The portfolio explores the construction, representation and interpretation of internationalisation at the University of South Australia (UniSA) within the broader concept of internationalisation in higher education. The research is situated within a postmodern, postcolonial world and is influenced significantly by the work of Foucault ([1972] 2003), Fairclough (1989; 1992), Said (1995 [1978]) and Cherryholmes (1988). The portfolio consists of three related research reports and a meta-analysis which both connects these individual reports and conducts further analysis of the issues and themes arising from the research. The literature reviewed in Research Report 1 describes a range of approaches to internationalisation and issues associated with its definition and implementation in universities. It is concluded that internationalisation in higher education is part of a network of constantly developing and changing discourses all of which both influence and are influenced by political, social and economic contexts and agendas. The nature of the discourse of internationalisation at UniSA and the power/knowledge relations which are embedded within and support it are the focus of the second research report which consists of a critical discourse analysis of a corpus of documents related to internationalisation and Graduate Quality #7 at UniSA. Five discourses of internationalisation at UniSA are identified and the roles associated with the primary subjects of the discourse (academic staff, Australian students and international students) are described. Significant shifts in the discursive construction of internationalisation at UniSA over time are also identified, including the tendency for the economic discourse to be viewed as dominant and the associated ideology to be naturalised. The third research report consists of ‘snapshots’ of the experience of internationalisation in different places and from different perspectives. It strives for a deeper understanding of the complexity of internationalisation at UniSA through exploration of the construction of Graduate Quality #7 (that students of UniSA will develop international perspectives as professionals and citizens) in two different cultural and educational contexts ���������������� Adelaide and Hong Kong. The research highlights the need to embed and integrate intercultural learning into the culture of UniSA – to assist all staff and all students to move into uncomfortable intercultural spaces; to learn from and with each other within those spaces; to challenge their stereotypes and prejudices and to move on from them. The three reports are drawn together in the meta-analysis which concludes that although there are signs of ideological struggle within the discourse of internationalisation, the constructions of internationalisation and its subjects and actors at UniSA and beyond are consistent with a construction of internationalisation as a neo-colonialist activity. It suggests a modified approach to internationalisation – one that challenges the stereotypes and hegemonies currently associated with it. This has implications for the focus of professional development and student services to support internationalisation at UniSA and other Australian universities.

The study offers a historico-educational investigation of the extent to which the Teachers' Association of South Africa (TASA) satisfied the educational aspirations of the Indian coIIDllunity in South Africa. The discussion begins with a theoretical exposition of characteristic features of teachers' associations. It considers the origin, nature and purpose of teachers' associations. A brief survey of some teachers' associations in the Republic of South Africa is also made. The development and the organisation of the Teachers' Association of South Africa (TASA) is highlighted. In this regard special emphasis is placed on the role of the Association's forerunners, and the nature and functioning of the various organisational structures within the Association. An elaborate discussion is devoted to the achievements of the Association in satisfying the educational aspirations of the Indian coIIDllunity in South Africa. The researcher also offers recoIIDllendations on the role that teachers' associations may play in the future. / Educational Studies / M. Ed. (History of Education)

This research investigates progress in the integration of information and communication technology (ICT) into curriculum-based teaching and learning in the Lesotho secondary and high school science classroom, with the aim of establishing how effective e-learning and integration of ICT can be supported. E-learning was perceived by education stakeholders in Lesotho as an effective way to enhance teaching and learning. To this end, Lesotho embarked on three partnership projects, namely SchoolNet, Microsoft STIC and NEPAD e-School Projects. There is a volume of research, international and regional, on e-learning and ICT integration, mainly conducted by European and American researchers. This study by an African author, therefore, fills a gap. Using a variant of action research, the author undertook six studies over four years, investigating the extent of computing infrastructure in schools and ways in which e-learning was implemented in subject-based teaching. In particular, he studied barriers to ICT implementation in Lesotho; advantages and disadvantages of combining e-learning with classroom practice; the perceptions, aptitude and skills of Lesotho science teachers and students; professional development programmes; and preparations for introducing e-learning, including infrastructural issues. Literature studies were conducted, following which pertinent concepts from the literature were used to generate a framework of evaluation categories and criteria for addressing the research questions of this study. The criteria were translated into questions and evaluation statements for data collection instruments for the empirical studies. Triangulation in data collection and analysis was provided by applying multiple and mixed data collection methods: questionnaires, interviews, observations and case studies, to gather data from principals, teachers and students in selected schools across the three projects and in varying regions of Lesotho. The study identified notable progress, but determines that more remains to be done, on an ongoing basis, to support secondary and high schools in Lesotho with implementation plans and strategies. The study concludes with guideline and recommendations for educators. / Computing / D. Phil. (Mathematics, Science and Technology Education)

The implementation of the National Curriculum Statement was problematic to the culture of teaching and learning in various South African schools. If challenges experienced by educators, such as inadequate resources, financial constraints and lack of training, are not addressed, this will have far-reaching consequences not only for our education system but also for the type of skilled learners that will be produced and for the economic growth of the country. This qualitative investigation was conducted in a single school in Limpopo Province with the aim of finding out which challenges the implementation of the NCS presents to FET educators. The sample consisted of educators and learners from grades ten to twelve as well as members of the SGB, SMT and district education officers. Data were collected through questionnaires and interviews. It was found that the implementation of the National Curriculum Statement was problematic and far from satisfactory. The study highlights the need for the Department of Education to prioritise educational resources for schools and educator training in curriculum implementation. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

No description available.

[pt] Essa pesquisa trata da temática da formação continuada de professores de língua inglesa e tem como contexto de análise o município de Itaboraí/RJ. O objetivo inicial foi o de identificar a opinião dos professores de língua inglesa do município em questão a respeito dos encontros de formação continuada de professores. As questões da pesquisa buscaram identificar: [a] quais as opiniões dos professores participantes sobre a formação continuada?; [b] quais as possíveis ações de aperfeiçoamento que são consideradas válidas pelos professores participantes como recursos para a sua própria formação?; e [c] quais os fatores que influenciam os professores a buscar (ou não) cursos ou outros recursos para a sua formação continuada em serviço? O referencial teórico teve como base Candau, Nóvoa, Garcia, Gatti e Imbernón que nos ajudaram a compreender melhor os fatores e as implicações relacionadas aos processos formativos realizados no decurso do exercício profissional do professor. Com relação à metodologia, realizamos uma pesquisa qualitativa utilizando entrevistas semiestruturadas e questionários on-line. Participaram da pesquisa onze professoras de língua inglesa (concursadas e contratadas). As entrevistas foram gravadas com autorização das participantes. Em um momento seguinte, os dados obtidos foram transcritos, adaptados e analisados sob a luz da Análise de Conteúdo (BARDIN, 2016; MINAYO, 2010). Os resultados da pesquisa apontam que a adesão ou não dos professores a um determinado programa de formação continuada estaria relacionada diretamente ao encontro de alguns fatores que envolvem a elaboração e a implementação dessa ação formativa e as necessidades específicas requeridas pelos professores. / [en] This research is about the continuing education of English teachers and has the municipality of Itaboraí/RJ as its context of analysis. The initial objective was to identify the opinion of English teachers of the municipality mentioned regarding the meetings of the teachers continuing education. The research questions attempted to identify: [a] what are the opinions of the participating teachers on continuing education?; [b] what are the possible improvement actions that are considered valid by the participating teachers as resources for their own formation?; and [c] what are the factors that influence teachers to seek (or not) courses or other resources for their continuing education in service? The theoretical framework was based on Candau, Nóvoa, Garcia, Gatti and Imbernón, who helped us to better understand the factors and implications related to the formative processes carried out during the professional practice of the teacher. Regarding the methodology, we conducted a qualitative research using semi-structured interviews and online questionnaires. Eleven English language teachers (effective and contracted) took part in the research. The interviews were recorded with permission from the participants. At a later moment, the data obtained were transcribed, adapted and analyzed under the light of Content Analysis (BARDIN, 2016; MINAYO, 2010). The results of the research indicate that the adherence or not of the teachers to a certain continuing education program would be directly related to the meeting of some factors that involve the elaboration and the implementation of this formative action and the specific needs required by the teachers.

Presently all over the world, there is a great concern among teachers, parents, organisations, community leaders and higher education lecturers about the problems that beset teaching and learning particularly in the teaching programmes, for example, for under-qualified teachers studying at a distance. Most distance education (DE) programmes are concerned with education of adults and it seems fairly obvious that the research plans should be informed by the theories and research about learning in higher education institutions. In terms of teacher education, such studies could, inter alia, focus on teacher development, curriculum planning, learner support programmes, communication and evaluation of DE. DE itself refers to a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to learners who are not physically present in a traditional educational setting such as a classroom. Distance learning is becoming an increasingly popular way of studying, and most universities now provide courses using this mode of teaching and learning. Today’s learners, though, are demanding high quality, consumer-focused and flexible courses and learning resources, and active learner support. This means that providers of DE need to reconsider key issues about learner support systems, to ensure that this is delivered appropriately and effectively. This study focuses on learner support in DE education for under-qualified teachers. The concept, learner support, can be traced far back to Vygotsky’s concept of the zone of proximal development, which refers to a learners’ optimal developmental potential if assistance that is timely and appropriate is provided by another person (Vygotsky, 1978). The appeal of the concept of the zone of proximal development lies in the fact that it directs attention to the need for maximum support in the learning process, and does so in a way that emphasises that good teaching is necessarily responsive to the state of understanding achieved by particular learners. Learner support systems may include the resources that the learner can access in order to engage in the learning process, for example, libraries or the resources that relate to the mediation of the communication process such as the media or technology. This study acknowledges that there are different kinds of learner support structures, but argues that there are critical or main components of support services which are registration support, learner support services, contact sessions, technological support and feedback strategies. Therefore, this study focuses on the role played by these five learner support structures as used in the programmes of DE under-qualified teachers at The University of South Africa (UNISA). Supported by empirical data, this study seeks to argue that instructional designers and tutors in the programmes of under-qualified teachers studying through DE need to ensure quality learning support as learning environments are increasingly designed according to the principles of resource-based and independent learning. In a sustainable learning environment, support must be designed according to principles that ensure that learners progress from teacher-directed activity to self-regulated activity. The challenge to deliver a high-quality learner support system, and for tutors and administrators to assume a central educational role in developing effective distance learning environments, the need for teaching and research is increasingly emphasised in research literature. Finally, it is hoped that this piece of work will help to promote more discussion and debate about the use of learner support programmes in DE institutions in particular, and in teaching and learning in general. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Presently all over the world, there is a great concern among teachers, parents, organisations, community leaders and higher education lecturers about the problems that beset teaching and learning particularly in the teaching programmes, for example, for under-qualified teachers studying at a distance. Most distance education (DE) programmes are concerned with education of adults and it seems fairly obvious that the research plans should be informed by the theories and research about learning in higher education institutions. In terms of teacher education, such studies could, inter alia, focus on teacher development, curriculum planning, learner support programmes, communication and evaluation of DE. DE itself refers to a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to learners who are not physically present in a traditional educational setting such as a classroom. Distance learning is becoming an increasingly popular way of studying, and most universities now provide courses using this mode of teaching and learning. Today’s learners, though, are demanding high quality, consumer-focused and flexible courses and learning resources, and active learner support. This means that providers of DE need to reconsider key issues about learner support systems, to ensure that this is delivered appropriately and effectively. This study focuses on learner support in DE education for under-qualified teachers. The concept, learner support, can be traced far back to Vygotsky’s concept of the zone of proximal development, which refers to a learners’ optimal developmental potential if assistance that is timely and appropriate is provided by another person (Vygotsky, 1978). The appeal of the concept of the zone of proximal development lies in the fact that it directs attention to the need for maximum support in the learning process, and does so in a way that emphasises that good teaching is necessarily responsive to the state of understanding achieved by particular learners. Learner support systems may include the resources that the learner can access in order to engage in the learning process, for example, libraries or the resources that relate to the mediation of the communication process such as the media or technology. This study acknowledges that there are different kinds of learner support structures, but argues that there are critical or main components of support services which are registration support, learner support services, contact sessions, technological support and feedback strategies. Therefore, this study focuses on the role played by these five learner support structures as used in the programmes of DE under-qualified teachers at The University of South Africa (UNISA). Supported by empirical data, this study seeks to argue that instructional designers and tutors in the programmes of under-qualified teachers studying through DE need to ensure quality learning support as learning environments are increasingly designed according to the principles of resource-based and independent learning. In a sustainable learning environment, support must be designed according to principles that ensure that learners progress from teacher-directed activity to self-regulated activity. The challenge to deliver a high-quality learner support system, and for tutors and administrators to assume a central educational role in developing effective distance learning environments, the need for teaching and research is increasingly emphasised in research literature. Finally, it is hoped that this piece of work will help to promote more discussion and debate about the use of learner support programmes in DE institutions in particular, and in teaching and learning in general. / Curriculum and Instructional Studies / D. Ed. (Didactics)

No description available.