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Developmentally appropriate strategies of teaching music in selected primary schools in Ashanti region of GhanaAdjepong, Benjamin 24 November 2020 (has links)
Abstract is in English, Zulu and Xhosa / In Ghanaian primary schools, music is a compulsory study area which is taught by
generalist teachers. However, information is deficient on the strategies teachers use to
implement the music curriculum. The aim of this study was to determine how teachers
organise musical learning experiences in terms of developmentally appropriate practice
(DAP) for lower primary school pupils. DAP is an educational concept which refers to
teaching strategies that consider children’s age, abilities, interests and experiences, to
help them achieve challenging and achievable goals. The study was underpinned by the
concept of teaching within the context of constructivist theory. Qualitative Interpretative
Phenomenological Analysis and ethnographic research methods were used to find
answers to the research questions. Data were collected by means of observations,
interviews and document analysis.
Singing, movements and the playing of improvised instruments (although they constitute
only a part of the planned music curriculum in the Creative Arts syllabus) dominate the
music activities provided in the schools. In fact, unplanned music activities dominate
planned music lessons due to teachers’ perceived lack of adequate training to teach
music, the non-application of ICT in teaching, a lack of teaching and learning materials,
unsuitable physical conditions for teaching, lack of motivation and support to teach, and
lack of time to teach music because of the emphasis on meeting the targets of teaching
and assessment in core subjects. Strategies the teachers adopt to overcome the challenges
they encounter in teaching music include collaboration with their colleagues in planning,
teaching and integrating music into most classroom activities and drawing on pupils’
expertise in teaching and learning. It is recommended that teachers be given in-service
training, that specialist teachers be used, and that adequate teaching and learning
materials be provided, as well as support for teachers to integrate ICT in teaching music.
Limitations associated with the study make generalisation of the findings impossible. A
larger sample from various primary schools within the Ashanti region of Ghana should
be considered for further research. Functional integration of music in the other subject
areas within the Ghanaian context should also be explored and further studies should be
conducted about the application of developmentally appropriate practice in teaching
music in the lower-primary classroom. / Ezikoleni zamabanga aphansi zaseGhana, umculo uyindawo eyimpoqo yokufunda
efundiswa ngothisha abajwayelekile. Kodwa-ke, ulwazi alwanele ngamasu othisha
abawasebenzisayo ukwenza izifundo zomculo. Inhloso yalolu cwaningo
kwakuwukuthola ukuthi othisha bahlela kanjani amava okufunda omculo ngokwendlela
efanelekile yokuthuthuka (NET) yabafundi bezikole zamabanga aphansi. NET
ingumqondo wezemfundo obhekisa kumasu okufundisa abheka iminyaka yezingane,
amakhono, izintshisekelo kanye nezipiliyoni ezithile, ukuzisiza ukuthi zifeze izinhloso
eziyinselele futhi ezingafinyeleleka.Ucwaningo lwalusekelwa ngumqondo wokufundisa
ngokwengqikithi yethiyori yokwakha. Ukuhlaziywa Okufanelekile Kokuhunyushelwa
Kokubukeka Kwabantu nezindlela zokucwaninga ngobuzwe zisetshenzisiwe ukuthola
izimpendulo zemibuzo yocwaningo. Kuye kwaqoqwa imininingwane yolwazi
ngokubheka okwenzekayo, izinhlolokhono kanye nokuhlaziywa kwemibhalo.
Ukucula, ukunyakaza nokudlalwa kwezinsimbi ezithuthukisiwe (yize ziyingxenye nje
kuphela zekharikhulamu yomculo ehleliwe kusilabhasi Yezobuciko Bokuzenzela)
kulawula imisebenzi yomculo enikezwe ezikoleni. Empeleni, imisebenzi yomculo
engahlelwanga ilawula izifundo zomculo ezihleliwe ngenxa yokungabi bikho kothisha
abaqeqeshwe ngokwanele ukufundisa umculo, ukungasetshenziswa kwe-
ICT/Ezobuchwepheshe ekufundiseni, ukuntuleka kwezinto zokufundisa nokufunda,
izimo ezzibambekayo ezingafanelekile zokufundisa, ukungabi nogqozi nokusekelwa
ekufundiseni, nokungabi nesikhathi sokufundisa umculo ngenxa yokugcizelelwa
ekuhlangabezaneni nezinhloso zokufundisa nokuhlola ezifundweni ezibalulekile. Amasu
othisha abawasebenzisayo ukunqoba izinselelo abahlangabezana nazo ekufundiseni
umculo kufaka phakathi ukusebenzisana nozakwabo ekuhleleni, ukufundisa
nokuhlanganisa umculo emisebenzini eminingi yasekilasini nokudweba ubuchwepheshe
babafundi ekufundiseni nasekufundeni. Kunconywa ukuthi othisha banikezwe
ukuqeqeshwa emsebenzini, ukuthi kusetshenziswe othisha abangochwepheshe, nokuthi
kuhlinzekwe ngezinto ezanele zokufundisa nokufunda, kanye nokuxhaswa kothisha
ukuze bahlanganise i-ICT/Ezobuchwepheshe ekufundiseni umculo. Ukulinganiselwa
okuhambisana nesifundo kwenza ukuthi okwenziwa jikelele kokutholakale kungenzeki.
Isampula elikhudlwana elivela ezikoleni ezahlukahlukene zamabanga aphansi esifundeni sase-Ashanti eGhana kufanele licatshangwe ukuqhubeka nocwaningo.
Ukuhlanganiswa kokusebenza komculo kwezinye izindawo ezingaphansi komongo
waseGhana nakho kufanele kuhlolwe futhi kufanele kuqhutshekwe nezifundo
ezimayelana nokusetshenziswa kwenqubo efanelekile yentuthuko ekufundiseni umculo
ekilasini lamabanga aphansi. / Kwizikolo zaseGhana zamabanga asezantsi, kusisinyanzelo ukufundisa umculo, kwaye
oku kwenziwa ngabafundisi ntsapho okanye ootitshala abafundisa yonke into. Noxa
kunjalo, akukho lwazi lwaneleyo ngamacebo asetyenziswa ziititshala ekufundiseni
ikharityhulam yomculo. Injongo yesi sifundo kukuqwalasela ukuba iititshala
zikulungiselela njani ukufundisa ngendlela yophuhliso olufanelekileyo (iDAP)
kumabanga asezantsi. Le DAP nesisishunqulelo sesiNgesi sebinza elithi developmentally
appropriate practice, yingcinga yezemfundo emalunga namacebo okufundisa athathela
ingqalelo ubudala bomntwana, izinto akwaziyo ukuzenza, umdla namava akhe, ukuze
ancedwe ekufezekiseni iinjongo ezicela umngeni nezinokufikeleleka. Esi sifundo
sisekelwe yingcinga yokufundisa ephuma kwimeko yengcingane yokuzakhela ulwazi.
Iimpendulo zophando zifunyenwe ngokusebenzisa iindlela zophando ngokuxoxa
nokutolika iimeko ezahlukeneyo (Qualitative Interpretative Phenomenological
Analysis) kunye nokuqwalasela inkcubeko. Iinkcukacha zolwazi okanye idatha,
ziqokelelwe ngokujonga okuqhubekayo, udliwano ndlebe nokuphengulula imibhalo
ekhoyo.
Ukucula, ukushukuma nokudlala izixhobo zomculo ezingoozenzele (nangona
ziyinxalenye yekharityhulam ecetywayo yobuGcisa Bokuzenzela) kudlala indima
eyongameleyo kwimisebenzi yomculo eyenziwa ezikolweni. Xa sithetha inyaniso, into
eyenzekayo ekufundiseni umculo yimisebenzi engacetywanga ezifundweni ngenxa
yokuba ootitshala abaqeqeshekanga kakuhle ekufundiseni umculo, abusetyenziswa
ubuchwepheshe ekufundiseni umculo, azikho izixhobo zokufundisa nokufunda umculo,
iindawo ekufundiselwa kuzo azifanelekanga, inkxaso nenkuthazo yokufundisa umculo
iyasilela kwaye lincinci ixesha lokufundisa umculo ngenxa yokuleqa ukufezekisa imiqathango yokufundisa nokuhlola kwizifundo ezingoondoqo. Ekulweni nemingeni
yokufundisa umculo, ootitshala babhenela ekusebenzisaneni nabanye ekwenzeni
amacebo okufundisa nokubandakanya umculo kwimisebenzi yeklasi nasekusebenziseni
ulwazi lwabafundi. Kucetyiswa ukuba ootitshala bafumane uqeqesho lo gama besebenza,
kusetyenziswe ootitshala abaziingcali zomculo kwaye kufumaneke izixhobo
ezifanelekileyo zokufundisa nokufunda, kuxhaswe ootitshala ekusebenziseni
ubuchwepheshe xa befundisa umculo. Ukunqaba kolwazi okungqonge esi sifundo
kwenza kube nzima ukugqiba jikelele ngokufunyanisiweyo. Mhlawumbi kunokuthathwa
isampulu yophando enkulu kwingingqi yaseAshanti eGhana ukuze kwandiswe olu
phando. Okunye okunokwenziwa kukuhlanganisa umculo nezinye izifundo
ngokwemeko yaseGhana, kwaye kufuneka kuqhutywe izifundo ezithe chatha malunga
nokusebenzisa iindlela zokufundisa ezinophuhliso olufanelekileyo ekufundiseni umculo
kwiklasi yamabanga asezantsi. / Art History, Visual Arts and Musicology / Ph D. (Music)
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An exploration into teachers' pedagogical content knowledge (PCK) for teaching quadratic function in grade 10Banjo, Balqis Olawumi 05 1900 (has links)
The study’s purpose was to explore the components of pedagogical content knowledge (PCK) for teaching quadratic function in Grade 10 mathematics classrooms in Mogalakwena district, Limpopo. The study was mainly guided by Shulman’s PCK and it was categorised as content knowledge, knowledge of the curriculum, knowledge of learners and knowledge of teaching strategies. The researcher employed a qualitative case study research design to explore the teaching of three purposefully selected Grade 10 mathematics teachers regarding their knowledge of quadratic function, strategies employed to teach quadratic function and knowledge of Grade 10 mathematics learners in quadratic function. In this study the researcher argued that PCK strands are interwoven, and in order to teach mathematical concepts, such as quadratic function, effectively teachers should employ components of PCK to complement one another. Data were gathered by lesson observation and interviews. Findings revealed that concepts of quadratic function are inefficiently addressed in Grade 10 due to teachers’ lack or inadequacy in some aspects of PCK. Therefore, there is need to develop mathematics teachers’ PCK in the Mogalakwena district to enhance their teaching of Grade 10 quadratic function. / 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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Exploring foundation phase Mathematics teachers' use of different teaching strategies in Grade 3, in Danielskuil, in South AfricaDouglas, Katherine January 2019 (has links)
This study focused on the teaching of Mathematics to Grade 3 learners and
learner underperformance in Mathematics in South Africa and worldwide. A
theoretical framework examined the value of social constructivism, behaviourism and
connectivism to Mathematics teaching. A comparison was made with Mathematics
teaching in primary schools in South Africa, Bangladesh and Mozambique according
to the literature. Against this background a qualitative inquiry was conducted in three
selected primary schools with a purposeful, convenient sample of five Grade 3 Mathematics
teachers in Danielskuil town, North West Province, South Africa Data
were gathered by semi-structured individual interviews, non-participatory
classroom observation and document analysis to explore theoretical
knowledge and teaching approaches of participants, establish strategies to
enhance teacher proficiency, identify successes and challenges in teaching
Grade 3 Mathematics and factors that impede Mathematics teaching in the
selected primary schools. Findings indicated challenges created by lack of
physical classroom resources such as stationery, textbooks and learning
aids, poor school infrastructure, overcrowded classrooms, discipline problems,
teachers' inability to meet the needs of learners with barriers to learning
, language barriers , learners' social problems, teachers' lack of Pedagogical
Content Knowledge , lack of developmental teacher training and limited
stakeholder support from the Department and parents. Successes related to
Mathematics intervention programmes, study groups after school and math's clubs. Based on the literature and empirical inquiry, recommendations were
made for implementation by Department of Basic Education, schools and
teachers improve the learner performance outcomes in Grade 3 Mathematics
in primary schools in South Africa. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)
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Improving the management of the professional development of lecturers at a selected technical and vocational education and training (TVET) collegeMotaung, Motselisi Rose 08 1900 (has links)
The TVET colleges in South Africa contribute to the social and economic
development of the country. It is for this reason that TVET colleges are expected to
provide quality teaching and learning, but this core business of the colleges has
been hampered by a lack of professional development or irrelevant professional
development of lecturers. The study aims to investigate the relevance of professional
development offered at a selected TVET college in the Free-State province and the
improvement thereof. The study employed a qualitative research design involving 22
participants. The participants comprised of two executive managers, two campus
managers, four heads of department, six senior lecturers and eight lecturers. The
participants were purposively selected using purposive sampling. Face-to-face semistructured
interviews were conducted to collect data from managers and two focus
group interviews were employed to collect data from lecturers. The findings of the
study revealed that there is a need for relevant professional development of lecturers
at the selected TVET college. The most important recommendation with the potential
to change the situation at the studied college is that the planning, organising, leading
and control of professional development need to be done more professionally. If
managers utilise management functions (planning, organising, leading and control)
properly to manage lecturer’s professional development, lecturers will be in a better
position to provide quality teaching. Other relevant recommendations are also
provided. / Educational Management and Leadership / M. Ed. (Education Management)
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Integration of smart board technology in business studies classrooms in secondary schools in Tshwane West DistrictKhosa, C. E. 01 1900 (has links)
Information and Communication Technology (ICT) has been used widely across the globe for the purpose of improving the quality of both basic and higher education. Lately, different kinds of technologies, such as smart boards, have been incorporated into the teaching and learning process with the aim to contribute to the effectiveness of teaching and learning outcomes. The main aim of this study was to investigate the integration of smart boards by secondary school teachers in the Tshwane West district (Gauteng province) in their business studies teachings. The study focused on the teachers’ perspectives, the challenges they experienced, and the support they required for the integration of smart boards in the classroom.
The study used a qualitative research approach to gather and analyse data. Using a multiple case study design, 5 business studies teachers were purposive sampled based on their experience on the use of smart boards. Both semi-structured interviews and non-participant observations were used to collect evidence. Technological and Pedagogical Content Knowledge (TPACK) was used as a framework by which to understand the study.
The four pillars of trustworthiness (credibility, transferability, confirmability, and dependability) were applied to ensure trustworthiness of the study results. The ethics guidelines (voluntarily participation, anonymity, confidentiality, and informed consent) were also taken into consideration and applied.
The main research question for this study was: How do secondary school teachers integrate smart boards in teaching business studies in the Tshwane West district? The findings suggested that business studies teachers have positive perspectives on the integration of smart boards with the belief that smart boards make their teaching easier and allow them to incorporate a variety of audio and visual material into a lesson.
The findings also revealed that teachers face various challenges, such as smart board malfunctioning, computer viruses, and limited time given for the integration of smart boards in the classroom. From the findings, it was clear that teachers had received professional development training on smart board integration, but that the training was inadequate. Despite the challenges that business studies teachers face during the integration of smart boards, the findings of this study indicated that teachers still had an interest in and were willing to integrate smart boards into the classroom.
The study recommended that teachers should be provided with sufficient professional development on the integration of smart boards in a business studies classroom, which would improve the level of competency of teachers on smart board integration in the teaching and learning process. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)
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Assessing Sense of Place and Geo-literacy Indicators as Learning Outcomes of an International Teacher Professional Development ProgramHunter, Nancee 04 March 2016 (has links)
This research explores the multifaceted benefits that accrue from learning within an international, experiential context. It uses a qualitative, case study approach employing pre and post surveys, in-situ observations, and semi-structured photo-elicitation interviews to analyze the Center for Geography Education in Oregon’s (C-GEO) 2013 Overseas Teacher Institute--a professional development program that took 11 teachers to Russia, Mongolia, and China for a total of 17 days (plus two additional travel days) to learn about the cultural and physical geography of each place. The focus of the research is two-fold and examines processes involved in gaining, synthesizing and applying 1) a sense of place (the emotional ties between people and place), and 2) geo-literacy. The results of this study provide evidence that intensive professional development programs can increase teachers personal and professional knowledge, change their instructional practices, and may lead to improved student learning outcomes.
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The management of staff development programmes at FET colleges in the Gauteng ProvinceGeel, Pieter Andrew 30 June 2005 (has links)
The fragmented and unequal system of technical and vocational education and training in South Africa is a consequence of the apartheid era. Since 1994 comprehensive legislation has been introduced to create a transformed system of Further Education and Training (FET) guided by the principles of redress, equity and lifelong learning and aimed at producing graduates who can contribute to making South Africa a key player in the global economy. In particular, the Technical College sector requires transformation. This in turn demands new knowledge, attitudes and skills from college managers and educators. Therefore, relevant staff development programmes is a key instrument of change in colleges. Against this background this study examines the management of staff development programmes in FET colleges in Gauteng Province by means of a literature study and an empirical investigation. The former addresses the management of change, human resource management, staff development and organisational development with an emphasis on the application of chaos/complexity theory. Moreover, the dynamic FET landscape in South Africa is sketched and FET policies and legislation since 1994 are discussed. The empirical investigation adopts a qualitative approach using focus group and individual interviews, observation and document analysis to gather data from a small sample of participants: educators and members of senior and middle management. Participants were selected by purposeful sampling from three former Technical Colleges (one previously advantaged and two previously disadvantaged) in Gauteng, which have recently merged to create a new multi-campus college, the Tshwane North College. The findings of the interviews present the experience of participants according to six themes: the management of change; communication during change; stakeholder involvement in change; the impact of FET legislation; human resource management and the role of staff development programmes in this process. These findings were integrated with observations of staff development programmes and their management and analysis of key documents. It was concluded that people are complex and may resist change; during change effective communication, stakeholder participation, adequate funding for staff development and its effective management are essential. Recommendations for the improvement of practice are presented based on the findings of the literature and empirical study. / Educational Studies / D. Ed. (Education Management)
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Learner support in the provision of distance teaching programmes for under qualified teachersSegoe, Bobo Aaron 09 1900 (has links)
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)
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Staff development for innovative teaching and learning at the University of South AfricaIsabirye, Anthony Kiryagana 02 1900 (has links)
The evolution of technologies used for learning in open distance learning (ODL) has compelled academics to upgrade their teaching skills and competencies in order to teach in an ever-changing environment. While the earlier ODL generations were characterised by the use of written, printed texts, radio, television, print media and postal services, the current generations are characterised by the use of information and communication technologies (ICT) to enhance teaching and learning. This study explored the experiences of academics who participated in the staff development courses for innovative teaching and learning at the University of South Africa. To explore the experiences, a qualitative research design of a phenomenological genre was adopted. Using interviews, data was collected from six purposively selected academics and analysed following Giorgi’s phenomenological methods. The academics’ experiences and concerns provided some insight into their development needs and how they would have liked to have been developed for innovative teaching. It emerged that staff development provided valuable knowledge, skills and competencies, enabling and promoting innovative forms of e-teaching and learning. These experiences and concerns were synthesised into a staff development framework consisting of four phases: Orientation; Learning; Acquisition of skills and Competencies; and Performance indicating that effective staff development requires that participants are initially orientated to the training programme before exposure to authentic learning activities. Through this exposure they acquire the vital online teaching skills and competencies thereby enhancing their performance as online teachers. The staff development framework indicated further that for effective staff development to take place, the different phases should not only be supported by university management but also by an evaluation mechanism to establish whether the objectives in each phase have been achieved. It also emerged that time played an important role in staff development, as the duration of each phase and the development intervention as a whole affects how well academics are able to acquire and perfect their teaching skills. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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