Distance Education and Teachers’ Training in Africa (2009)

Permanent URI for this collectionhttp://hdl.handle.net/2263/79888

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Professional ethics in teaching: the need for a paradigm shift
(Distance Education and Teachers’ Training in Africa (DETA), 2011) Sunday Dada, S.W.; Banji, Fadokun James; Beckmann, Johan L.; Aluko, Folake Ruth
The term “ethical conduct” brings to the fore a debate about the distinctions between codes of conduct and their purposes, and ethical principles and their place in the teaching profession. Some would argue that codes of conduct mandate specifi c behaviour in particular situations, but do not promote individual adherence to ethical principles. The grey areas in decision-making which confront most teachers on a regular basis arise in the face of competing interests and values. Codes of conduct may assist, but not give clear defi nition to teachers’ decisionmaking. In other words, the organisation or system can mandate what not to do in particular situations, but it is impossible to list all possible situations that may arise. This becomes the territory of ethical decision-making. The delivery of training related to codes of conduct may be possible. Training individuals to adhere to particular ethical principles when making decisions may not be possible. This paper addresses the challenges and constraints in the implementation of training and development programmes with regard to professional ethics in teaching in large education systems. The scope of the training and development challenge is revealed by posing a series of questions. Some of these questions go the heart of the professional learning discourse. The use of case studies as a professional learning strategy is explored and examples of cases are included.
Management challenges as drawbacks to teacher development: the way forward for the Nigerian teacher in basic education
(Distance Education and Teachers’ Training in Africa (DETA), 2011) Njoku, Anselm Chidi; Beckmann, Johan L.; Aluko, Folake Ruth; anselmnjoku@yahoo.com
Teaching as a profession is deeply rooted in historical antecedents. Granted that its journey from the status of a voluntary service in the hands of Christian missionaries with no legal instruments and reliable conditions of service to the present one of its integration into the public service has been a giant stride, its management challenges have, in many instances, constituted drawbacks to the optimal development of the teacher. Some of the management challenges touch on the inconsistencies with regard to admission requirements for teachers’ training, discrepancies in their recruitment and deployment, irregular career progression, inadequate provision of teaching and learning material, the non-inclusive nature of curriculum review, the reluctance of government to address teachers’ genuine grievances, inadequate teacher incentives and others. As a remedy, the school should be recognised as a learning organisation that, among other things, should fi nd expression in the Nigerian teacher being equipped to cope with the modern practices that are required of a new teacher.
Exploring students’ understanding of values and moral reasoning
(Distance Education and Teachers’ Training in Africa (DETA), 2011) Nieuwenhuis, Jan; Beckmann, Johan L.; Aluko, Folake Ruth; jan.nieuwenhuis@up.ac.za
This paper discusses research conducted among distance education students at the University of Pretoria in 2009. The aim of the research was to explore moral reasoning and how it may be guided or infl uenced by what students regard as important values in their lives. The paper argues that being human means having the capacity to make choices and to act in accordance with the choices made. It is argued that the choices people make are based on their own personal and socially constructed values, assumptions and beliefs. This personal set of values, assumptions and beliefs informs a person’s understanding of what is morally right and morally wrong, and of the type of conduct that would be just and ethical. Moral reasoning is therefore seen to be that which an individual regards as being morally right, based on a personal set of values. In the research, an attempt was made to determine the priority given by students to certain values and how these value orientations may infl uence their reasoning when they are confronted with a moral dilemma. The aim of the research was to explore students’ thinking and argumentation regarding moral dilemmas with a view to understanding how students – who are all practising teachers – take moral decisions. Although the study will run over a number of years, some preliminary fi ndings of a survey undertaken in June 2009 are discussed, indicating some of the initial trends emerging from the data.
Implementing blackboard: a case study of the Cape Peninsula University of Technology, South Africa
(Distance Education and Teachers’ Training in Africa (DETA), 2011) Ivala, Eunice; Beckmann, Johan L.; Aluko, Folake Ruth; ivalae@cput.ac.za.
Universities, in general, form a critical component of a country’s national system of innovation and are its intellectual backbone. However, the capacity of many African universities to lead the process of integrating information and communication technologies (ICTs) into education is woefully inadequate. This paper presents the experience of the Cape Peninsula University of Technology (CPUT) in integrating Blackboard into teaching and learning. The paper discusses the implementation approaches, successes, challenges and lessons learnt. It also provides insights into how institutions can best support academic staff in mainstreaming technology into teaching and learning.
Inclusive education in Ghana: what are the levers for change?
(Distance Education and Teachers’ Training in Africa (DETA), 2011) Gyimah, Emmanuel Kofi; Vanderpuye, Irene; Beckmann, Johan L.; Aluko, Folake Ruth
The philosophy of inclusive education necessitates rigorous changes in the school system for it to be effective. In order to respond to the challenge, countries are required to develop structures that make it possible for schools to adapt curricula and pedagogical strategies to meet the needs of all children, including those with special educational needs. Such changes must be ecosystemic, requiring the involvement of all stakeholders, including schools, the home and community, and voluntary organisations. What are the changes that need to be made to effectively translate theory into practice to celebrate the outcomes of inclusivity? On the basis of the experience of the United Kingdom, this paper explores certain levers that have to be critically considered to make inclusive education a reality in Ghana.
The policy and practice of placement of pupils in Nigerian primary schools: a paradigm for educational success
(Distance Education and Teachers’ Training in Africa (DETA), 2011) Chukwu, A.; Chukwu, L.C.; Beckmann, Johan L.; Aluko, Folake Ruth
Nations continue to strive to improve their education systems through various strategies and plans. Some of these are outcomes of research on various aspects of education; hence the need for continuous research on all aspects of education. Based on this, the present study aims to assess how school administrators handle the issue of the placement of pupils in classes in Nigeria. The study, designed as a survey, used questionnaires and interviews to elicit responses from the sample. A total of 382 teachers, who participated in a workshop organised at the National Institute for Educational Planning and Administration, constituted the sample. A contingency analysis, as well as a t-test, was used to analyse data. Results showed that most schools adopted the random placement criterion, an observation that was not a chance phenomenon, but refl ected the actual practice in the schools sampled (X2 computed = 520.76 > X2 table = 21.69, @ .05 level, 12df). Results also showed that older schools used this practice more than the relatively newer ones. A t-test showed that between the educationally advanced states of the south and the educationally backward states of the north, the practice was the same (F computed 1.3 < F critical 1.3 @ .05 level). The implication is that a heterogeneous rather than a homogeneous class grouping is created that offers both low and high achievers the opportunity to interact and learn from one another, with the less academically bright pupils benefi ting from the brighter ones. The implication of this and other appropriate recommendations are discussed to aid overall education success in Nigeria.
Issues and challenges in education in Africa – the need for a ‘new’ teacher
(Distance Education and Teachers’ Training in Africa (DETA), 2011) Beckmann, Johan L.; Aluko, Folake Ruth
Maximising student support through cluster meetings in a distance teacher upgrading programme
(Distance Education and Teachers’ Training in Africa (DETA), 2011) Chakwera, Elias W.J.; Beckmann, Johan L.; Aluko, Folake Ruth
In an attempt to improve students’ retention and ensure high per cohort completion rates, a student support system of cluster meetings was introduced for the upgrading of teachers from primary teacher certifi cate to secondary teacher diploma in Malawi. The programme targeted teachers who were teaching in community day secondary schools (CDSSs), despite being qualifi ed for primary school teaching. The distance education upgrading programme was aimed at improving knowledge and skills to enable students to improve their competency in teaching the secondary school syllabuses. As part of the student support system, cluster meetings and study circles were meant to enhance student-to-student support and instil a sense of belonging to a cohort. Both cluster meetings and study circles have continued to be well supported by subsequent cohorts many years after their introduction in the support system. The study investigated how cluster meetings and study circles contributed to the success of students in the programme. Data for the study was collected through individual interviews with programme managers, focus group discussions with cluster leaders, and questionnaires for students and fi eld supervisors. The study found that study circles and cluster meetings united students of same subject combinations in a cohort in the same way that classes provided a sense of belonging in a face-to-face programme. It was, therefore, concluded that cluster meetings provided peer support, which gave further impetus to achievement through increased collaboration in academic assignments.
Mentoring strategy in the supervision of secondary teacher education students in the postgraduate diploma in education of the Zimbabwe Open University
(Distance Education and Teachers’ Training in Africa (DETA), 2011) Chakanyuka, Sharayi; Beckmann, Johan L.; Aluko, Folake Ruth; sharayichakanyuka@yahoo.com
The study sought to investigate the effectiveness of the mentoring strategy in the supervision of secondary teacher education students in the Postgraduate Diploma in Education (PGDE) programme. The study was qualitative in nature using a case study approach. Mentoring was the phenomenon studied in depth. A convenience sample of three students and their three mentors was used for the study. This sample was done from a total population of eight student teachers and their eight mentors in the Masvingo region of Zimbabwe. Data was collected through observation of lessons taught by each of the three students. Students and their mentors then produced autobiographical accounts of their experiences with the mentoring process. Data was also collected through document analysis of the students’ teaching practice fi les, which contained their schemes of work, detailed lesson plans, pupil records and mentors’ supervision reports. The study found that all six participants had a clear understanding of what mentoring entailed. The students and their mentors had collegial relationships that facilitated the guidance the students needed. The mentors used different strategies to guide the students, such as joint planning of lessons, conducting demonstration lessons in areas of student diffi culty and observing students’ teaching in order to facilitate the students’ acquisition of skills and knowledge in lesson delivery and interactive classroom management. Students indicated that, through being mentored, they had developed positively in teaching skills, refl ective teaching and classroom management.
An impact evaluation of student teacher training in HIV/AIDS education: The case of the centre for continuing education, University of Cape Coast, Ghana
(Distance Education and Teachers’ Training in Africa (DETA), 2011) Akuamoah-Boateng, Clara; Sam-Tagoe, Josephine; Buadu, Eddiebright Joseph; Beckmann, Johan L.; Aluko, Folake Ruth; cakuamoahboateng@yahoo.co.uk
This study was conducted to evaluate changes in student teacher trainees at the Centre for Continuing Education, University of Cape Coast, Ghana, after completing a course on the Human Immunodefi ciency Virus/Acquired Immune Defi ciency Syndrome (HIV/AIDS). It particularly evaluated changes in relation to improving their level of knowledge on the transmission, stigmatisation, symptoms, prevention and control of sexually transmitted infections (STIs) and HIV/AIDS. The study also considered stigmatisation, the attitudes of students towards people living with HIV/AIDS (PLWHA) and their sensitivity to impart knowledge on the pandemic. A descriptive research design was used. The target population comprised all student teachers who had participated in the programme on reducing HIV/AIDS and stigmatisation through education. A sample size of 600 respondents randomly selected from 10 study centres throughout the country responded to a 32-item questionnaire. Section A of the questionnaire collected data on participants’ age, sex, study centre and level or year group. Section B focused on fi ve research questions. Frequencies and percentages were used to analyse the data. Findings from the study revealed that there was an increase in the knowledge of student trainee teachers on STIs, HIV/AIDS and stigma prevention, and their ability to discuss reproductive health and sexual issues. However, as student teachers were exposed to other HIV/AIDS materials and activities outside their written modules for the programme, it appears that not all of the changes were due to the programme.
Index pages
(Distance Education and Teachers’ Training in Africa (DETA), 2011) Beckmann, Johan L.; Aluko, Folake Ruth

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