South African Journal of Education最新文献_第3页

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":null,"pages":null},"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

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

Curriculum integration of physical sciences, engineering science, technology subjects in relation to the technical sciences curriculum 物理科学、工程科学、技术学科与技术科学课程的课程整合

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-05-31 DOI: 10.15700/saje.v43n2a2209

Mabel Julia Moloi, A. Motlhabane

引用次数: 0

Exploring the resonance between how mentor teachers experienced being mentored and how they mentor pre-service teachers during teaching practice 探讨师徒教师在教学实践中对职前教师的指导方式与被指导经历之间的共鸣

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-05-31 DOI: 10.15700/saje.v43n2a2114

Koray Kasapoğlu, Bulent Aydogdu, Ozgun Uyanik Aktulun

{"title":"Exploring the resonance between how mentor teachers experienced being mentored and how they mentor pre-service teachers during teaching practice","authors":"Koray Kasapoğlu, Bulent Aydogdu, Ozgun Uyanik Aktulun","doi":"10.15700/saje.v43n2a2114","DOIUrl":"https://doi.org/10.15700/saje.v43n2a2114","url":null,"abstract":"With the study reported on here we aimed to explore and compare the experiences of pre-service teachers with their mentor teachers and of mentor teachers with their own mentor teachers when they were pre-service teachers. The design of this qualitative research was narrative inquiry. The study group consisted of senior pre-service pre-school teachers taking the Teaching Practice I course (n = 8) in the Faculty of Education at a state university and their mentor teachers (n = 4) teaching in public kindergartens. Qualitative data was collected through individual narrative interviews with pre-service teachers and their mentor teachers. The data was subjected to content analysis using inductive coding. Three themes emerged from the content analysis: (1) mentoring experiences of pre-service teachers and their mentor teachers, (2) mentoring memories of pre-service teachers and their mentor teachers, and (3) wishes of pre-service teachers and of their mentor teachers about mentoring. The most striking finding of this research was that the memories and wishes of pre-service teachers and their mentor teachers about mentoring were similar. The findings of this research are anticipated to bring about different perspectives and contribute to the content and effectiveness of teaching practice courses.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43746407","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":null,"pages":null},"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

Popular conceptions of democracy in a mathematics teacher-education programme 数学教师教育中的大众民主观

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-05-31 DOI: 10.15700/saje.v43n2a2200

B. Olawale, V. Mncube, C. Harber

{"title":"Popular conceptions of democracy in a mathematics teacher-education programme","authors":"B. Olawale, V. Mncube, C. Harber","doi":"10.15700/saje.v43n2a2200","DOIUrl":"https://doi.org/10.15700/saje.v43n2a2200","url":null,"abstract":"While the meaning of democracy remains multi-faceted centuries after the concept was first conceived of and subsequently formulated, democratic principles have spread to the extent of bringing about democratisation in all fields of education. Thus, with this study we sought to examine the popular conception of democracy in mathematics-education programmes at South African universities. A qualitative research approach and a case study research design were used in this study. Six mathematics teacher educators and 75 second- to fourth-year mathematics education student teachers from 3 different universities constitute the sample for the study. The findings from the study revealed that participants had a contested notion of democracy, since the majority understood it as involving deliberative participation, a shared decision-making process, as well as freedom of expression. Based on the findings of the study, it was concluded that participants were aware of what democracy should look like and were willing to live according to democratic tenets. This understanding was, however, greatly influenced by their experiences and way of life in a democratic South Africa.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44446333","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

Parental educational support to adolescents: Exploring the role of emotional capital in low-income single-mother families in South Africa 父母对青少年的教育支持:探讨情感资本在南非低收入单亲母亲家庭中的作用

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-05-31 DOI: 10.15700/saje.v43n2a2217

C. Jacobs

{"title":"Parental educational support to adolescents: Exploring the role of emotional capital in low-income single-mother families in South Africa","authors":"C. Jacobs","doi":"10.15700/saje.v43n2a2217","DOIUrl":"https://doi.org/10.15700/saje.v43n2a2217","url":null,"abstract":"In this article I explore the emotional resources activated by single mothers to support their adolescent children’s educational journeys. Mothers’ emotional work is often regarded as something that mothers must do (Gillies, 2006). However, this view does not recognise the power and influence that mothers exert to create opportunities for educational success. By centring the mother as the head of her family and drawing on the concept of emotional capital as a legitimate and valuable resource within single-mother families, it becomes possible to show how mothers in a low socio-economic community invest in their children’s schooling. This article is based on a qualitative case study of single mother families from a South African community. The findings show that the single mothers maintained strong bonds with their children, which enhanced perceived support and contributed positively to their education. Maintaining open communication channels, demonstrating authoritative parenting, and communicating pride in non-academic qualities were significant emotional practices that served to maintain these strong bonds. By engaging in these practices, these single mothers from low-income contexts activated their emotions strategically to support their adolescent child’s education.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45759661","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

Partnership as a strategy to overcome the difficulties associated with policy implementation: South African teachers’ views 伙伴关系作为克服政策执行困难的战略:南非教师的观点

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-05-31 DOI: 10.15700/saje.v43n2a2125

F. Teane

{"title":"Partnership as a strategy to overcome the difficulties associated with policy implementation: South African teachers’ views","authors":"F. Teane","doi":"10.15700/saje.v43n2a2125","DOIUrl":"https://doi.org/10.15700/saje.v43n2a2125","url":null,"abstract":"The purpose of the study reported on here was to investigate the role of partnerships in helping in-service teachers overcome the difficulties associated with performing practical work prescribed in the Life Sciences Curriculum and Assessment Policy Statement (CAPS), an educational policy intended to transform the South African school curriculum in the wake of the apartheid years. CAPS is the latest of a plethora of educational policies that have been introduced in post-apartheid South Africa. However, teachers have lamented the lack of skills and resources necessary for its effective implementation. With this study we investigated how partnership between schools and 1 university in South Africa helped teachers to acquire practical skills and techniques related to CAPS implementation. A qualitative research approach with purposeful sampling was used. Data were collected through focus-group interviews, document analysis and observations that entailed observing teachers performing the experiments prior to the training. Teachers from 22 secondary schools participated in this research. Collected data were analysed using Creswell’s method of coding. Findings of this study indicate that partnership with the University helped equip teachers with the necessary skills and knowledge to perform science experiments, ultimately resulting in improved learner performance. Partnerships between schools and institutions of higher learning to enhance policy implementation are, therefore, recommended.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47646386","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

Sign language education in pre-school: Prospective pre-school teachers’ views about the Turkish sign language course 学前手语教育:准幼儿教师对土耳其手语课程的看法

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-05-31 DOI: 10.15700/saje.v43n2a2179

Pelin Pistav Akmese, Nilay Kayhan

引用次数: 0

The development of a scale to measure the influence that school administrators have on the adaptation of newly appointed teachers in Turkey 制定一个量表来衡量学校管理者对土耳其新任命教师的适应所产生的影响

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-05-31 DOI: 10.15700/saje.v43n2a2159

M. E. Usta

{"title":"The development of a scale to measure the influence that school administrators have on the adaptation of newly appointed teachers in Turkey","authors":"M. E. Usta","doi":"10.15700/saje.v43n2a2159","DOIUrl":"https://doi.org/10.15700/saje.v43n2a2159","url":null,"abstract":"In Turkey, teacher appointment is made centrally by the Ministry of National Education and is made without considering where the teachers want to work. Many teachers are assigned to places very different from the cultural environments in which they grew up resulting in them encountering very different school types and administrator habits. The negative situations encountered affect the motivation of newly appointed teachers and weaken their organisational commitment. The draft scale was created with a pool of questions obtained as a result of examining the legal texts and similar studies on the subject. This draft scale includes 28 items and was developed for the adaptation of new appointed teachers to the profession. The rotated principal component analysis was used to test the construct validity of the scale. As a result of the analysis, the Kaiser-Meyer-Olkin (KMO) value was determined as 0.949, while the Bartlett test was found to be significant. The analysis showed that 2 of the 28 items were loaded on more than 1 factor and as their load values were low, the 2 items were removed from the scale. The remaining 26 items formed a 3-factor structure with an eigenvalue higher than 1.00. Factor 1 of the scale is called “Compliance with the profession”; Factor 2 “Environmental compliance” and Factor 3 “Compliance with school.” While Factor 1 with an eigenvalue of 5.86 explained 22.55% of the total variance, Factor 2, with an eigenvalue of 4.97 explained 19.13% of the total variance. Factor 3, with an eigenvalue of 4.71 explained 18.11% of the total variance. The alpha reliability coefficient of the composite scale was found to be .955. Internal consistency coefficients of the factors of the scale were .91 for all 3 factors.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41663085","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