Theses and Dissertations (Humanities Education)

Permanent URI for this collectionhttp://hdl.handle.net/2263/32288

Browse

Now showing 1 - 20 of 181

Learner agency in the construction of their identity in school discourses
(University of Pretoria, 2019-11) Vandeyar, Saloshna; ziqubulwazi@gmail.com; Ziqubu, Praise–Worthy
Using a mixed method approach, a case study and narrative inquiry approach, this study explored how learners exercised agency in the construction of their identity in school discourses. The study investigated different discourses that existed in schools and the meanings that learners attached to these discourses in their understanding of what it meant to be a learner at schools. Data capture incorporated a mix of survey and semi-structured interviews and a researcher journal. Data was analysed using content analysis. A total of 90 learners participated in the survey. Fifteen learners and three teachers participated in the semi-structured interviews. This study juxtaposed two theories: theory of power and theory of performativity to explore the construction of learner identity and exercise of agency. Findings of this study were threefold: First, schools had used Foucault’s mechanisms and instruments of constructing learner identity. Learners were subjected to a constant gaze at schools. Second, learners had used internal and external influences in their negotiation with school discourses. Their identities and agency was a product of these influences. Third, learners became agentic in schools and asserted their own identities. Some of these identities clashed with the identity of the ‘ideal learner’ of schools. Despite established subject positions in schools, learners created their own subject positions as they believed that the school was limiting and constraining their abilities. The study makes the following recommendation: Schools must be welcoming and accommodative of identities and discourses that learners bring to school.
The influence of socio-cultural expectations on the construction of a female Afrikaner teacher’s identity
(University of Pretoria, 2024-07-27) Woest, Yolandi; mickevdw@gmail.com; van der Westhuizen, Mické
This autoethnographic study aimed to explore the influence of socio-cultural expectations on the identity construction of a female Afrikaner teacher. I share my personal experiences and challenges faced in pursuing higher education and career achievement as a woman in a society that often defines a woman’s role by her role in the family. The conceptual framework in this study consisted of intersectionality (Crenshaw, 1989), integrated with the social role theory (Eagly, 1997) and feminism as the metatheory. I explored existing literature on socio-cultural expectations, the establishment of Afrikaner culture and identity, as well as female teachers. I also discussed the impact of gender norms and expectations on the emotional well-being of individuals in patriarchal societies. The challenges faced by Afrikaner women in terms of limited opportunities and family commitments are highlighted. The study also explored the intersection of gender and identity in the context of female teacher identity, noting that schools are often seen as feminised environments. My autoethnography was in the form of a narrative and represented my personal lived experiences in a particular social and cultural context. This study narrated my experiences of Afrikaner socio-cultural expectations on my personal life and career aspirations, within the context of the female teacher identity. As this study was conducted using an autoethnographic approach, I was the primary participant in obtaining data for analysis. Data were gathered by writing my narrative vignettes, and the neologism of lyricovignette was introduced. The following methods were used to help guide my narrative: self-interview and memory work, critical conversations with others as co-constructors of knowledge (memory sharing with others) and consulting personal journal entries. The data gathered from my lyricovignettes (a neologism generated for this research study) were analysed using thematic data analysis. The findings included the socio-cultural expectations of religion on my Afrikaner identity, as well as the socio-cultural expectations which I experienced as a female Afrikaner teacher. The insight gained from this study will be used to inform further research on female Afrikaner identities and female teacher identities and add to the literature on the socio-cultural expectations of female teachers.
Integrating mobile apps to enhance multiliteracy in English language education
(University of Pretoria, 2024) De Jager, Lizette J.; cloetetraceyleigh@gmail.com; Cloete, Tracey-Leigh
English language education has continued to be a challenge in the South African teaching context. The majority of the South African population does not speak English as their mother tongue, yet the medium of instruction in most educational institutions is English. With the enhancement of technology, teaching methods have evolved to include the utilisation of technology such as mobile apps, presenting an opportunity to enhance teaching pedagogies and cater for various learning styles. This research focused on how to integrate technology successfully into teaching pedagogy to effectively enhance multiliteracies. The purpose of this study was to investigate the teaching methods utilised by educators in promoting multiliteracy using mobile apps, as well as to explore their beliefs in this regard and the way in which these aspects can improve English language education. The main research question asked was ‘How does the integration of mobile apps in the English language lesson enhance multiliteracy?’, while the sub-questions included ‘What are teachers’ beliefs/perceptions about integrating technology using mobile apps?’ and ‘What strategies do teachers employ when integrating mobile apps to enhance multiliteracy?’ This study applied interpretivism as a paradigm, a qualitative research approach and a descriptive case study. The data collection tools utilised were semi-structured questionnaires and secondary data from De Jager’s (2018) study. A deductive thematic analysis was conducted after emergent coding had been carried out. The data were then assigned to categories and were mapped onto the four pillars of multiliteracy and checked for meaning. The findings revealed that mobile apps have the potential to enhance multiliteracies in English language education, as well as to foster an overall positive attitude and a willingness to learn more about the utilisation of mobile apps and technology to enhance teaching pedagogies on the part of educators. The study also revealed, however, that educators did not reach the point of redefinition/transformation in the use of mobile apps to enhance English language education.
The influence of mentor teacher identities on beginner teachers' professionalism
(University of Pretoria, 2023-11-30) Vandeyar, Saloshna; sebenzilesithole8@gmail.com; Sithole, Sebenzile Grace
Using a social constructivist and a transformative paradigm, this study set out to explore how mentor teachers’ identities influence beginner teacher professionalism. The study was qualitative in nature and used a bounded case study approach and narrative inquiry. Mentor role theory and identity theory provided the theoretical moorings of this study. Five mentor–beginner teacher pairs across five diverse primary schools in Pretoria participated in this study. The participants were all females from different races, ethnic groups and socio-economic backgrounds. Data capture included a mix of semi-structured and focus group interviews and a research journal. The data was analysed by means of content analysis, and the findings were threefold. First, a move away from social identity to a celebration of ubuntu and a rainbow nation. All the participants showed ubuntu and treated each other with compassion and integrity. They transgressed their social identities and exercised agency as they saw professionals before black, white, Zulu or Ndebele. Teachers were changing the narrative not just for themselves, but for the learners that they taught. Second, beginner teachers as active agents in cultivating their professionalism. The confidence and trust cultivated by the mentor teachers in beginner teachers witnessed beginner teachers driving their own professionalism through conducting independent research, reaching out to fellow colleagues and leaning on heir mentor teachers for support and guidance whenever they felt stuck. Lastly, the intentionality of mentor teachers to develop beginner teachers. Mentor teachers in this study were intentional about ensuring that beginner teachers develop substantially, and they created an outline for themselves about how they would mentor beginner teachers to optimise results and provide relevant support. This study makes the following recommendations for policymakers and practitioners a tailored mentorship structure should be introduced to outline the selection of mentor teachers as well as the key objectives that mentorship should advance for beginner teachers. Future research might explore what measures mentor teachers take to fully understand others and reduce their ignorance about diverse cultures in South African society, and what the attributes are that beginner teachers consider meaningful in a mentorship.
Opportunities to learn in isiNdebele textbooks
(University of Pretoria, 2024-02) Engelbrecht, Alta; jianebusisiwe@gmail.com; Jiane, Busisiwe Pretty
The purpose of this research was to evaluate the opportunities to learn provided by the Grade 9 isiNdebele Home Language textbooks used in KwaMhlanga South West Circuit, where I have been teaching for the past eight years. Since the area is multilingual and most learners are exposed to a variety of languages while struggling with isiNdebele as their first language, an empirical investigation using a qualitative approach was conducted to investigate the quality of textbooks, specifically Via-Afrika and Nasi-Ke Isikhethu. This study employed Vygotsky's (1987) social constructivism theory as its theoretical framework. The two textbooks were evaluated using the textbook evaluation criteria from Afshin, Mehrjoofard, and Salemi (2011). These evaluations were compared to the CAPS document in order to determine whether the textbooks met the curriculum requirements. The study verifies that there are differences between these two textbooks regarding CAPS document compliance as well as other factors such as the use of visuals, learning objectives, authenticity, and exercises and activities related to language learning. The literature review refers to the significance of the historical context of the South African language policy, language policies in education, the South African National Curriculum and Assessment Policy Statement (CAPS), the role of textbooks in teaching and learning, and cognitive levels of questioning. To analyse the data collected for this study, qualitative content analysis was used. The findings reveal that both textbooks focus on questions at a higher level and ignore the mark allocation for given questions. Via-Afrika has allocated marks only on the formative assessment. Via-Afrika contains more visuals than Nasi-Ke Isikhethu and the representations are not always relevant to the subject matter or suitable for the educational setting. In terms of real-life learning examples, Via-Afrika is designed in a way that helps learners apply their learning to their daily lives. Some of the skills necessary for language learning, such as reading and viewing, have not been successfully demonstrated by Nasi-Ke Isikhethu. Via-Afrika successfully demonstrates skills by, for instance, beginning with an in-depth description of the writing process, explaining each genre, and showing examples so learners can observe the conventions and format of that genre.
Pre-service teachers and their navigation of controversial issues in the South African history classroom
(University of Pretoria, 2024-02-19) Wassermann, Johan; Bentrovato, Denise; u17048542@tuks.co.za; Lawrence, Aidan
This dissertation offers a unique perspective on the teaching of controversial issues by pre-service history teachers during their WIL period by demonstrating that the teaching of controversies is not a stagnant or concrete practice but it is subject to change. It is proposed that the three categories of risk-taking presented in research by Kitson and McCully in 2005 can be expanded upon by two temporal categories that history teachers may select in their navigation of controversies that may emerge within their respective History classrooms. By drawing on ten reflective reports, referred to throughout this study as sea shanties, collected from final year B.Ed. History students at the University of Pretoria, clear navigational routes can be plotted when navigating the controversies that emerged in various manners within the environment that they found themselves in. In a South African context, many of the topics that are present within the current curriculum are rooted in some form of controversy on the lines of race, gender, or class, some being present from the offset and some emerging through the teaching and learning process. Often being brought up by external and internal factors that play a crucial role in the navigational routes of History teachers. A deeper insight into the beliefs and tools that the pre-service History teachers rely on when choosing a navigational route is proposed, allowing for a deeper understanding of how these factors influence their choices and how they handle the controversies that emerge whilst teaching. Through the use of the case study method I analyse the choices that have been made by the pre-service history teachers and the factors that played a crucial role in the choices that they had made along their navigational route. The findings show why and how the pre-service History teachers utilised Kitson and McCully ’s continuum as a navigational choice the pre-service teachers who selected the temporal categories, known as retreating idealists and sinkers, that I propose as a middle ground or halfway point when navigating controversies within the History classroom.
Lived experiences of first-year physical education students learning to swim
(University of Pretoria, 2022) Van Zyl, L.J.; Du Toit, Pieter; Pa7dda@gmail.com; Van der Merwe, Jan Petrus
Drowning is the leading cause of child death in the world (World Health Organization, 2017). With over 300 000 drownings per year globally, people from low socio-economic backgrounds living in rural locations are most vulnerable to drowning (Willcox-Pidgeon et al., 2020). Obstacles that have an impact on learning how to swim includes motivation, fear, accessibility, and social constraints (Olaves et al., 2019). First-year education students who are studying the Human Movement Studies (HMS) elective at the University of Pretoria are required to pass the water activities section in their practical module (University of Pretoria, 2020). However, there are some students who are not water safe when starting the HMS elective. In this qualitative autoethnographic case study, the impact of learning to swim lived experiences on the perceptions that first-year education students had towards swimming are identified and explored. Through purposeful sampling, a sample group of students were identified. Of this initial sample group, 34 volunteers participated in an online questionnaire and 10 volunteer participants were interviewed in focus group interviews. Photovoice evidence of photographs taken during the module were used as the third set of data. In the data analysis of the collected data, four common themes were identified: fear, swimming ability, adaptation, and perception. According to complex learning theory (Light, 2014), this learn-to-swim process can be understood in terms of adaptation, social learning, and interpretation. This study concludes that the students’ lived experiences of learning core aquatic and swimming skills contributed to their perceptions of swimming becoming more positive.
Using principles of Whole Brain® Thinking to transform radiographic clinical practice : an action research study
(University of Pretoria, 2021-01) Du Toit, Pieter Hertzog; zanelle3213@gmail.com; Kruger, Zanelle
As an inexperienced facilitator with a passion for education, research, and the field of radiography I identified an innovative idea to transform my practice as part of my professional development and role as a lecturer. This research focuses on implementing a professional development intervention aimed at improving Radiographic Clinical Practice. Radiographic Clinical Practice is a subject specialising in radiographic techniques for the demonstration of specific anatomical structures and pathology. Constructive academic contributions on holistic Whole Brain® facilitating learning in South Africa abound but a void was identified in its implementation in Radiographic Clinical Practice. Whole Brain® thinking is in principle, the way in which I choose to execute the learning task. As I have my own thinking preference, known as my comfort zone, the goal throughout the project was to facilitate learning tasks in a holistic Whole Brain® manner. Developing Whole Brain®-focused radiographers is imperative for the industry to be effective and efficient, while improving or maintaining the well-being and heath of the patients in an era of rapidly advancing technology (Dos Reis, Pires-Jorge, York, Flaction, Johansen, & Maehle, 2018:61). By using an action research design, I took responsibility for my own professional development in a self-regulated fashion – one’s ability to understand and control one’s own learning in practice. I improved the approach to my educational practice by facilitating the learning of radiography in a holistic Whole Brain® manner. A mixed methods approach was followed during data collection, analysis and interpretation. The fieldwork consisted of different questionnaires, observations, observation sheets and a reflective field notebook. These different data collection methods were implemented by various sources (participants, peers and myself) to augment the validity and reliability of the data and the interpretation, as recommended by Zohrabi (2013:254). Findings indicate that I did develop professionally and created learning opportunities for the participants to develop professionally.
A transformative curriculum to prepare undergraduate tourism students for postgraduate study
(University of Pretoria, 2024-03-14) Du Toit, Pieter Hertzog; talk2uwe@gmail.com; Hermann, Uwe Peter
Tourism is an emerging field of study worldwide and in South Africa there are a number of higher education institutions (HEIs) that now offer a variety of programmes in this regard. Although these programmes are a primarily vocationally-driven, HEIs are increasingly developing vertically articulated programmes on NQF7 and NQF8 in order to prepare students for further postgraduate study. In addition, students today seeking higher education may be considered part of the so-called Generation Z cohort. This generation is associated with unique social characteristics for which current curricula may not be effectively designed. In addition, the curricula designed to cater for further study in tourism may be considered highly content-based and delivered in a teacher-led learning environment that does not provide an effective platform for authentic learning. Curricula should be designed to promote authentic learning in which the learning environment is developed with the student in mind, where the student takes ownership of the learning process and a lecturer provides a facilitation role and does not direct learning. This, coupled with a constructive Whole Brain® aligned curriculum should promote amongst others; critical thinking, critical reflection, active engagement, experience-based learning and cooperative learning. A curriculum that is designed to promote authentic learning among students may also provide the platform for students to be better prepared and to develop graduate attributes required for the real world of work. Although there has been much discourse in the field of vocational tourism curricula and undergraduate curricula there is a relatively unexplored opportunity to transform the curricula in order to better prepare these undergraduate students for further study as this field is relatively underexplored. In this study a constructivist-action research lens is used through a convergent mixed method design to gather empirical evidence from document analysis, a survey among tourism students, a focus group with faculty colleagues, interviews with colleagues at other HEIs in South Africa and from a panel of international experts by means of a Delphi study. The study reveals that constructivism is a learning theory that suggests learners actively construct their understanding of the world through their experiences and interactions. In the context of research methodology as a subject, applying constructivist principles can enhance authentic learning in several ways. This study presents innovative solutions to transform the tourism research methodology curricula at TUT in order to better prepare undergraduate students for postgraduate study. Specific recommendations for transformation are presented and discussed.
Exploring transformative processes in the production of Spotlight
(University of Pretoria, 2023-12-04) De Villiers, Ronel; Manganye, Nelson; thiloshnigovinder@gmail.com; Padayachee, Thiloshni
Transformative learning experiences in theatre are the essence of why theatre was created and continues to exist in the world. Theatre is a deep connection to the human condition which allows us to learn and construct knowledge in aid of global and individual insight. This form of storytelling creates an opportunity for transformation as the individual creates meaning from a simulated experience. For multiple role players, namely: researchers, dramatic arts practitioners and theatre education specialists; the emphasis on transformation was solely focussed on the audience’s experience. This study will focus on the actors transformation as they engage in theatre processes to achieve their transition from self to character. This interchangeable process will be facilitated through the Bhava-Rasa theory which represents the cognitive and emotional journey the actor undergoes during their transformation. Along with the Social Alchemy theory which represents the character’s narrative as the actor navigates within to develop the transition which is required. The aim is to investigate the use of theatre theories in developing the actor as they create their character in order to foster deep educational developments in beliefs, thoughts, perspectives, and perceptions. The study will achieve this aim by observing actors as they engaged in theatre practices during their participation in the Spotlight production. Semi-structured interviews with three actors and the director will be conducted at three intervals to create a time-line. These intervals will be at the beginning of the rehearsal process, during the rehearsal process, and after the second production performance. This time line will provide a platform to investigate when and how transformative learning experiences occurred. The knowledge pursued in this study is about exploring the connection between theatre practice and transformative learning experiences within the actor. The investigation will focus on how transformative learning develops the meaning scheme of the actor as they engage in the artistic process. The meaning schemes of an individual refers to the beliefs, concepts, judgements, values, attitudes, perspectives, feelings and assumptions they hold. This body of knowledge is used as a way to interpret the world. We view ourselves and the world around us through these filters which shapes our understanding. It is the meaning scheme possessed by the actor which is altered during the transformative process in theatre.
Academic performance, bilingualism, and rurality : insights from Grade 10 history classroom contexts
(University of Pretoria, 2024-02-14) Maluleke, Nkhensani; u21832553@tuks.co.za; Sombani, Khensani Eunice
The language of learning and academic performance has drawn the interest of researchers from around the world for some years. This study aimed to investigate the impact of the language of learning and teaching (LoLT) on the academic success of Xitsonga-speaking Grade 10 learners in a rural History classroom context focusing on four quintile 1 schools in the Mopani district in Limpopo province. The study employed mixed methods that involved observation of teachers and learners in their Grade 10 History class during learning and teaching, interviews with the four History teachers from the four sampled schools, and a focus group setting. The quantitative data was collected using the Solomon Four quasi-experiment. The findings showed that the academic performance of the learners was influenced negatively by their poor proficiency in the LoLT, lack of resources both at school and at home, and the use of the first language (L1) in the learners’ home environment. They also showed that educators often resort to learners’ first language during teaching and learning to facilitate cognition and that where learners’ L1 is used as a language of input, the learners performed better than where the language of input is English. Therefore, the use of the learners' L1 is effective in enhancing and consequently improving their academic performance. It is further recommended that the learners' linguistic repertoire should be utilized through translanguaging during learning to enhance learners' cognition of content and improve their academic performance.
'n Edusemiotiese benadering tot multimodale poësieonderrig vir Afrikaans
(University of Pretoria, 2023-11-30) Van der Merwe, Linette; u13020367@tuks.co.za; Uys, Kruger
Poësie-analise speel ’n noodsaaklike rol in die bevordering van kritiese denke, literêre waardering en taalvaardighede onder leerders. Hierdie studie stel ’n innoverende multimodale onderrigbenadering voor, wat tradisionele teksanalise van gedigte en multimodale edusemiotiese analise van geanimeerde poësiefilms kombineer met die doel om ’n metodologiese raamwerk voor te stel, waardeur poësiebegrippe en -elemente saam met die visuele en klankelemente in geanimeerde poësiefilms omvattend toegelig kan word. Tradisionele teksanalise behels close reading, taalkundige ondersoek, en tematiese verkenning om poësiebegrippe te identifiseer, te bespreek en toe te pas. Gekombineer met ’n multimodale edusemiotiese analise van die semiotiese tekens en kodes teenwoordig in die geanimeerde poësiefilms, ontstaan nuwe perspektiewe wat die interpretasie van poësie verryk. Voorts versterk die voorgestelde geïntegreerde benadering, soos voorgeskryf deur die KABV, die holistiese begrip van poësieterminologie en -elemente, asook komplekse taalkundige en visuele patrone wat visuele geletterdheid, verfynde data-interpretasievaardighede, en leerderbetrokkenheid in die poësieklas bevorder. Hierdie studie beoog om ’n bydrae te lewer tot die bestaande Afrikaanse poësiekurrikulum en taalonderwysers toe te rus om poësiewaardering, kritiese denke en kreatiwiteit by leerders in die voortdurend veranderende landskap van onderwys aan te spoor.
The Representation of BRICS Countries in South African School History Textbooks
(University of Pretoria, 2024-12) Wassermann, Johannes Michiel; tc.halsall@gmail.com; Halsall, Tarryn Chanel
South Africa’s inclusion in the geopolitical and economic power bloc BRICS has influenced its political and economic landscape both nationally and internationally. South Africa joined the BRICS bloc in 2010, just prior to the establishment of the then-new curriculum, Curriculum Assessment Policy Statement (CAPS). South African’s insertion into the BRICS bloc has secured South Africa’s international clout and as such, it has changed its global landscape as well as political allegiances. Given this important collaboration between the Global South and its fellow BRICS counterparts, it is important to discern then what South Africans learn of these countries within the programmatic curriculum. My research focused on the phenomenon of representation guided by two research questions: how are the BRICS countries represented within South Africa’s school history textbooks and why they are represented the way they are? It is important to understand, given South Africa’s important political and economic affiliations, how South Africa represents its key partners in its history textbooks. What is learned of these countries within the programmatic curriculum versus the political reality of South Africa. My study was guided by the conceptual framing of power and authority. Where does the power and authority lie within historical representation and who decides it? I used qualitative content analysis to analyse my findings from each textbook. The methodological choice, underpinned by the interpretivist paradigm, worked for my study as it was necessary for the themes to emerge from the data as opposed to working with pre-established themes. A number of themes emerged from the extensive analysis and from that, several key findings emerged. The first key finding notes that Russian historical representation dwarfs the other BRICS partners. The focus on Russian is extremely heavy-handed and thus is in keeping with South Africa’s long and deeply historical relationship with Russia, especially as an anti-apartheid ally. This signifies that Russia’s history is the most important and therefore, considered powerful in that it reasserts the power and authority of the current government. Secondly, a golden thread that runs across the grades and textbooks is that of male leadership. The textbooks heavily foreground male historical leaders and women’s history and contributions are largely silenced. The male leaders represented are considered as powerful ‘big men’ and thus are represented as heroes and great movers of history. Lastly, it is evident that textbook historiography has remained largely unchanged despite new scholarship.
Teaching controversial issues in an independent South African boys' school - an autoethnography
(University of Pretoria, 2023-11-01) Wassermann, Johan; callanmoore95@gmail.com; Moore, Callan
As a legacy of our troubled past, South Africa continues to grapple with inequality and marginalisation. Regarded as a profoundly unequal society, access to education remains a contentious issue. South African independent boys’ schools are embedded within the intricacies of the South African education system. Almost three decades after democracy, these schools still embody their colonial mandate to produce citizens of the Empire in culture and ethos. This evocative autoethnography explores the complexity of a White, male educator's attempt to teach controversial issues in the formal, informal, and nonformal curricula of the South African independent boys’ school. Complexity theory was utilised to explain the intricate influence of the constituent elements of my teaching practice. Purposeful sampling was used to identify participants for an emic process of critical conversations with co-witnesses and co-constructors of my experience. This was combined with memory work to construct an autoethnographic narrative in the form of short stories. This research reveals the complex relationship between understandings of gender, whiteness, a colonial legacy, and an emergent multiracial elite class of South Africans. In turn, this exposes the nuanced way in which problematic constituent elements of independent boys’ schools influence the teaching and learning of controversial issues. Thus, this study serves as an attempt to place the independent boys’ school into the context of the broader South African education system and offers a nuanced understanding of how learners at these affluent and privileged institutions are taught and learn controversial issues.
The linguistic realities of foundation phase teachers in a single-medium multilingual classroom
(University of Pretoria, 2024) Maluleke, Nkhensani; Evans, Rinelle; beekemzane@gmail.com; Greyvenstein, Cornelia Elizabeth
South African schools have become more multilingual, but teachers do not have the skills to adjust their classroom practice to accommodate multilingualism meaningfully. Thus, implementing multilingualism is a challenge in the South African classrooms. It is, therefore, essential to study how teachers manage their early-grade multilingual classrooms. Much is known about the transition from Grade 3 to Grade 4, where learners move from being taught in their home language in the Foundation Phase; to being taught in the language decided by the school governing body (SGB), which is seldom an African language. Many teachers are unable to teach in their Foundation Phase learners’ home language because they do not speak the language(s) and have not been trained sufficiently to teach in a multilingual context. This study aimed to explore teachers' perspectives on their manoeuvres around linguistic realities they encounter in single-medium, multilingual Foundation Phase classrooms in South Africa. The literature reviewed focuses on the linguistic realities of South African classrooms and the Foundation Phase teacher’s pedagogical knowledge, multilingualism, and translanguaging abilities. Vygotsky's Zone of Proximal Development, the Continua of Biliteracy, and translanguaging ground this study. The research site used was in the Sekhukhune District in Limpopo. A qualitative approach with a case study research design was used to observe and interview four teachers in different classrooms who teach learners who do not understand the medium of instruction - Afrikaans. The study does not provide solutions for teachers who experience challenges associated with a multilingual classroom; rather, it identifies the linguistic realities that teachers encounter. The key findings show that teachers struggle to teach aspects such as phonics to Grade 1 learners who do not understand Afrikaans as a language of instruction. Instead, the teachers resort to translation, classroom print, and strategic seating arrangements. Furthermore, HODs, due to their lack of knowledge regarding multilingualism, provide minimum practical or pedagogical support to teachers. Lastly, teachers struggle due to their lack of pedagogical knowledge of teaching learners who do not understand the language of instruction, thus placing these learners at a disadvantage.
The attitudes of FET teachers towards the use of technology in the classroom
(University of Pretoria, 2023-01) Mihai, Maryke Anneke; u16096933@tuks.co.za; Maphosa, Sibongile Portia
The implementation of technology in classrooms has not been an easy process for schools. More importantly for teachers, as they are responsible for ensuring that the implementation of technology in the classroom is a success. Some teachers may not use technology in the classroom because they have negative attitudes due to external variables that they may encounter. The purpose of this investigation was to identify whether FET teachers’ attitudes towards technology in the classroom are positive or negative and reasons behind those attitudes. The study aimed to find out what external factors may influence attitudes of FET teachers towards the use of technology in the classroom. This qualitative study was conducted in two public secondary schools, located in a township as a single case study. Data was collected using interviews, field notes and Likert scales. From each school, two young teachers aged 23-30 with less than ten years teaching experience were selected and two older teachers aged 45-60 with more than ten years teaching experience. Findings showed that there are teachers who do not use technology in the classroom because they have negative attitudes towards it due to load shedding, lack of resources, theft, etcetera. Furthermore, there are some teachers who highlighted they have positive attitudes towards the use of technology in the classroom because it helps with learner engagement and classroom management. It can also be said that young teachers have a more positive attitude towards the use of technology in the classroom as opposed to older teachers.
The thinking of African history teachers on Afrocentrism - a case study
(University of Pretoria, 2023-11-10) Wassermann, Johan; jackvuyo2@gmail.com; Jack, Vuyo
In recent years, there have been calls to reform the Curriculum and Assessment Policy Statement (CAPS) for the History curriculum in South Africa because it has been viewed as Eurocentric. As a result, in 2015 the Department of Basic Education (DBE) established a Ministerial Task Team to review the CAPS History curriculum. The Ministerial Task Team, which recommended that there should be a complete overhaul of the current CAPS History curriculum and a new Afrocentric History curriculum introduced, released its report in 2018. This paper addresses the thinking of African history teachers on Afrocentrism and the reasons behind their thinking. The qualitative case study focused on selected African history teachers in selected schools in Makhanda. Conversational interviews were used to construct the data that sought to understand the thinking of African history teachers on Afrocentrism and the reasons behind their thinking. Furthermore, the theoretical framework, the Logos of Afrocentrism, and thematic analysis were employed in the analysis of the constructed data. The findings of this study indicate that the thinking of the African history teachers on Afrocentrism was filled with ambiguities and even contradictions. This means that, at times, the thinking of the African history teachers was essentialist, although it could also be inclusivist in some instances. In addition, the findings of this study indicate that there were various factors, including age, education, and upbringing, that influenced the thinking of the African history teachers.
’n Analise van die perspektiewe oor die Slag van Cuito Cuanavale in graad 12-Geskiedenishandboeke
(University of Pretoria, 2023-12) Wassermann, Johan; Van der Merwe, Linette; ivanmeyer96@gmail.com; Meyer, Ivan
Die Slag van Cuito Cuanavale tussen 1987 en 1989 was die grootste konvensionele veldslag in Afrika sedert die einde van die Tweede Wêreldoorlog. Die veldslag is egter kontroversieel weens die historiese agtergrond van die Koue Oorlog en die Angolese Burgeroorlog waarin dit afgespeel het. Die breër historiese konteks waarin die Slag van Cuito Cuanavale plaasgevind het, is vandag nog ’n kontroversiële tydperk wat sorg vir komplekse diskoerse binne ons samelewing wat oorgedra word na die klaskamer se programmatiese kurrikulum in die vorm van handboeke. Die doel van hierdie studie is om ’n analise aan te bied van die perspektiewe wat bestaan rondom die Slag van Cuito Cuanavale wat in ons nasionale voorgeskrewe Geskiedenishandboeke vir graad 12 voorkom. Die konseptuele raamwerk vorm die basis van die studie en word geformuleer deur ’n driebeenbenadering: eerstens, die idee van kontroversiële onderwerpe, tweedens, die konsep van herkontekstualisering van kennis wat oorgedra word van die akademie tot die handboek en derdens, die stiltes wat teenwoordig is ná die proses van herkontekstualisering plaasgevind het. Die breër metodologiese benadering wat gebruik is om die data te analiseer, is kritiese diskoersanalise. Kritiese diskoersanalise is ’n kwalitatiewe navorsingsmetode wat die doel het om geskrewe, gesproke en visuele kommunikasie te ondersoek binne die konteks waarin die uittering plaas(ge)vind het. Die studie maak staat op bestaande tekste in die vorm van nasionale voorgeskrewe en goedgekeurde Geskiedenishandboeke wat in Afrikaans uitgegee is. Die basis waarop die data geselekteer is, is gedoen deur die lys van goedgekeurde en voorgeskrewe handboeke na te slaan en die Afrikaanse Geskiedenishandboeke vir graad 12 te kies. Die bevindings van die studie wys dat daar bepaalde diskoerse gevoer word op die voorgrond en agtergrond van elke handboek, wat aanleiding gee tot die stiltes wat in die betrokke handboeke heers. Die fokus van die diskoerse wissel tussen een van dekolonialisasie of die Koue Oorlog in die konteks van die Angolese Burgeroorlog. Die studie gaan ’n bydra maak tot die breë verstaan van Geskiedenishandboeke in die Suid-Afrikaanse konteks en hoe dit groot of ikoniese veldslae hanteer. Daar word ook ’n bydra gemaak tot die beperkte kennis wat bestaan rondom die Grensoorlog-tydperk en die kontroversiële Slag van Cuito Cuanavale.
Exploring transactional and historical distances in history education : an autoethnography
(University of Pretoria, 2023) Wassermann, Johannes Michiel; adriennevanas@gmail.com; Van As, Adrienne
I am Adrienne van As, a White Afrikaans-speaking South African. My upbringing in apartheid and post-apartheid Kraaifontein in the Western Cape and my lived experience in various educational settings profoundly influenced my interest in history and education. My career has spanned various educational roles, from being a student to teaching and lecturing, which shaped my understanding of some of the complexities of teaching history. This research has investigated the factors that shaped and affected the transactional and historical distances I experienced and the impact of my lived experience on these distances in history education. The methodology of this autoethnography is characterised by a blend of personal experience and cultural analysis, using qualitative research techniques within an interpretative framework, with a unique application of cabinets of curiosities. The research examined transactional and historical distance in history education, initially focusing on transactional distance theory and later incorporating historical distance. It used a metaphor of a concertina to describe how these theories interacted, suggesting that various factors influenced the distances in the educational experience, similar to how a musician controls a concertina to produce harmonious or disharmonious tunes. My research provides comprehensive insights into transactional and historical distances, demonstrating the influence of the effects of storytelling, dialogue, student autonomy, and pedagogical approaches on these distances, and how the personal and cultural backgrounds, educator interactions, and different educational settings influenced the students’ engagement with history and shaped their historical perspectives. The transactional and historical distances in this study varied based on factors influenced by my experiences in formal and informal educational environments, official and unofficial narratives, and how different types of history shaped my understanding of the past. The research highlights the importance of diverse perspectives, narrative techniques, and the integration of personal experiences in developing historical literacy and reducing detachment from history, ultimately offering a nuanced view of how various factors collectively impacted the students’ historical understanding and connection. My research on the distances in history education is significant for its deep insight into the learning experiences of individuals and the influence of personal and cultural backgrounds. It bridges the theoretical and practical aspects of education, emphasising the personal nature of learning history. The findings are particularly relevant for curriculum development, teaching strategies, and the evolution of history education, potentially reshaping how history is taught and understood.
A proposed integrated mentoring practice framework to guide university supervisors during work - integrated learning
(University of Pretoria, 2023) Du Plessis-De Beer, Annelize; prokopos104@gmail.com; Prokopos, Paraskevi
The mentoring roles of university supervisors (USs) engaged in work-integrated learning (WIL) of pre-service teachers lack substantial research. Across the globe, faculties of education primarily define the roles of these supervisors as those of facilitators, observers, and assessors. Rarely do universities describe their roles as mentors, nor do they offer any kind of training or guidelines that involve integrated (holistic) mentoring. Integrated mentoring comprises the fostering of healthy mentor-mentee relationships and the development of a psychosocial support system. The latter promotes personal and professional well-being within a safe and nurturing space that allows mentors and mentees to flourish during teaching practicum. In this regard, I integrated Hudson’s adapted mentoring model (HAMM) with Seligman’s PERMA flourishing model as theories. Hudson's adapted mentoring model encompasses eight factors: positive personal attributes, system requirements, professionalism, pedagogical knowledge, modelling, feedback, peer mentoring, and a nurturing and supportive relationship. This model serves as a source of professional support and development. Conversely, Seligman's PERMA flourishing model comprises positive emotion, engagement, relationship, meaning, and accomplishment. This model functions as a form of psychosocial support. Within the scope of the conceptual perspective, I encompassed four categories of support: instructional, instrumental, appraisal, and psychosocial support. Additionally, I incorporated a conceptual representation of coaching and flourishing, along with the notions of integrated mentoring. Hence, this study aimed to introduce an integrated mentoring practice framework (IMPF) tailored for university supervisors. This framework is designed to guide the university supervisors' progression into proficient mentors capable of facilitating integrated mentoring. This transformation will empower university supervisors to establish thriving connections with pre-service teachers and strike a balance between their professional and personal growth. Ultimately, this initiative will enhance the quality of training provided to pre-service teachers. This study was guided by the primary research question, what constitutes an integrated mentoring practice framework? With three secondary research questions: Firstly, why is there a need for integrated mentoring during WIL? Second, what are the perceived mentoring roles and responsibilities of university supervisors within an integrated mentoring practice framework? Third, how can HAMM and Seligman's flourishing PERMA model serve as a foundation for integrated mentoring practices? I utilised descriptive document and secondary data analysis designs, underpinned by a qualitative approach rooted in an interpretive paradigm. Data analysis was conducted through deductive thematic analysis. I obtained ethical clearance for the study and maintained rigour in terms of trustworthiness. The themes emanated from the data were: career and skill enhancement, self-growth and well-being, continuous learning and growth, building a mentoring culture and cultivating a flourishing nature. Findings suggest holistic mentoring practices of USs are essential during WIL, as integrated mentoring ensures flourishing. Additionally, the findings emphasise the need for integrated support provided by the USs. The holistic roles and responsibilities of a mentor and the flourishing attributes of a university supervisor were highlighted. In conclusion, adopting an integrated mentoring practice framework will not only enhance the quality of mentoring but also enhance the personal and professional growth of pre-service teachers, addressing all their holistic needs and effectively preparing them to be qualified teachers. Keywords: flourishing; higher education; integrated mentoring; pre-service teachers; university supervisors; work-integrated learning.

Browse

Recent Submissions