South African Journal of Education最新文献_第2页

An empirical review of a hybrid teacher education programme: Lessons from South Africa 对混合教师教育方案的实证审查:来自南非的经验教训

4区教育学

South African Journal of Education Pub Date : 2023-08-31 DOI: 10.15700/saje.v43n3a2152

Folake Ruth Aluko Folake Ruth Aluko, Tony J. Mays, Hendri Kruger, Mary Ooko

{"title":"An empirical review of a hybrid teacher education programme: Lessons from South Africa","authors":"Folake Ruth Aluko Folake Ruth Aluko, Tony J. Mays, Hendri Kruger, Mary Ooko","doi":"10.15700/saje.v43n3a2152","DOIUrl":"https://doi.org/10.15700/saje.v43n3a2152","url":null,"abstract":"Scholars have recommended hybrid learning to combat education problems in emerging economies due to their challenging contexts. It potentially offers a means to address growing demand without sacrificing quality or increasing costs. In this article we report on a new “hybrid” distance teacher education programme in which we sought to address the requirements of new policies (both institutional and national) by combining the blended and distance education approach. We adopted a pragmatic qualitative approach, rooted in a communitarian perspective and distance education theory. Although progressing slower than expected, the programme’s implementation to date has provided lessons that bolster the value of blended learning theory and practice in a hybrid model. The study also highlighted the critical role that the mode adopted for teacher training can play in shaping teachers’ practice. However, to work more effectively in an emerging economy, a more substantial teaching presence is suggested, coupled with modularised and ongoing information and communication technology (ICT) training and support for staff and students as areas for further research.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136036226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects and challenges to implement differentiated mathematics teaching among fourth graders in Montenegro 黑山四年级实施差异化数学教学的效果与挑战

4区教育学

South African Journal of Education Pub Date : 2023-08-31 DOI: 10.15700/saje.v43n3a2100

Veselin Mićanović, Dijana Vučković, Biljana Maslovarić, Nada Šakotić, Tatjana Novović

引用次数: 0

Guidelines for instructional design of courses for the development of self-regulated learning for teachers 教师自主学习发展课程教学设计指南

4区教育学

South African Journal of Education Pub Date : 2023-08-31 DOI: 10.15700/saje.v43n3a2202

Beatriz Ortega-Ruipérez, Almudena Castellanos-Sánchez

{"title":"Guidelines for instructional design of courses for the development of self-regulated learning for teachers","authors":"Beatriz Ortega-Ruipérez, Almudena Castellanos-Sánchez","doi":"10.15700/saje.v43n3a2202","DOIUrl":"https://doi.org/10.15700/saje.v43n3a2202","url":null,"abstract":"Self-regulated learning strategies are essential for learning, and to teach learners to use them, teachers must master them. The objective of this study was to identify training priorities for including these strategies in online courses for teachers, and to determine whether opinion influences the use of strategies. The design was non-experimental and cross-sectional, and involved administering the revised Cuestionario de Evaluación de las Estrategias de Aprendizaje de los Estudiantes Universitarios (CEVEAPEU questionnaire) to 285 teachers. The results allow us to differentiate between priority weaknesses, lower-priority weaknesses, and strengths in relation to metacognitive strategies (planning, objectives, self-evaluation, self-regulation, and context). To determine this, a frequency analysis was used, followed by a Mann-Whitney U (for 2-group variables) and Kruskal-Wallis (for 3 groups) test to determine whether opinion influences the use of strategies. Priority weaknesses were identified in the knowledge of objectives and evaluation criteria (planification); the ability to recognise when an exam has been passed (self-evaluation); modifying initial plans, dedicating more effort to difficult subjects, and learning new study techniques (self-regulation); and taking advantage of study time (context control). We concluded that opinions on self-regulated learning influence the use of strategies. Finally, work should be done on the recognition of the importance of self-regulated learning, time management strategies, self-evaluation techniques, flexibility, and self-control.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136035409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“We need our own super heroes and their stories” – Towards decolonised teaching within the management sciences “我们需要自己的超级英雄和他们的故事”——谈管理科学的非殖民化教学

4区教育学

South African Journal of Education Pub Date : 2023-08-31 DOI: 10.15700/saje.v43n3a1637

Willie Chinyamurindi

{"title":"“We need our own super heroes and their stories” – Towards decolonised teaching within the management sciences","authors":"Willie Chinyamurindi","doi":"10.15700/saje.v43n3a1637","DOIUrl":"https://doi.org/10.15700/saje.v43n3a1637","url":null,"abstract":"There are growing calls for a decolonised curriculum. With the study reported on here, I offered an understanding of this critical topic through student voices. In this study, I illustrated how super heroes and their stories could contribute to decolonised teaching informed by the findings of the research. I specifically used the views of 30 final-year students enrolled in a strategic management course at a rural university in South Africa. Data were collected using a focus-group technique relying on group interviews. Students were asked to evaluate their experiences during the semester-long course, focusing on their understanding of aspects that could be improved given the decolonial tide. Two narratives emerged from the analysis as crucial findings. Firstly, the students expressed a desire for super heroes in the form of individuals that they can relate to to feature in higher education teaching. Secondly, related to the first request, the students also needed stories relatable to their context as a dominant feature in such teaching. I interrogate the role of the 2 findings in informing a decolonised curriculum and improving my teaching practice.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136036042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Financial management decision-making of school finance committees in public primary schools in Mpumalanga province, South Africa 南非姆普马兰加省公立小学财务委员会财务管理决策

4区教育学

South African Journal of Education Pub Date : 2023-08-31 DOI: 10.15700/saje.v43n3a2268

Simon Diatleng Sebidi

{"title":"Financial management decision-making of school finance committees in public primary schools in Mpumalanga province, South Africa","authors":"Simon Diatleng Sebidi","doi":"10.15700/saje.v43n3a2268","DOIUrl":"https://doi.org/10.15700/saje.v43n3a2268","url":null,"abstract":"Subject to the South African Schools Act, 84 of 1996 section 16(1), the governance of every public school is vested in its governing body and it may perform only such functions and obligations and exercise only such rights as prescribed by the Act. Section 30(1a) of this Act demands school governing bodies to establish committees and appoint members of the School Governing Body (SGB) to such committees based on expertise. With this study I investigated the financial management decision-making of school finance committees in public primary schools in the Mpumalanga province in South Africa. A qualitative approach was applied in the study. Focus-group interviews were used to collect data from the purposefully selected 2 public primary schools in which the finance committee members were involved. A case study design was applied. Thematic data analysis was used to analyse the collected data. All the participants demonstrated awareness of their financial management decision-making roles. Participants revealed that they did not perform their roles effectively due to their illiteracy levels, limited understanding of financial management legislation, inadequate training, interference of the principals in the management of finances, poor consultation and communication. I recommend to the Department of Education to provide financial committees with adequate support and training, to capacitate principals in the area of human relations and resource management and consider appointing financial management advisors at the circuit offices within districts to assist in guiding, monitoring and evaluating the financial management processes in schools on a regular basis.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136036503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reflections of South African educators on the enablement of at-risk learners with protective systems via the Read-me-to-Resilience intervention 南非教育工作者对通过“让我读到恢复力”干预措施为有风险的学习者提供保护系统的思考

4区教育学

South African Journal of Education Pub Date : 2023-08-31 DOI: 10.15700/saje.v43n3a2186

Carmen Joubert

{"title":"Reflections of South African educators on the enablement of at-risk learners with protective systems via the Read-me-to-Resilience intervention","authors":"Carmen Joubert","doi":"10.15700/saje.v43n3a2186","DOIUrl":"https://doi.org/10.15700/saje.v43n3a2186","url":null,"abstract":"Resilience-promoting interventions, such as the Read-me-to-Resilience intervention strategy, that consists of culturally relevant indigenous stories has been shown to encourage resilience in acquired immunodeficiency syndrome (AIDS) orphans. In this study, educator participants reflected on the protective systems that the Read-me-to-Resilience stories might offer for at-risk learners within their school context. Resilience protective systems include self-regulation, attachment relationships, agency and mastery motivation systems, cultural traditions and religion, cognitive competence and meaning making. The exploration of the Read-me-to-Resilience intervention as a protective strategy was rooted in the social-ecological perspective of resilience, which focuses on positive adjustment to adversity through resilience protective systems. Fifteen South African educators were requested to implement the Read-me-to-Resilience intervention strategy within their school context. Participation in the study was voluntary. An explorative qualitative research approach was used. Three unstructured focus-group interviews were conducted, and research diaries were kept by the participants. The educator participants reported that the indigenous African stories had promoted problem-solving and leadership skills, personal positive strengths and attachment relationships and had stimulated renewed appreciation for resources within the traditional African culture. Relevant literature on protective systems for resilience development supports my research findings. It is proposed that culturally relevant stories, as an inexpensive strategy, should be utilised within the school community to promote adaptive and preventive protective systems for at-risk learners.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The use of a cooperative approach to enhance learner performance in life orientation 使用合作的方法来提高学习者在生活取向方面的表现

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-05-31 DOI: 10.15700/saje.v43n2a2183

A. Seherrie, A. Mawela

{"title":"The use of a cooperative approach to enhance learner performance in life orientation","authors":"A. Seherrie, A. Mawela","doi":"10.15700/saje.v43n2a2183","DOIUrl":"https://doi.org/10.15700/saje.v43n2a2183","url":null,"abstract":"Education in the 21st century has had an evolutionary impact on teachers’ teaching approaches in South African schools. Teachers are continuously faced with challenges in improving teaching and learning approaches in response to addressing the particular needs of a diverse group of learners. With this article we aimed to explore life orientation teachers’ use of a cooperative teaching and learning approach to enhance learners’ performance in secondary schools. A qualitative research design was employed with an interpretivist-constructivist paradigm to obtain the views of the secondary teachers who responded via face-to-face interviews. We employed purposive convenient sampling of seven (N = 7) teachers from the Northern Cape province in South Africa. Data were analysed using inductive thematic analysis and supported by the literature review and the theory underpinning this study. Findings of this study reveal that some teachers were favourably implementing cooperative teaching methods, despite the lack of resources and many other challenges they faced. School managers must infuse cooperative learning in their daily teaching praxis to ensure that teachers become confident and continuously employ this approach.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42968301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Principal mentoring in one education district in the Western Cape: A case study 西开普省一个教育区的校长辅导:个案研究

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-05-31 DOI: 10.15700/saje.v43n2a2224

Martin Combrinck Martin Combrinck, James Daniels

引用次数: 0

Motivation to teach as a predictor of resilience and appreciation: An examination in terms of the self-determination theory 教学动机作为弹性和欣赏的预测因子:基于自我决定理论的检验

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-05-31 DOI: 10.15700/saje.v43n2a2083

Aylin Mentiş Köksoy, Mehmet Uğur Kutluer

{"title":"Motivation to teach as a predictor of resilience and appreciation: An examination in terms of the self-determination theory","authors":"Aylin Mentiş Köksoy, Mehmet Uğur Kutluer","doi":"10.15700/saje.v43n2a2083","DOIUrl":"https://doi.org/10.15700/saje.v43n2a2083","url":null,"abstract":"The aim with this research was to investigate the correlation between the intrinsic and extrinsic motivation of teacher candidates regarding their desire to teach, and the variables of resilience and appreciation. In order to establish this correlation, we used the resilience scale, originally developed by Wagnild and Young in 1993 and adapted to the Turkish context by Terzi in 2006. Additionally, the motivation-to-teach scale, developed by Kauffman, Yilmaz Soylu and Duke in 2011 and adapted to the Turkish context by Güzel Candan and Evin Gencel in 2015, as well as the gratitude, resentment and appreciation test-revised short (GRAT-RS), developed by Thomas and Watkins in 2003 and adapted to the Turkish context by Oğuz Duran in 2017, were employed. The participants in this study comprised 328 fourth-year teacher candidates enrolled in undergraduate programmes in the Faculty of Education at the Ege University during the 2019–2020 academic year. According to the findings, the motivation to teach demonstrates predictive qualities for both resilience and appreciation. The teacher candidates with high motivation to teach, that is, the teacher candidates who studied at a faculty of education by choice, showed more positive emotions towards their profession (Ayık & Ataş, 2014). This research shows that the level of autonomy is effective over positive emotions. If we aim to have better education and teachers who inspire students with positive energy, it may be easier to achieve this with teachers who have a higher level of autonomy.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45944374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effect of an in-service PE teacher training programme on the fitness levels of learners 在职体育教师培训计划对学习者体质水平的影响

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-05-31 DOI: 10.15700/saje.v43n2a2165

Stephan J. Van der Westhuizen, D. du Toit, Niekie van der Merwe

{"title":"The effect of an in-service PE teacher training programme on the fitness levels of learners","authors":"Stephan J. Van der Westhuizen, D. du Toit, Niekie van der Merwe","doi":"10.15700/saje.v43n2a2165","DOIUrl":"https://doi.org/10.15700/saje.v43n2a2165","url":null,"abstract":"Although physical education (PE) provides a school-based platform for the enhancement of learners’ physical health, implementation challenges can have a detrimental effect on learners’ motivation to participate in physical activities and their fitness levels. Within the framework of the Self-determination Theory (SDT), meeting learners’ basic psychological needs of autonomy, competence and relatedness in the PE class, can promote their fitness levels by enhancing their intrinsic motivation to be physically active. The purpose with this study was to investigate the effect of an in-service PE teacher training programme including needs-support teaching strategies on the physical and motor fitness levels of the learners of the participating teachers. Using a pre- and post-test experimental design, the fitness of 1 control and 4 experimental groups were assessed using standardised tests before and after the intervention programme. The intervention included implementing the needs-support teaching strategies acquired by the teachers during the once-off, 5-day teacher training programme, for 4 months while receiving continued support from the instructors of the course during those 4 months. The results show that the programme had a positive effect on the fitness levels of the learners in most of the tested fitness components, warranting the recommendation of SDT-based in-service training of PE teachers to support learners’ motivation towards physical activity and fitness.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49406503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0