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An analysis of teacher competencies in a problem-centred approach to dynamic Geometry teachingNdlovu, Mdutshekelwa 11 1900 (has links)
The subject of teacher competencies or knowledge has been a key issue in mathematics
education reform. This study attempts to identify and analyze teacher competencies
necessary in the orchestration of a problem-centred approach to dynamic geometry
teaching and learning. The advent of dynamic geometry environments into classrooms
has placed new demands and expectations on mathematics teachers.
In this study the Teacher Development Experiment was used as the main method of
investigation. Twenty third-year mathematics major teachers participated in workshop
and microteaching sessions involving the use of the Geometer's Sketchpad dynamic
geometry software in the teaching and learning of the geometry of triangles and
quadrilaterals. Five intersecting categories of teacher competencies were identified:
mathematical/geometrical competencies. pedagogical competencies. computer and
software competences, language and assessment competencies. / Mathematical Sciences / M. Ed. (Mathematical Education)
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Managing inclusive education in the classroom with reference to the Nkangala region in MpumalangaMpya, Gladness Nwacoye 30 November 2007 (has links)
In 2006 South Africans celebrated the twelfth anniversary of a democratic South African. A paradigm shift in education was a prerequisite and the government introduced an inclusive education system.
The aim of this investigation was to make a contribution to the understanding of educational needs of learners who experience barriers to learning and to provide guidelines on how to support them. This research will however attempt to examine how educators manage inclusion in the classroom, their competencies and the strategies they need to be competent inclusive teachers.
The data is based on focused group interviews, observation and document analysis. The researcher selected Maloka primary school as the research site. The subjects that were chosen were 2 Grade 5 classrooms and 6 educators. The main themes identified in the interviews were among others availability of resources, strategies need and problems encountered in teaching inclusive classes.
The conclusion reached is that inclusive education is here to stay so the
Department of Education and all other stakeholders should join hands and make it work. / Educational Studies / M. Ed. (Education Management)
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Managing inclusive education in the classroom with reference to the Nkangala region in MpumalangaMpya, Gladness Nwacoye 30 November 2007 (has links)
In 2006 South Africans celebrated the twelfth anniversary of a democratic South African. A paradigm shift in education was a prerequisite and the government introduced an inclusive education system.
The aim of this investigation was to make a contribution to the understanding of educational needs of learners who experience barriers to learning and to provide guidelines on how to support them. This research will however attempt to examine how educators manage inclusion in the classroom, their competencies and the strategies they need to be competent inclusive teachers.
The data is based on focused group interviews, observation and document analysis. The researcher selected Maloka primary school as the research site. The subjects that were chosen were 2 Grade 5 classrooms and 6 educators. The main themes identified in the interviews were among others availability of resources, strategies need and problems encountered in teaching inclusive classes.
The conclusion reached is that inclusive education is here to stay so the
Department of Education and all other stakeholders should join hands and make it work. / Educational Studies / M. Ed. (Education Management)
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An analysis of teacher competences in a problem-centred approach to dynamic geometry teachingNdlovu, Mdutshekelwa 04 1900 (has links)
The subject of teacher competences or knowledge has been a key issue in mathematics education reform. This study attempts to identify and analyze teacher competences necessary in the orchestration of a problem-centred approach to dynamic geometry teaching and learning. The advent of dynamic geometry environments into classrooms has placed new demands and expectations on mathematics teachers.
In this study the Teacher Development Experiment was used as the main method of investigation. Twenty third-year mathematics major teachers participated in workshop and microteaching sessions involving the use of the Geometer’s Sketchpad dynamic geometry software in the teaching and learning of the geometry of triangles and quadrilaterals. Five intersecting categories of teacher competences were identified: mathematical/geometrical competences, pedagogical competences, computer and software competences, language and assessment competencies. / Mathematics Education / M. Ed. (Mathematics Education)
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The interface between in-service teacher development and classroom teaching and learning in Zimbabwean primary schoolsMufanechiya, Albert 06 1900 (has links)
Primary school teaching and learning, and indeed the whole teaching profession continue to
be shaped by the ever – changing knowledge economy and global educational trends. To this
end, professional teacher development in Zimbabwean primary schools has become an
important focus area in terms of how it can facilitate and contribute to effective teaching and
learning in line with the new educational developments. There is consensus among primary
school stakeholders that the success of teaching and learning is dependent on promoting an
efficient and student - needs driven in – service programme. The purpose of the study was to
explore the influence of the university B.Ed (primary) in – service teacher development
programme in its mandate to fulfill the critical function to develop primary school teachers
with knowledge, skills and competencies for the Zimbabwean primary education system. The
imperative has been for the university in – service programme to offer competences and skills
that are needed by primary school teachers and for these teachers to upgrade and update their
skills for effective teaching and student learning. The theoretical approach that informed the
study was Vygotsky’s Cultural Historical Activity Theory (CHAT) with its main perspective
being that knowledge is socially constructed and takes place in real contexts.
The study ontology was interpretivism in which the qualitative single case study design was
employed. The data were collected through semi - structured interviews with the Chairperson
and five lecturers of the Curriculum Studies Department and focus group discussion in
respect of ten B.Ed (primary) in – service student teachers. The participants were
purposefully sampled taking into account their knowledge and experience with the in –
service programme and primary school teaching - learning contexts.
The study found that the B.Ed (primary) in – service programme had minimal influence on
primary school teachers’ teaching and learning needs. The programme had not fully
addressed the primary school teachers’ expectations in terms of imparting knowledge and
skills useful for classroom teaching and learning. One of the major contributory factors was
that there were curriculum design frailties of the programme which were as a result of lack of
dialogue, engagement and consultation between and among important primary school
education stakeholders especially in – service teachers. As a result, the programme had not
adequately raised the teachers’ knowledge and skills in the critical areas of their practice, yet
this was the core function of the programme. From the findings, the study recommends that
the University sets up a strong Curriculum Development Department funded and staffed with
experts in research and curriculum design and development. These should manage the
designing and preparation of curriculum documents by involving primary school
stakeholders, especially primary school teachers. / Curriculum and Instructional Studies / Ph. D. (Curriculum and Instructional Studies)
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