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Grade 10 and 11 First Additional English rural teachers' conceptions of learning and teaching in Acornhoek schools, Mpumalanga provinceMafunganyika, Annie Tiny January 2016 (has links)
A research dissertation presented to the Faculty of Humanities (School of Education)
In Partial fulfilment
of the requirement for the degree
Masters of Education by Research
University of the Witwatersrand, Johannesburg
Date of Submission: 29 April 2016 / This study is part of a larger research project titled Conditions of teaching and
learning that facilitate and/or constrain learning English in rural high schools. The
focus of the research project explores the conditions of teaching and learning
English, and the contextual factors that facilitate and/or constrains learners’
motivation and participation in learning, in five rural high schools in Bushbuckridge
area. The current study focused on how grade 10 and 11 First Additional English
rural teachers’ conceptualise learning and teaching in Acornhoek schools, part of
Bushbuckridge, Mpumalanga Province. Given the focus of the study the literature
review detailed issues with development of rural education, teachers’ conceptions of
learning, teachers’ conceptions of teaching, English as a First Additional language
(EFAL) in South Africa and the spectrum of current pedagogical practices. The
literature review highlighted significant gaps that are important for the this study such
as a lack of research in Africa and South Africa focusing on teachers’ conceptions of
learning and teaching, particularly in rural schools. Furthermore the corpus of
research conducted on conceptions focused on tertiary students’ conceptions of
learning, there is limited research in schools, with teachers and learners, especially
teachers’ pedagogical practices in relation to the conceptions. In addition the
development of rural education and research in South Africa continue to be underdevelopment,
with most research perceiving rurality as a deficit paradigm.
Thus in order to address the literature gaps mentioned above the study engaged
with six grade 10 and 11 rural teachers from Acornhoek, Mpumalanga Province.
The sampling strategy was purposive, as only grades 10 and 11 EFAL teachers
were the selected to participate in the study. In order to address the research
questions and sub research questions, a qualitative research approach was used as
it focuses on understanding socially and historically constructed meanings about
experienced phenomena. Through the use of phenomenological methodology
teachers’ meanings and beliefs about learning and teaching were interrogated and
problematized. In order to interrogate and problematize teachers’ conceptions of
learning and teaching two data collection methods were used namely: semistructured
individual face-to-face interviews and non-participatory observations.
The semi-structured individual face-to-face interviews were used to address the
following research questions:
1. What are grade 10 and 11 English First Additional Language teachers’
conceptions of learning and teaching?
2. What shapes teachers’ conceptions of learning and teaching?
The following research question was addressed by use the non-participatory
observations:
3. How do teachers’ conceptions influence teaching approaches, if at all, during
English poetry and short story lessons?
In order to answer the above questions critical discourse analysis was used, to
engage with participants’ responses from their individual face-to-face interviews.
Critical discourse analysis assisted with ensuring in depth engagement with
participants’ narrations, without taking any words for granted because meaning might
be hidden in the selection of words. Thus critical discourse analysis enabled the
critical identification of particular words used by the participants in order to gain
insight to the underlying influences that shape rural teachers’ conceptions of learning
and teaching in poetry and short stories lessons. As a result this involved an intense
data analysis process, which incorporated the non-participatory classroom
observations as well as the conceptual frameworks discussed from Bernstein,
Alexander, and Scott and Mortimer.
Some of the major findings suggest that teachers’ conceptions of learning and
teaching are complex and complicated particularly if contextual issues are
considered, as possible influential factors that shape teachers’ conceptions. The
findings indicated that rural teachers’ conceptions of learning should be understood
from early school learning to current teaching profession. The dominant conceptions
of learning from early school and current teaching profession suggest memorisation,
mimicking, and acquisition of information and little conceptions shows learning for
transformation and change as a person. Various factors were identified to influences
the conceptions such as policy, lack of resources and overcrowded classrooms. In
addition, findings on teachers’ conceptions of teaching explicated the dynamics
teachers face between ideas they hold about teaching and how they teach. The
study indicated that some teachers mentioned ‘banking’ model of teaching that
suggested teacher centred conception of teaching, which linked with some of the
conceptions of learning. Most conceptions were about spoon-feeding, telling/giving
learners information, and coordinating learning which link with conceptions of
learning that promote surface learning.
Other conceptions promoted transformation, unlocking minds, and life-learning, to
show that teaching is not only about giving information but also ensure that the
information changes the way learners make sense of the social issues in relation to
the world. It was noted that teachers’ conceptions of learning and teaching seemed
to have influenced how teachers teach poetry and short stories lessons, because
irrespective of conceptualising teaching and learning in transformational and
enlightenment but teachers used a unidirectional teaching approach. This teaching
approach that all teachers used suggest ‘normality’ with using this way of teaching
poetry and short stories, especially if the nature of poetry and short stories are taken
into consideration. Without critiquing teachers’ pedagogical approaches, of concern
is that all observed teachers, irrespective of different schools, used similar teaching
approach which was shaped by curriculum policy expectations, teachers’
perceptions of learners, and the nature of the socio-cultural and economical context.
Owing to some of the complexities mentioned above, further research on teachers’
conceptions of learning and teaching, particularly in rural schools is needed,
because embedded in teachers’ conceptions lies their lived experiences and ideas
about learning and teaching in rural school. Therefore if effective interventions are to
be considered partnering with teachers and/or learners in rural schools to
understand their conceptions, need to be seriously taken into account. The purpose
is not to research with teachers rather than for teachers to enhance existing
knowledge in partnership, rather imposing knowledge. / MT2017
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Teacher perceptions, knowledge and intervention on homosexual learners in high schools around the Gert Sibande District of the Mpumalanga Province toward a responsive interventionNkosi, Charlotte Dumazile January 2022 (has links)
Thesis (Ph.D. (Education Studies)) -- University of Limpopo, 2022 / This qualitative study explored teacher perceptions, knowledge and intervention of
homosexual learners in high schools in the Gert Sibande District of Mpumalanga.
Homophobic issues have proven to be rife in high schools in Mpumalanga. Therefore,
it was commendable to understand how teachers perceive the homosexuality of these
minority learners. That reason directed the purpose of this study, as teachers should
teach, guide and protect all learners in the school. Hence, it was crucial to ascertain
how they deal with homophobic attitudes or whether they are even aware of
homophobic attitudes within schools.
This study adopted Gibson’s Theory of Direct Perception, the top-down and
constructivist theory, to understand teacher perceptions and knowledge of the
homosexuality of high school learners. This study used a case study design and
empirical studies were extensively reviewed to corroborate data gathered through
individual interviews and document analysis.
Data generated from the semi-structured individual interviews were analysed through
Thematic Content Analysis. Numerous findings emerged from this research. Firstly, it
became evident that teacher perceptions of learners’ homosexuality were hampered
by their lack of knowledge about the phenomenon. It follows that there was no mention
of homosexuality as a concept during their teacher education. Even in practice, the
concept is not precisely included in the curriculum. Secondly, teachers appeared to
have negative perceptions and a misunderstanding of the homosexuality of learners
because they are obstructed by their own beliefs – namely, the Christian religion and
their culture – in recognising homosexual learners in high schools. They still believe in
stereotypes and myths which are encouraging homophobic behaviour. Thirdly, no
homophobic incident was documented and as a result, no one was able to refer to
previous or common incidents. The teachers confirmed that management resonated
the same sentiments as everybody else at the expense of homosexual learners, who
are rendered voiceless and vulnerable to discrimination, violence and isolation. This
study recommends a speedy intervention from the Department of Basic Education to
equip teachers with the necessary knowledge and accurate information on
homosexuality as a concept for school communities.
This study offered sufficient evidence for the claim that secondary school teachers’
perceptions, knowledge and intervention need to be challenged and homosexuality
should be explicitly included in the curriculum to benefit the minority youth in high
schools.
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Managing teacher's perceptions of grade 9 curriculum changes in Economic Management Sciences, MpumalangaFakude, Zandile Thandokuhle January 2022 (has links)
Thesis (M.A. (Education)) -- University of Limpopo, 2022 / This study sought to explore the perceptions of practitioners such as school principals,
Heads of Departments and teachers towards the Grade9 curriculum changes in
Economic and Management Sciences (EMS).This stems from the need for South
African schools to have teachers with positive perceptions of teaching Economic
Management Sciences since this is one subject that prepares learners for one of the
scarce skills in the country entrepreneurship.The problem identified in this study is the
perpetual poor performance of Grade 9 Economic Management Sciences learners.The
review of the literature points out that since Economic and Management Sciences
(EMS) in Grade 9 comprises the Accounting section, Business Studies section and
Economics part, it is the former that contributes to the experienced learner's poor
performance.This is a qualitative case study carried out at the Malelane circuit in
Mpumalanga.This case study method allowed the researcher to use multiple data
collection methods to enhance the qualityof the findings.The qualitative data
generation methods applied in this study included the interviews, documents review
and observations. Out of 12 secondary schools in the Malelane circuit, Mpumalanga, 3
secondary schools were conveniently sampled. In each secondary school, 3 research
participants became part of this study. Teachers were specifically sampled for this
study based on teaching Economic and Management Sciences in Grade 9. Key findings
of the study revealed that a lack of sufficient teaching and learning resources in EMS
delays the successful teaching of the subject. Furthermore, overcrowded EMS classes
in secondary schools, make it difficult for the subject to be taught with enthusiasm by
teachers. Finally, the difficult accounting section, which is part of the EMS, triggers
negative perceptions against EMS by the EMS teachers. Lastly, inadequate support
given to EMS teachers from secondary schools was worsening the negative
perceptions against the subject. Based on the expressed findings, the researcher
recommends that the Mpumalanga Education Department allocates more time for
Economic and Management Sciences subjects in secondary schools to enable learners
to build a better foundation of the subject. Inaddition, adequate teaching and learning
resources for EMS are necessary
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Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) projectMokhele, Matseliso Lineo 08 1900 (has links)
Continuing Professional Development (CPD) of teachers is increasingly becoming a priority in most countries throughout the world. It is widely viewed as the most effective approach to prepare teachers adequately, and to improve their instructional and intervention practices, for when they enter the workforce (Fraser et al 2007). Despite the general acceptance of CPD programmes as essential to the improvement of education, reviews of professional development research constantly point out the ineffectiveness of most of these programmes (see Cohen and Hill, 1998 and 2000). Furthermore, many teachers express dissatisfaction with the professional development opportunities made available to them in schools and insist that the most effective development programmes they have experienced have been self-initiated (National Research Council, 2007). There is a consensus that many CPD programmes have yet to understand professional development from a teacher‘s perspective. This perspective acknowledges what drives teachers to enlist in these programmes and how such programmes can make a difference to them and their classrooms.
Therefore, this study seeks to return the emphasis of professional development to the teachers. The study explores the teachers‘ perspectives of CPD in general, the personal meaning of CPD, and its meaning in the context of their work. By interviewing the teachers who were part of the Mpumalanga Secondary Science Initiative (MSSI) project (a seven year science and mathematics professional development intervention), I explore: the teachers‘ opinions of the intervention; its meaning to them and their work; and its impact on their classroom practices and students for the duration of the intervention and beyond. In this study, I explore data from an extensive and longitudinal study of teachers who were part of the CPD programme in greater detail. In discussing my data, I propose that CPD, however well intentioned and executed, is received differently by each teacher as a result of their personal circumstances and investment in the programme. I argue that the greater the unity between the personal circumstances and motivations of the teachers and those of the CPD intervention, the more likely the outcome will be meaningful for the participating teachers. In turn, the ability to sustain the benefits of the intervention will be enhanced. / Further Teacher Education / D.Ed. (Curriculum Studies)
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Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) projectMokhele, Matseliso Lineo 08 1900 (has links)
Continuing Professional Development (CPD) of teachers is increasingly becoming a priority in most countries throughout the world. It is widely viewed as the most effective approach to prepare teachers adequately, and to improve their instructional and intervention practices, for when they enter the workforce (Fraser et al 2007). Despite the general acceptance of CPD programmes as essential to the improvement of education, reviews of professional development research constantly point out the ineffectiveness of most of these programmes (see Cohen and Hill, 1998 and 2000). Furthermore, many teachers express dissatisfaction with the professional development opportunities made available to them in schools and insist that the most effective development programmes they have experienced have been self-initiated (National Research Council, 2007). There is a consensus that many CPD programmes have yet to understand professional development from a teacher‘s perspective. This perspective acknowledges what drives teachers to enlist in these programmes and how such programmes can make a difference to them and their classrooms.
Therefore, this study seeks to return the emphasis of professional development to the teachers. The study explores the teachers‘ perspectives of CPD in general, the personal meaning of CPD, and its meaning in the context of their work. By interviewing the teachers who were part of the Mpumalanga Secondary Science Initiative (MSSI) project (a seven year science and mathematics professional development intervention), I explore: the teachers‘ opinions of the intervention; its meaning to them and their work; and its impact on their classroom practices and students for the duration of the intervention and beyond. In this study, I explore data from an extensive and longitudinal study of teachers who were part of the CPD programme in greater detail. In discussing my data, I propose that CPD, however well intentioned and executed, is received differently by each teacher as a result of their personal circumstances and investment in the programme. I argue that the greater the unity between the personal circumstances and motivations of the teachers and those of the CPD intervention, the more likely the outcome will be meaningful for the participating teachers. In turn, the ability to sustain the benefits of the intervention will be enhanced. / Further Teacher Education / D.Ed. (Curriculum Studies)
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Out-of-field teaching : the phenomenon in northern KwaZulu-Natal and eastern Mpumalanga schoolsCoetzer, Laura Johanna Maria. January 2015 (has links)
D. Tech. Education / It explores out-of-field teaching in northen KwaZulu-Natal and eastern Mpumalanga schools. It also looks at the impact out-of-field teaching has on teachers perceptions and experiences. The research attempts to determine the special needs that teachers require in order to serve in a different field.
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Facilitating the self-efficacy of primary school teachers in Mpumalanga : a perspective from lifelong learningLa Cock, Yolande 02 1900 (has links)
The aim of this research was to make recommendations on how to facilitate a healthy sense of Computer Self-Efficacy (CSE) in teachers of a primary school in South Africa. A literature study was conducted to determine a theoretical framework for the study. Thereafter a mixed method design was used to conduct an empirical investigation. This was done by means of focus group interviews, questionnaires and an observational narrative. The most important finding was that the teachers who participated in the research were professional and enlightened about the value of technology. They agreed that although daunted by the idea of technology it is essential for them to become proficient in the use of computers. The researcher came to the conclusion that the main obstacle that stands between the participants and technological proficiency was a weak sense of CSE. Recommendations were made on how one could use extrinsic motivation to introduce new technology in such a way as to enhance self-efficacy and as result computer self-efficacy. / Curriculum and Instructional Studies / M. Ed. (Adult Education)
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Facilitating the self-efficacy of primary school teachers in Mpumalanga : a perspective from lifelong learningLa Cock, Yolande 02 1900 (has links)
The aim of this research was to make recommendations on how to facilitate a healthy sense of Computer Self-Efficacy (CSE) in teachers of a primary school in South Africa. A literature study was conducted to determine a theoretical framework for the study. Thereafter a mixed method design was used to conduct an empirical investigation. This was done by means of focus group interviews, questionnaires and an observational narrative. The most important finding was that the teachers who participated in the research were professional and enlightened about the value of technology. They agreed that although daunted by the idea of technology it is essential for them to become proficient in the use of computers. The researcher came to the conclusion that the main obstacle that stands between the participants and technological proficiency was a weak sense of CSE. Recommendations were made on how one could use extrinsic motivation to introduce new technology in such a way as to enhance self-efficacy and as result computer self-efficacy. / Curriculum and Instructional Studies / M. Ed. (Adult Education)
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Changing perceptions of history education in black secondary schools, with special reference to Mpumalanga, 1948-2008Black, David Alexander 11 1900 (has links)
This dissertation examines the changing perceptions which black history educators and learners have held toward secondary school history education from 1948 to 2008. The province of Mpumalanga is focused upon, although the perceptions held about history education by black secondary school educators and learners within the wider historical context of South Africa is also examined. It is argued that while the history education offered to black learners in South Africa secondary schools during the apartheid era was unpopular largely due to its pro-government subject matter, post-apartheid secondary school education is in danger of becoming increasingly marginalized within the school curriculum as it cannot successfully compete with a modern, technological and materialistically orientated society. / History / M.A. (History)
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The development and implementation of an effective mentoring programme to improve job satisfaction among beginner teachers at primary schools in the Mpumalanga Province of South AfricaHugo, Jean-Pierre 13 September 2018 (has links)
Teachers leaving the profession is an ongoing problem; fewer teachers enter the profession each year and the number of teachers leaving the profession has increased. Many teachers listed job satisfaction as a reason for leaving the education profession, whilst citing the lack of mentoring as a cause of job dissatisfaction. Mentoring is known as the planned paring of a more experienced person with a lesser individual to help with the professional development of that individual and reduce teacher turnover.
The aim of the study is to explore the impact of an effective mentoring programme at primary schools by developing and implementing such a mentoring programme to support and improve job satisfaction among beginner teachers in the province of Mpumalanga entering the profession for the first time. The following quantitative techniques were used during this study: document analysis and Likert-scale questionnaires, completed by 1 000 male and female teachers (principals, deputy principals, heads of departments, teachers and student teachers) from different races and cultures (20 teachers per school) from 50 randomly selected rural primary schools, private primary schools and Quintile 4 and 5 primary schools in the province of Mpumalanga.
The analysis of data enabled me to identify a series of factors that were utilised to develop a mentoring programme that school management can implement in their schools to help beginner teachers to cope in their new work environment in order to improve job satisfaction and improve teacher retention. The factors identified include: aspects of job satisfaction that support leaners in achieving their goals; aspects of school management; the contribution of mentoring programme on the job satisfaction of beginner teachers; the responsibility of a mentor in developing a mentoring programme; the responsibility of a mentee in developing a mentoring programme; the responsibility of schools in developing a mentoring programme and characteristics that should be demonstrated by a mentor. From the data gathered, a mentoring programme was developed, namely the Hugo mentoring model. This model outlined the roles and responsibilities of mentors, mentees and school management throughout the mentoring process. The model also provided steps that should be taken into consideration when organising meetings between mentors and mentees. / Educational Studies / D. Ed.
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