The types of knowledge that intermidiate phase mathematics teachers acquire through participation in Jika iMfundo project : a case study of six teachers at Grace Primary School in King Cetshwayo District.

Abstract

The KwaZulu-Natal Department of Education introduced a component called Jika iMfundo in partnership with NECT since 2014. The aim of this programme is to improve the quality of teaching, learning, effective management, support services, evaluation process, monitoring and improve curriculum coverage in schools under two Districts namely, King Cetshwayo and Pinetown District.This study explored the kinds of knowledge that the intermediate phase mathematics teachers acquire through participating in Jika Imfundo programme with a view of identifying the types of professional development activities they engage in. The study was located within the interpretive paradigm. The qualitative case study was adopted. For data collection the semi- structured interviews was used together with the document analysis. Six intermediate phase mathematics teachers participating in Jika Imfundo from different schools in King Cetshwayo District were purposively selected. The study was based in one district in KwaZulu-Natal. Findings show that teachers participating in Jika Imfundo were engaged in a range of professional development activities, which includes training workshops, cluster meetings, coaching and mentoring, one-on-one meetings, subject phase meetings, class visits and reflection. These professional development activities were analysed in terms of their effectiveness. In these professional development activities, teachers acquired different kinds of mathematics knowledge that assist them in teaching mathematics effectively. The researchers concur on the following kinds of mathematics knowledge: common content knowledge, specialized content knowledge, horizon content knowledge, knowledge of content and students, knowledge of content and teaching and knowledge of the curriculum. These types of knowledge of knowledge are grouped under two domains. These are subject matter knowledge and pedagogical content knowledge. Therefore, it is imperative for the KwaZulu- Natal Department of Education to strengthen the use of Jika Imfundo as a professional development activity at a larger scale or across the province.