodeling and scaffolding, lapho befundisa ngokungenelela, okwenzeka phakathi kukathisha nomfundi, umfundi kanye nozakwabo, bese kuba umzali nomfundi futhi. Okunye futhi okuvelile ukuthi othisha bakhombisa ukuthi bayaziqonda izindlela namasu okufundisa ikhono lokubhala kubafundi besiZulu ullimi lokuqala lokwengeza kusukela eBangeni lokuqala kuya Lwelesithathu. Imiphumela yalolu cwaningo izolekelela kakhulu ekutholeni ukuthi inkinga iba kuphi uma abafundi sekumele bachwepheshe ikhono lokubhala, ngoba sekukhona ulwazi olukhona ngezindlela namasu. Osekushoda-ke ukuthi kutholakale-ke ukuthi inkinga ikuphi. Lolu cwaningo luyisisekelo sokutholakala kwesisombululo senkinga yokungakwazi ukubhala kwabafundiItem Ukulandelwa kwenqubomgomo yolimi ezikoleni ezikhethiwe eLimpopo, Sekhukhune ezise siyingini-Dilokong.(2024) Mlambo, Mbekezeli.; Gumbi, Phephani.Lolu cwaningo lwenziwe ngenhloso yokuhlola inqubomgomo yolimi, yezikole zase- Sekhukhune esiyingini iDilokong esifundazweni sase Limpopo, lapho iqhathaniswa khona nenqubomgomo yolimi kazwe lonke kanjalo neyesifundazwe. Isiminingi imizamo eyenziwe ukuzama ukulungisa inqubomgomo yolimi nokulungisa amaphutha enzeke ngaphambilini maqondana nokwenganyelwa kwezilimi nokuthuthukiswa kwazo, lapha ngibala izinhlangano ezifana no- African Language Association of Southern Africa (ALASA) kanjalo ne Pan South Africa language board (Pan SALB), kuphinde kube yizincwaningo kodwa akukho okuncono okuphawulekayo. Izincwaningo eziningi ezivelayo zisalokhu ziveza ukuthi kukhona igebe elisekhona ekulinganisweni kanjalo nasekusetshenzisweni kwezilimi kwezemfundo eNingizimu Africa. Ucwaningo luhlose ukuphendula imibuzongqangi emithathu elandelayo: (i) Iyiphi indlela esetshenziswayo ukuqoka inqubomgomo yolimi ezikoleni ezise siyingini Dilokong? (ii)Kungani kulandelwa indlela elandelwayo ukuqoka inqubomgomo yolimi ezikoleni ezikhethiwe esiyingini Dilokong? (iii) Ziyisebenzisa kanjani inqubomgomo yolimi izikole ezikhethiwe ezise siyingini Dilokong? Ucwaningo lwenzelwe esiyingini Dilokong lapho isiPedi siwulimi lwasekhaya khona emphakathini, ezikoleni zakhona zamabanga aphansi kanjalo naphezulu basebenzisa sona isiPedi njengo limi lwasekhaya.Ucwaningo lwenzelwe ezikoleni ezine ezimbili zamabanga aphansi nezimbili zamabanga aphezulu. Abahlanganyeli bocwaningo babe ngamashumi amabili, othishanhloko abane, amalungu esigungu sesikole ayishumi nambili amathathu isikole ngasinye, kanjalo nabeluleki bothisha abane. Lolu ucwaningo lwekhwalithethivu ngaphansi kwendlelakubuka yomuhumusho. Kusetshenziswe izingxoxo, izingxoxo ezisakuhleleka kanjalo nohlo lwemibuzo evulekile kwase kuba inhlaziyo yemiqulu mbhalo njengezindlela zokuqoqa ulwazi lwalolu cwaningo. Lama thuluzi asetshenzisiwe abalulekile kakhulu kulolu cwaningo, ngoba anike umcwaningi ithuba lokuhlangana nabahlanganyeli, kanjalo nabacwaningi ithuba lokuba baveze imibono yabo kanjalo nemizwa ngesimo esicwaningwayo. Kusetshenziswe izinjulalwazi ezimbili ukuqhuba lolu cwaningo injulalwazi yokuhlelwa kolimi kanjalo nenjulalwazi yokwenganyelwa kolimi. Lezi izinjulalwazi ezibaluleke kakhulu ocwaningweni oluphathelene nokuhlelwa kanjalo nokwenganyelwa kolimi, kololu cwaningo zibaluleke kakhulu ngoba lozohlolisisa ukuhlelwa kwenqubomgomo yolimi, kanjalo nokwenganyelwa kwezilimi emiphakathini. Olwazini olutholakele kugqame izindikimba ezintathu. Indikimba yokuqala okuyizinkoleloze ngolimi lwasekhaya emphakathini nasezikoleni, Ukubukeleka phansi kwezilimi zomdabu njenge zokufunda nokufundisa ezikoleni kanjalo nenqubomgomo engahlelekile ezikoleni. Lezi zindikimba ezikhomba ngokusobala ukuthi izilimi zomdabu zisengaphansi kwencindezi ngaphansi kweNingizimu Afrika ekhululekile. Imiphumela yocwaningo igqamisa ngokusobala ukuthi inselelo isenkulu eqondene nezilimi zomdabu, abaninizo kanjalo nezinhlangano ezilwela amalungelo azo izilimi zomdabu, ekuqinisekiseni ukuthi zonke izilimi zithola ukuhlonishwa ngendlela ezifanele ezweni. Kubalwa nokulwela kokuthi zonke izilimi zomdabu eNingizimu Afrika amalungelo azo ayanakekelwa kanti futhi ziyasetshenziswa koyo yonke imikhakha kahulumeni kakhulukazi kwezemfundo.Item Afro-textured hair and the policing of black girlhood: race, gender, and resistance in a desegregated school in KwaZulu-Natal, South Africa.(2025) Bhengu, Sithandiwe Marlene.; Ngidi, Ndumiso Daluxolo.The study presented in this dissertation examined how Black African schoolgirls experience, understand, and resist the policing of Afro-textured hair in a racially desegregated secondary school — Dundee Comprehensive Secondary School (a pseudonym) — in KwaZulu-Natal, South Africa. Despite the legal and political shift toward educational inclusion post-1994, the study reveals that discriminatory school practices rooted in colonial and apartheid ideologies persist. Focusing on 16 purposively selected Black girls who wear their hair in styles such as Afros, braids, dreadlocks, and fade haircuts, the study explored how school-based regulation of hair becomes a mechanism for racialised, gendered, and cultural exclusion. Using African Feminist and Black Feminist theoretical frameworks and employing participatory drawings alongside focus group discussions (FGDs), the research foregrounds the girls’ voices and lived experiences. The findings unveil the covert yet pervasive ways in which hair-based discrimination manifests in desegregated schools. Verbal, undocumented rules disproportionately target Black girls, with teachers, often non-Black, employing language and punitive actions to deem natural African hairstyles as “untidy,” “unacceptable,” or “ugly.” These practices contribute to the policing of Black girlhood, the erasure of cultural and religious identities, and the reinforcement of Eurocentric aesthetic norms. Participants also described how such scrutiny resulted in psychological harm, diminished self-worth, and, at times, exclusion from school spaces. However, the study also reveals powerful forms of resistance. The girls challenged the informal policies through visual storytelling, group solidarity, and affirmations of cultural pride. Their refusal to conform to oppressive beauty standards signals a broader demand for transformation. The study proposes a conceptual framework that maps the intersection of institutional power, cultural identity, resistance, and policy opacity, offering a lens for addressing racialised aesthetic control in South African schools. The dissertation concludes with urgent recommendations for inclusive policy reform, teacher sensitisation, and learner protection aligned with the South African Constitution and the South African Schools Act (84 of 1996).Item Narratives of novice teachers’ personal and professional development through professional learning communities (plcs)(2024) Harripersadh, Pranav.; Pillay, Daisy.This study, "Narratives of Novice Teachers’ Personal and Professional Development through Professional Learning Communities (PLCs)”, explores the ways in which early career teachers' personal and professional development is facilitated by their involvement in PLCs. Three questions guide the research: 1. What are novice teachers’ stories of participation in PLCs? 2. How does novice teachers' participation in PLCs enhance their early personal and professional learning? 3. What personal and professional learning happens for novice teachers’ development through PLCs? The theoretical underpinning for this study is derived from Illeris's (2009) theory of learning. It focuses on three main learning dimensions: content (knowledge gained), incentive (intrinsic motivation to learn), and interaction (social components of learning). This framework aids in understanding how early career teachers develop professionally and personally in PLCs. The study uses memory drawings, object inquiries, and unstructured interviews to examine the experiences of three early career teachers: Mr Ross, Ms Priya, and Mr Carson. Through these data generation methods, participants could share past, present, and future memories and personal stories of their early professional experiences. The written narratives were then subjected to meaning-making and analysis to open up different ideas, concepts, and insights. The study shows that PLCs serve as a critical social space assisting early career teachers by developing collaborative relationships, mentorship opportunities, identity construction and reflective practices. The participants' stories highlight the different approaches and ways that PLCs enable tackling the complexities of learning to teach the early professional years - like cultivating ideas and practices for connecting theory and practice and fostering a feeling of belonging in the teaching community as professionals. Participating in a PLC gave me a deeper insight into early career teachers’ lived experiences and how they were developing new perspectives, different teaching methods, and the emotional confidence and attitudes to become researchers, mentors, and life-long learners. The study found that PLCs are potent sites for ECT’s personal-professional transformation. The study concludes with practical suggestions for improving teacher induction programs and developing supportive PLCs in a variety of educational settings. This study contributes to the growing body of research on early career teachers' early professional years by elevating their voices and highlighting PLCs as a forum for sharing their professional challenges and ideas, as well as the embodied knowledges they draw on and the competencies that these teachers bring with them.Item Stories of personal and professional relationship experiences and meanings shaping the making of teacher leaders.(2024) Pillay, Vomandhree.; Pillay, Daisy.This study, titled Stories of Personal and Professional Relationship Experiences and Meanings Shaping the Making of Teacher Leaders, explored the lived experiences of four South African teachers from two different schooling contexts (Quintile 1 and Quintile 5). The investigation zoomed into four teachers’ personal and professional relationships with significant others to understand the meanings they made and the beliefs they acquired in constructing the self. The findings were achieved by eliciting data on how they negotiated everyday relationships and situations as teachers. This study was framed by Hunsicker’s (2017) conceptual visual model, which assisted me in conceptualising what it means to be a classroom teacher leader, how classroom teacher leaders position themselves in everyday situations (i.e., as situational leaders), and the opportunities teachers have for developing themselves as teacher/developing teacher leaders. Understanding these teachers' past and current experiences was critical for gaining a deep insight into their lives and understanding how they had become what they were as informal teacher leaders. This study utilised narrative inquiry to explore the past and present stories of the participating teachers. The methods used to generate data were arts-based, including artifact inquiry (particularly the memory box method), memory drawings, and unstructured interviews. These data collection methods provided the teacher participants with a free, safe, and open space to share their deep and complex storied experiences of their personal and professional relationships. These reconstructed teacher stories that emplotted their personal and professional relationships assisted me in understanding the process of developing into teacher leader. This study deepened my understanding that the ‘teacher leader’ concept means that such teachers are at post level 1 without formal leadership titles (such as Head of Department or Deputy Principal). By zooming into the selected teachers’ personal and professional relationship experiences, I could explore their beliefs of themselves through outside expectations and stereotypical roles. Evidently, these informal leaders in the educational context embraced supportive and caring relationships that opened up ways for what they wanted to become as individuals and how they transformed their beliefs and embraced new learnings of what is possible within and outside of their lives as classroom teachers. Forming new relationships engenders a new outlook on existing beliefs. As was the case for my four participants, new ways of thinking can expose new learning spaces and development where ‘ordinary’ teachers can find their ‘extraordinary’ attributes and position themselves in making themselves informal teacher leaders.Item Teachers’ experiences navigating changes in teaching during the coronavirus pandemic in a public school in KwaZulu-Natal.(2024) Deeplal, Shaun.; Jairam, Visvaranie.The coronavirus (COVID-19) pandemic revealed the need for change in the global environment, including the education sector, where teachers, as frontline workers, were expected to continue teaching despite pandemic risks. Teaching underwent a paradigm shift from traditional classroom teaching to online teaching and later to rotational teaching. This study was underpinned by the interpretivist paradigm, which explored the subjective experiences of teachers. The methodological design for this study was based on the qualitat ive approach to address the research problem. The techniques and methodology employed in this study to generate data to answer the research questions included the obtaining of in-depth data through semi-structured interviews and a single focus group discussion. An exploratory case study was conducted at Aspire High, a public school in KZN. This qualitative study used Kurt Lewin’s 3-step Theory of Change model of unfreeze, change, and refreeze stages as its theoretical framework to explore the experiences of 10 purposefully selected Grade 10 teachers from a public school in KwaZulu-Natal as they navigated changes in technology, pedagogy, and the social aspects of their teaching during the pandemic. The study established the lack of technology resources in South Africa, with teachers overwhelmed by technological, pedagogical, and social challenges. Technological barriers, new teaching strategies, increased workloads, and social isolation, led to teachers’ stress, anxiety, and burnout. Teachers required more emotional and psychological support. However, the pandemic enabled teachers’ professional development, technological development, and new educational strategies for advancing education in the post-pandemic era. A thematic analysis of the data from in-depth interviews and a single focus group revealed three major themes and fourteen sub-themes on teachers’ struggles during the pandemic. These include the challenges associated with the following: technological barriers, administrative and institutional support, the development of new materials, learner performance and engagement, and emotional and social effects. The research recommends enhancing technological support and training, promoting pedagogical innovation, and adapting institutional policies and support structures for a more equitable education system that would be more resilient to future crises.Item Stories of secondary school teachers cultivating engaged pedagogy in mathematics classrooms.(2024) Beser, Logandrie.; Pillay, Daisy.This study, titled “Stories of Secondary School Teachers Cultivating Engaged Pedagogy in Mathematics Classrooms,” explores the daily experiences of four South African secondary school mathematics teachers working in public schools. The research focuses on how their personal and professional experiences influence their teaching practices, particularly in the context of promoting engaged pedagogy in mathematics classrooms. Guided by Hooks (1994) concept of Engaged Pedagogy and Weaver and Wilding (2013), Five Dimensions of Engaged Teaching, this study creates a space for secondary school teachers to share their stories about cultivating engaged mathematics classrooms. Utilising a narrative inquiry approach within an interpretivism paradigm, the teachers' stories of their everyday experiences provide insights into how their personal and professional lives shape their teaching in mathematics. The narratives generated using various creative methods, such as memory drawings, selfportraiture, object inquiry, and unstructured interviews, enabled teachers to reflect on their memories and comfortably share the rich and complex stories of their past and present experiences. The data analysed through a paradigmatic lens highlights a range of emotions, feelings, and significant relationships that influenced how these teachers conveyed their experiences in mathematics classrooms. Mathematics teachers face daily demands from the department to produce desired results in mathematics and try to negotiate challenges to foster engaged pedagogy in mathematics classrooms. This study broadened my understanding of secondary school teachers' lived experiences and how their teaching practices are continuously shaped by navigating challenges and demands. The findings highlight how mathematics teachers can reflect on both past and present experiences, using these memories to inform and engage pedagogical practices within mathematics classrooms. The study revealed that transforming classrooms into environments of imagination, curiosity, and play promotes deeper engagement and connection in mathematics learning. Future research could build upon this study by exploring the narratives of primary and secondary school teachers across KwaZulu-Natal, investigating how their past and present experiences influence the development of engaged pedagogy in mathematics classrooms.Item The good, bad and ugly of untreated childhood attention deficit hyperactivity disorder through their voices as adults.(2024) Khan, Nabeelah.; Jairam, VisvaranieAttention 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.