Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This qualitative multiple case study explored the subjective experiences of four science teachers during the transition process from Natural Sciences in the General Education and Training (GET) band to Life Sciences in the Further Education and Training (FET) band. The study was guided by one main research question and four sub-questions. Data were collected using simple observation, an open-ended questionnaire, semi-structured interviews and photographic evidence. The study revealed that the experiences of the teachers are dependent upon their years of teaching experience, the quality of in-service training and workshops, available resources, the support the teacher receives from the school and the Department of Education and how each school is individually managed. The findings in this study further revealed that teachers feel alone and abandoned by the Department of Education, as there is very little to no support and communication between the teachers and the Department. The teachers reported that there is a misalignment between the content and assessment requirements in Grade 9 and Grade 10, which causes learners to struggle to adapt in Grade 10. Teachers then resort to measures such as structuring the GET more like the FET and reorganising and modifying the content of Natural Sciences across grades 8 and 9 in an effort to better prepare learners for Grade 10 Life Sciences. All the teachers who participated in the study revealed that they did not receive sufficient training to assist them with the transition process from GET to FET. Reasons offered included that in-service training and workshops focused more on administration instead of providing teachers with the necessary context-specific training required to implement the National Curriculum Statement. It is therefore evident that highly skilled teachers are needed to ensure a smooth transition from GET to FET. Teachers need to participate in curriculum initiatives, as it is the teachers who are ultimately responsible for implementing new curriculum initiatives. / AFRIKAANSE OPSOMMING: In hierdie kwalitatiewe veelvuldige gevallestudie is die subjektiewe ervarings van vier wetenskaponderwysers tydens die oorgangsproses van Natuurwetenskappe in die Algemene Onderwys en Opleiding (AOO-)band na Lewenswetenskappe in die Verdere Onderwys en Opleiding (VOO-)band ondersoek. Die studie is deur een hoofnavorsingsvraag en vier subvrae gerig. Data is deur eenvoudige waarneming, ’n oopeinde-vraelys, semigestruktureerde onderhoude en fotografiese bewyse ingesamel. Die studie het aan die lig gebring dat die ervarings van onderwysers afhang van hul onderwyservaring, die gehalte van indiensopleiding en werkswinkels, beskikbare hulpbronne, die ondersteuning wat die onderwyser van die skool en die Departement van Onderwys ontvang, en hoe elke skool individueel bestuur word. Die bevindinge van hierdie studie toon voorts dat onderwysers vervreem en afgesonder van die Departement van Onderwys voel, aangesien daar baie min of geen ondersteuning en kommunikasie tussen die onderwysers en die Departement is nie. Die onderwysers voer aan dat daar nie ooreenstemming is tussen die inhoud en assesseringsvereistes in graad 9 en 10 nie, wat meebring dat leerders sukkel om in graad 10 aan te pas. Onderwysers wend hulle dan na maatreëls soos om die AOO meer soos die VOO te struktureer en die inhoud van Natuurwetenskappe in graad 8 en 9 te herorganiseer en te wysig in ’n poging om leerders beter vir Lewenswetenskappe in graad 10 voor te berei. Al die onderwysers wat aan hierdie studie deelgeneem het, het aangedui dat hulle nie genoegsame opleiding ontvang het om hulle met die oorgangsproses van AOO na VOO te help nie. Redes hiervoor het ingesluit dat indiensopleiding en werkswinkels meer op administrasie fokus as wat dit onderwysers van die nodige konteksspesifieke opleiding voorsien om die Nasionale Kurrikulumverklaring te implementeer. Dit is duidelik dat hoogs opgeleide onderwysers nodig is om ’n suksesvolle oorgang van AOO na VOO te verseker. Onderwysers behoort toegelaat te word om insette tot kurrikuluminisiatiewe te lewer, aangesien dit uiteindelik die onderwysers is wat verantwoordelik is vir die implementering van nuwe kurrikuluminisiatiewe.

This is a qualitative research that draws on Fairclough’s Critical Discourse Analysis methodology to analyze the discourse practices of the mathematics teacher educators in initial teacher training colleges in Malawi. The study involved four mathematics teacher educators in two teacher training colleges located in two different regions of Malawi. Specifically the study explored the following questions: 1) What are the discourse practices that mathematics teacher educators display in their descriptions of multilingual mathematics classrooms? 2) a) What are the discourse practices that mathematics teacher educators display in a college mathematics classroom? b) How do they make available the discourse practices for the student teachers to draw on? Data was collected through pre-observation interviews, classroom observations, reflective interviews and focus group discussions with the mathematics teacher educators. This study has shown that while there are some disconnections between the discourse practices produced in a school multilingual mathematics classroom and a college mathematics classroom, some of the discourse practices that mathematics teachers produced in a college mathematics classroom reinforces the common discourse practices being produced in multilingual mathematics classroom. There are three common discourse practices that were displayed in a college mathematics classroom. These discourse practices are: Initial-Response-Evaluation (Pimm, 1987), traditional lecturing and group discussions. I observed that the IRE and traditional lecturing discourse practices were accompanied by directive discourses for procedural control, and the procedural discourse was the prevalent discourse in all the discourse practices produced. iv Three major themes have emerged from the data analysis. Firstly, the research findings indicate that the mathematics teacher educators regard multilingualism and the language practices that come with it such as code-switching more as a problem rather than a resource for teaching and learning. Secondly, code-switching in college mathematics classroom is not as spontaneous as is research shows it to be in schools; rather it is very much controlled and restricted. Thirdly, the dilemmas of code-switching as discussed by Adler (1998, 2001) are more acute in teacher training colleges, mainly because of the mismatch in the Language-in-Education Policy (LiEP) in schools and tertiary level.

In this study the status of the active learning methods of teaching employed in Teachers‟ Training Colleges in Ethiopia was examined from the perspective of the trainee-teachers and their lecturers. Factors relating to active learning were discussed within the framework of the social-cognitive constructivists‟ theory, as learning (knowledge construction) requires the direct involvement of an individual, as well as interaction with the social environment. Three main groups of learning theories were investigated, namely the behavioural, the cognitive and the constructivist theories. The behavioural theories emphasise the transmission of information from the teacher to the learner, whereas the cognitive and constructivist theories emphasise the learners‟ construction of knowledge from their own experiences and their interaction with one another. The methods and strategies for teaching Geography in Ethiopian Teachers‟ Training Colleges were also discussed. The empirical research investigated the perceptions of trainee-teacher and lecturers regarding active learning methods at their respective colleges, the current teaching-learning methods and strategies that the trainee-teachers employ, how they experience the current teaching methods and approaches and other related matters, such as class size and facilities, the integration of assessment with active learning, the teachers‟ attitudes towards active learning, whether or not the lecturers receive short-and long-term training on active learning, the support obtained from the managing body, and whether or not any guidelines existed. Interviews were conducted as embedded research that was intended to supplement the quantitative findings. The results of the empirical investigation indicated a lack of systematic and appropriately organised active learning at college level. Some of the barriers that profoundly hindered the use of active learning pedagogies are the lecturers‟ tendency to maintain the traditional (lecture) method of teaching, insufficient pre-service and in-service training, the large class sizes, the lack of administrative support, the scarcity of resources/facilities, the lack of integration between assessment and active learning, and finally, the absence of guidelines. Pertinent information was extracted from the relevant literature and the empirical study to develop a model to address the problem of active learning in Teachers‟ Training Colleges. Thus, a Model of Active Learning, which is relevant to the teaching of the learning of Geography at College level in the Ethiopian context, was developed. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The study focused on professional development of lecturers at Further Education and Training (FET) Colleges in the Eastern Cape Province. The effectiveness of lecturers at FET colleges depends on continuous development in order to meet challenges that they face due to continuous changes in technology and curriculum. Also, the development of the lecturers has a positive effect on their teaching with the result that both the students and the wider institution benefit from it. The literature reviewed revealed the effects, types, theories and nature of professional development. A qualitative research approach in the form of document analysis, interviews and observations was used in order to explore the implementation and/or lack thereof of professional development and its effects in teaching and learning within the institution. It is hoped that the qualitative study and the literature review will contribute to the implementation of professional development for the benefit of students and the college. Different strategies for the implementation of professional development were recommended that could further enhance the introduction of professional development in FET colleges. / Educational Leadership and Management / M. Ed. (Education Management)

With reference to the demands for innovation facing the systems of tertiary education internationally, the Department of Higher Education in South Africa has been revamped since the realization of the democratic Government. In recent years, the Technical and Vocational Education and Training (TVET) College institutions became the potential learning institutions of choice that could revitalize the economy. This resulted in merging the former 152 TVET Colleges into 50 with the intention to streamline access in order to accommodate a larger number of students for technical and vocational training. The purpose of this study was to determine how student retention and success in the TVET Colleges can be effectively managed. The study was mainly guided by the theoretical framework of Bronfenbrenner’s (1979, 1995) ecological systems theory that explains individuals’ relationships with their environments by means of interrelated ecological systems functioning. Secondly, applied to this study was the principles of systems theory which supplemented Bronfenbrenner’s ecological systems theory. A mixed-methods research approach was used in determining the perceptions of TVET College personnel from different levels of institutional functioning and from students from different years of registration to determine the main factors influencing student retention and success at TVET Colleges. The empirical investigation comprised of a quantitative research approach (as phase 1) using questionnaires administered to students which was followed by a qualitative research approach (as phase 2) entailing semi-structured individual interviews with TVET College employees. The researcher used the chi-square and analysis of variables tests as analysis techniques in analysing and presenting the results in in this study. The research findings indicated a strong need for relevant career guidance provided to prospective TVET College students from primary school onwards, and the establishment of a constructive student support unit at TVET Colleges to promote student retention and success. Factors that promote the management student retention and success were identified as relating to the image and reputation of TVET Colleges, sources of effective communication, and student support activities that initially and continuously motivate or hinder student retention and success in the TVET College institutions. / Na aanleiding van die oproepe om vernuwing wat tersiêre-onderwysstelsels op internasionale vlak in die gesig staar, het die Departement van Hoër Onderwys en Opleiding in Suid-Afrika sedert die instelling van 'n demokratiese regering verskeie verbeteringe ondergaan. In die afgelope aantal jare het instellings in die tegniese en beroepsonderwys- en opleidingsektor potensiële voorkeurleerinstellings geword wat die vermoë het om die ekonomie nuwe lewe te gee. Dit het gelei tot die samesmelting van die voormalige 152 kolleges in die sektor tot 50 kolleges, met die doel om toegang te vergemaklik sodat meer studente vir tegniese en beroepsopleiding ingeneem kan word. Die doel van hierdie studie was om te bepaal hoe faktore wat studentbehoud en -sukses beïnvloed, doeltreffend in die tegniese en beroepsonderwys- en opleidingskollegesektor bestuur kan word. Die studie is gerig deur die teoretiese raamwerk van Bronfenbrenner (1979, 1995) se ekologiese-stelselteorie. Hierdie teorie verklaar individue se verhoudings met hul omgewings met behulp van ekologiese stelsels wat in verhouding met mekaar funksioneer. Tweedens, aan die studie was beginsels van stelsels teorie toegevoeg wat Bronfenbrenner se ekologiese stelsels teorie aanvul. Die empiriese ondersoek het bestaan uit ʼn kwantitatiewe navorsingsbenadering waarby vraelyste aan studente uitgedeel is, gevolg deur ʼn kwalitatiewe navorsingsbenadering wat semi-gestruktureerde individuele onderhoude met werknemers by tegniese en beroepsonderwys- en opleidingskolleges behels het. Die navorsingsbevindinge het gedui op ʼn sterk behoefte aan die voorsiening van toepaslike beroepsvoorligting aan leerders op laerskool en verder wat voornemens is om aan tegniese en beroepsonderwys- en opleidingskolleges te studeer, asook die vestiging van ʼn konstruktiewe studentesteuneenheid by hierdie kolleges om studentebehoud en -sukses te bevorder. Faktore wat studentebehoud en -sukses bevorder is geïdentifiseer as dié wat verband hou met die beeld en reputasie van tegniese en beroepsonderwys- en opleidingskolleges, bronne van doeltreffende kommunikasie, en studentesteunaktiwiteite wat aanvanklik en deurlopend as motivering vir studentebehoud en -sukses in hierdie sektor dien of dit belemmer. / Mayelana na xilaveko xa vutumbuluxi lebyi mafambiselo ya swikolo le ya langutiseneke na wona misava hinkwayo, Ndzavisiso ya tidyondzo ta le henhla ya Afrika Dzongayi cincile ku sukela loko hi ri eka mfumo wa xidimokirasi, Eka masiku ya namuntlha, tikholichi ta Vuthikiniki na dyondzo na vuleteri (TVET) ti hundzukile swikolo leswi nga langiwaku ku pfuxelela ikhonomi. Leswi swi endlile leswaku ku katsiwa tikholichi to ringana 152 leswaku ti va 50 ku ri ku endlela leswaku ku tekiwa na ku leteriwa vana va ku tala. Xikongomelo a ku ri ku endlela leswaku machudeni va nga lawuriwa na ku humelerisiwa njhani eka ti kholichi ta ti TVET. Dyondzo leyi yi rhangeriwa hi mavonelo ya malavisiselo ya Bronfenbrenner’s (1979, 1995), mavonelo ya matshamelo na mahlamuselo ya vuxaka eka mpfanganyiso wa matirhiselo, xavumbirhi, Dyondzo leyi yi tirhisile milawu ya mafambiselo na mavonelo lama tatisaku maendleo ya matshamelo na mafambiselo ya Bronfenbrenner. Malaviseselo ya maendlelo yo pfanganana ya tirhisiwile eka mavonelo ya va tirhi ya tikholichi ta ti TVET ku suka eka matshamelo na matirhelo yaku hambana hambana ku sukela eka malembe ya ntsariso ku endlela ku kuma nsusumeto wa ku humelela ka machudeni etikholichi. Ndzavisiso lowu wu katsakanya maendlelo ya khwalithethivhi, eka xiyenge xo sungula hi ku tirhisa swivutiso leswi nga ta xiyisisiwa eka machudeni swi tlhela swilandelerisiwa hi maendlelo ya malavisiselo ya khwalithethivhi (eka xiyenge xa vumbirhi) hi ku kandzelerisiwa hi nwangulano wa xiphemu na vatirhi va ti kholichi ta ti TVET. Mulavisisi u tirhisile xikwere xa chi na ku xopaxopa swiphemu swa swikambelo leswi a swi xopa xopiwa loko ku bumabumeriwe / hlayiwe mbuyelo wa ndzavisiso. Mbuyelo wu kombisa swinene leswaku kuna ku yelana eka ndzetelo lowu nyikiwaku machudeni ya ti kholichi ta TVET ku suka eswikolweni swa le hansi ku ya ehenhla, na ku tumbuluxiwa ka xiyenge xa mpfuno wa machudeni etikholichini ta ti TVET ku tlakusa ku tiyisa na ku humelela ka machudeni. Swi nwana leswi susumetaku ku tlakusa na ku tiyisa vufambisi eku tlakuseni na ku humelerisa machudeni ya ti kholichi ta ti TVET swikombisa swi fananisiwa na xiyimo na xindzhuti xa swikolo leswi, swipfuno swa mavulavulelo, na swipfuno swa switirhisiwa swa mpfuno wa machudeni wa masungulo kumbe wa ku yisa nkucetelo kumbe xirhalanganyi xa ku tlakusa na ku pfuna ku humelela eka tikholichi ta ti TVET. MARITO NKULO / Educational Management and Leadership / D. Ed. (Education Management)