M.Ed. (Education) / Please refer to full text to view abstract

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

D.Ed. / As a curriculum initiative Technology Education is in its infancy in South Africa. It has only recently, in 1996, been introduced as a compulsory area of learning in the school curriculum. Technology Education with its particular elements of knowledge, skills, attitudes and values is conceptually different from anything previously taught in the school curriculum. The appropriateness of methodology is of fundamental importance to the success of the subject/learning area and probably represents the most significant factor in the effectiveness of its delivery. It is clear that current approaches to learning and instruction are not geared towards the attainment of the desired outcomes in Technology Education. For example, the opportunities for knowledge construction through engagement in the cognitive processes of critical and creative thinking, decision-making problem solving and designing are overshadowed by traditional approaches to curriculum delivery. This is compounded by the fact that no instructional models, which exemplify appropriate instructional practice in Technology Education exist currently in South Africa. The aim of this study was to design and implement an instructional programme in the learning area Technology at a College of Education, and based on the findings, generate a prospective instructional model which would exemplify appropriate instructional practice and at the same time contribute towards the attainment of the desired outcomes in Technology Education. The qualitative research paradigm, using the contextual case study design was considered the most acceptable research strategy for a project of this nature. A group of 20 second year learners was observed around specific tasks comprising the programme. Data was gathered using a variety of methods, viz. direct observation, questionnaires and interviews to gauge firstly, how the learners had experienced the programme, and secondly, how the teacher educator experienced the programme. From the study it appeared that exposure to the instructional programme proved to be an empowering educational experience for both learners and teacher educator alike. In addition to widening the scope and providing opportunities both inside and outside the classroom, the programme appeared to have provided entrepreneurial opportunities for the participants of the programme. Although the instructional programme catered for knowledge construction using a variety of approaches (both behaviourist and constructivist) the most significant gain for learners seemed to have emanated from both group discussion and group work. Although it cannot be stated conclusively that cognitive development had taken place, positive interdependence, shared responsibility, social skills and enhanced learning were evident. The findings of the research provided the foundation for the design and development of an instructional model in Technology Education.

M.Ed. / Please refer to full text to view abstract

Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Science, 2002.

The main aim of this study is to review critically the changing nature, role and status of the history of education as a field of study in teacher education courses in South Africa, Britain and the USA. While the British and American situations have had direct influence on the theory and practice of the history of education in English language universities in South Africa, this influence has been shaped and modified by local circumstances, significantly so since the education crisis of 1976. The study seeks to clarify several fundamental questions about the history of education, including its relationship with other fields of educational study and its place in the intellectual preparation of teachers. Such questions are examined in the general contexts of the British, American and South African historiographies of education as well as in the context of the teacher education curriculum as it is shaped by the acid-political context. In the three countries being studied, teacher education has become a matter of urgent concern. One result has been a rethinking of the place of educational theory, which inevitably involves a reconsideration of the place of history of education.

Research report submitted to the Faculty of Science University of the Witwatersrand Johannesburg, in part completion for the Master of Science Degree, / Three case studies were conducted involving Andrew, Ferrial and Mary. A number of aspects relating to their experiences were explored and are described in this report. In addition to their personal accounts, their views about the nature of science, science teaching and learning were sought. The study also surveyed HDE students' knowledge of certain concepts related to chemical bonding and acids and bases. The case studies were observed during their teaching practice to establish how the aspects mentioned above relate to their practices in the classroom. Data was collected through intervews, journals, classroom observation both in their science methodology classes and during teaching practice and diagnostic tests. It was found that school backgrounds influenced Ferrial's and Mary's perceptions of the HDE programme. They both appreciated those aspects of the metholodologies that were directly linked to preparation for teaching, such as the mini lessons, test design, the practical work, and enriching their knowledge of science concepts through discussing science content. Both were very anxious about their competence in teaching science. They considered the assignment work excessive, irrelevant, and frustrating and were sometimes not sure what was expected. Ferrial felt .they were given too much work. Andrew, on the other hand did not seem to find any problems. He liked the practical approach followed in the classes and appreciated the suggestions made. His experiences were more of a personal nature and related to the fact that he was engaged in part time teaching. Their conceptions of science, teaching and learning were modified rather than changed during the year of study. They were not always successful in trying out their theories of teaching and learning and applying the suggestions made in the HDE courses because such moves were sometimes unacceptable to their students or cooperating teachers. In Andrew's situation implementation of suggestions were impeded by lack of appropriate facilities. It was also found from this study that student teachers had several erroneous ideas about chemical bonding and acids and bases irrespective of the depth of their chemical background. It was further found that discussing chemical bonding helped the students change some of their ideas to more acceptable ones. / Andrew Chakane 2018

D. Tech. Education / The effectiveness of teacher development has been a concern for decades in South African schools. Linked to this, is the lack of or no innovative networks that is dependent on quality of teachers and continuous professional growth is an essential part of improvement in the quality of teaching. However, in this study it has emerged that professional development for teachers is unsatisfactory and has not met its intended purpose. Research indicated that the ineffectiveness of teacher development programmes is based on faulty assumptions or even no research at all. This study aimed to investigate a new paradigm on how cluster systems as innovative network could enhance teacher development to improve quality teaching because of the major obstacles perceived in its implementation.

M. Tech. Education / Transformation in the education system of South Africa brought new trends in education on policies, curriculum and teacher education. The educational reforms resulted in the negative implications to all role players in the teaching profession, as well as quality of teaching and learning programmes. Quality support services, at all levels of the new educational system, were, and continue to be in great demand for sustainability and development. This research provides an analysis and critique of the role of school management support teams with respect to the professional support and also prescribed by White Paper 6 of 2002. The aim of this research is to investigate the provision of professional teacher support and the role of teacher support teams or school management of the programme.

Over the past years geometry has posed a challenge to most learners in South African schools. The Government, in particular the Department of Basic Education (DBE), have tried and are still trying to implement new innovations and strategies for teaching mathematics more effectively. South Africa has experienced many changes in mathematics curriculum with an aim of placing the country on an equal footing with countries globally. This study was conducted while there was the implementation of the new Curriculum and Assessment Policy Statement (CAPS), which reinstated the geometry section within the curriculum. Geometry was relegated to an optional paper in mathematics in 2006, 2007 and 2008 in Grades 10, 11 and 12 respectively. This study is framed within the theoretical framework lens of social constructivism and situated learning, and is located within the qualitative research paradigm. It takes the form of survey research in one of the universities in KwaZulu-Natal, South Africa. This university is referred to as the University of Hope (UOH) in this study to protect its identity. The main aim of this study was to explore the pre-service teachers' (PSTs) knowledge of proof in geometry. The study used qualitative analysis of data generated through a survey questionnaire, task-based worksheets and semi-structured interviews for both the focus group and individual interviews. In total 180 PSTs completed task-based worksheets. Within this group of 180 students, 47 were 4th year students, 93 were 3rd year and 40 were 2nd year students. After the analysis of a task-based worksheet, a total of 20 participants from the 3rd and 4th year were invited to participate in focus group interviews. The findings of the study exhibit that the PSTs have very little knowledge of proof in geometry. The study revealed that this lack of the knowledge stems from the knowledge proof in geometry the PSTs are exposed to at school level. / Thesis (M. Ed.)-University of KwaZulu-Natal, Durban, 2012.