South African Journal of Education最新文献_第4页

Pedagogical issues of Senior Phase teachers when teaching the matter and materials strand of natural sciences 高级阶段教师在教授自然科学物质和材料链时的教学问题

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-05-31 DOI: 10.15700/saje.v43n2a2194

Thuli G. Ntuli, Awelani V. Mudau

{"title":"Pedagogical issues of Senior Phase teachers when teaching the matter and materials strand of natural sciences","authors":"Thuli G. Ntuli, Awelani V. Mudau","doi":"10.15700/saje.v43n2a2194","DOIUrl":"https://doi.org/10.15700/saje.v43n2a2194","url":null,"abstract":"The study reported on here was a qualitative interpretative case study. We explored the pedagogical issues of Senior Phase natural sciences teachers when teaching the matter and materials strand in some of the schools in the Siyabuswa circuit. This study was motivated by the concerted focus on the Fourth Industrial Revolution in developing countries with a particular focus on science, technology, engineering and mathematics (STEM) subjects, fast-tracked by the coronavirus disease (COVID-19) pandemic. The following question guided the study: What are the classroom practices of teachers when teaching the matter and materials strand in the Senior Phase? Semi-structured interviews and observations were used to collect data from 2 purposefully sampled participants. The findings show that some natural sciences teachers are frustrated with the teaching of natural sciences as they are teaching out of their fields of expertise. Furthermore, they are not qualified to teach the subject and the workshops presented are not capacitating them to teach the strand. Their limited content knowledge (CK) and weak subject matter knowledge (SMK) result in misconceptions, which could be transferred to their learners. Moreover, the lack of CK and SMK also impacts on their choice of instructional strategies as they still prefer traditional methods of teaching, which promotes memorisation. In the study, even the teacher who was qualified to teach the subject still lacked content knowledge and instructional strategies like the unqualified one. The challenge is that the core resource in increasing interest and uptake in the STEM subjects, the teacher, is lacking knowledge and instructional strategies. It is, therefore, prudent to recommend tailor-made content enrichment workshops on the matter and materials strand. These workshops should also be intertwined with pedagogical issues. We also recommend studies on specific topics in the matter and materials strand as this study focused only on a broad overview of the strand.","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":"42628371","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

Professional development for physical education teachers: A participatory approach to identifying learning needs 体育教师的专业发展:识别学习需求的参与式方法

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-05-31 DOI: 10.15700/saje.v43n2a2213

S. Kahts-Kramer, L. Wood

{"title":"Professional development for physical education teachers: A participatory approach to identifying learning needs","authors":"S. Kahts-Kramer, L. Wood","doi":"10.15700/saje.v43n2a2213","DOIUrl":"https://doi.org/10.15700/saje.v43n2a2213","url":null,"abstract":"Predetermined professional development (PD) programmes delivered by external experts are the usual approach to enhancing the teaching of physical education (PE) in disadvantaged school contexts. This generally does not result in sustained learning and development once the PE professionals withdraw. Addressing the lack of teacher- and context-driven PD, we propose an evidence-based, collaborative, and transformative PD approach that involves teachers themselves in designing, implementing, and evaluating ongoing learning opportunities suited to their context. To enable teachers to improve their practice in a sustainable manner, we adopted a participatory action learning and action research design, using qualitative data generation tools. With this article we report on the first cycle, namely that of action and reflection, where teachers generated and analysed qualitative data to identify their learning needs. Four themes emerged, namely (1) the need to interpret and adapt the Curriculum and Assessment Policy Statement (CAPS) (2); ability to teach PE in their specific low-resource context while; (3) generating support from colleagues and management, and (4) coping with systemic issues impacting on their teaching. We discuss the implications of these needs for the continuing PD of teachers.","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":"42656050","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

Middle schoolers’ book selection and reasons for discontinuing reading 中学生的图书选择与中断阅读的原因

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-05-31 DOI: 10.15700/saje.v43n2a2076

Halit Karatay, Kadir Vefa Tezel, Ahmet Demirel

引用次数: 0

“What if we give them too much voice?”: Teachers’ perceptions of the child’s right to participation “如果我们给了他们太多的发言权呢?:教师对儿童参与权的看法

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-05-31 DOI: 10.15700/saje.v43n2a2166

Lucia Munongi

{"title":"“What if we give them too much voice?”: Teachers’ perceptions of the child’s right to participation","authors":"Lucia Munongi","doi":"10.15700/saje.v43n2a2166","DOIUrl":"https://doi.org/10.15700/saje.v43n2a2166","url":null,"abstract":"Article 12 (1) of the United Nations Convention on the Rights of the Child sets out the right of children who are capable of forming their own views to freely express them in matters that affect them. Such views should be considered in schools when making decisions, paying attention to the child’s age and maturity. In this study we explored teachers’ understanding and perceptions of the implementation of the child’s right to participation in matters that concern them in the school context. Using a qualitative research approach, data were obtained from 12 purposively selected high school teachers from selected schools in the Johannesburg South district through semi-structured individual interviews. The findings indicate that while understanding of this right was limited among teachers, there was a high preference to accord children this right. Opportunities to participate were mainly viewed as very limited and only in minor issues at school. Several challenges to promote this right were highlighted by teachers and are discussed in this article. Recommendations such as educating teachers about children’s rights to participation and creating opportunities for them to participate in decision-making in matters that concern them are made.","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":"41516002","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

Life orientation teachers’ perspectives on a pastoral approach to the topic: “Development of the self in society” 生命取向教师对“自我在社会中的发展”这一主题的牧灵视角

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-05-31 DOI: 10.15700/saje.v43n2a2227

C. Joubert

{"title":"Life orientation teachers’ perspectives on a pastoral approach to the topic: “Development of the self in society”","authors":"C. Joubert","doi":"10.15700/saje.v43n2a2227","DOIUrl":"https://doi.org/10.15700/saje.v43n2a2227","url":null,"abstract":"Life Orientation (LO) teachers should be prepared to employ a pastoral approach – i.e., emotional support to learners – particularly when facilitating the topic “Development of the self in society” as prescribed in the curriculum and assessment policy statement (CAPS). Currently, LO teachers have limited knowledge and strategies to develop a pastoral approach due to limited training and resources. The purpose of this article is to present 10 LO teachers’ perspectives on employing a pastoral approach. Two unstructured focus-group interviews were conducted, and the data were analysed inductively following a qualitative research design. The analysis indicates that LO teachers are constrained by their lack of access to resources, assistance, expertise and competencies to establish a pastoral approach. To address this, it is recommended that a variety of teaching strategies are applied, attachment relationships are developed, proficiencies akin to those of community counsellors are acquired, cooperative partnerships are set up, and contextually appropriate interventions are tailored. Implementing suggestions that emerged from the findings might support LO teachers to employ a pastoral approach. Recommendations from the findings imply possible LO curriculum reformation and training. This might bring about a change in the attitude of school communities towards the compulsory nature of LO as a subject. It might also provide more nurturing and supportive relationships in schools and a more socially just dispensation for all involved.","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":"45126947","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

Satisfaction, professional development, and professionalism of overseas South African teachers: The application of social cognitive career theory 南非海外教师的满意度、专业发展与专业性——社会认知职业理论的应用

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-02-28 DOI: 10.15700/saje.v43n1a2155

L. M. Dos Santos

{"title":"Satisfaction, professional development, and professionalism of overseas South African teachers: The application of social cognitive career theory","authors":"L. M. Dos Santos","doi":"10.15700/saje.v43n1a2155","DOIUrl":"https://doi.org/10.15700/saje.v43n1a2155","url":null,"abstract":"For almost 2 decades South Korea has been 1 of the popular destinations for English teaching. Due to the development of globalisation, a great number of qualified and experienced South African teachers decided to invest their career development and personal goals in 1 of the schools in South Korea. However, due to the social and cultural differences, many teachers decided to leave their position within the first few years of their contract. The frequent departure of teachers may negatively influence the students’ achievement and the reputation of the school. The purpose of this study was to understand why South African teachers decided to stay in the same school for more than 10 successive years in South Korea. With the application of the phenomenological analysis, 37 participants were invited. Based on the Social Cognitive Career Theory, the results indicate that both the workplace and the social environment were positive for both career and personal development and growth. Government departments, policymakers, school leaders, non-profit organisational leaders, human resource planners, and researchers should regard the findings from this study as support to reform and improve their current regulations and plans for teachers’ professional development and teachers’ recruitment, particularly regarding school teachers’ recruitment and foreign teachers’ plans.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41273856","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

Exploring the effects of principals’ distributed leadership practices on learners’ learning achievement as mediated by teachers’ commitment 以教师承诺为中介，探讨校长分布式领导实践对学习者学习成就的影响

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-02-28 DOI: 10.15700/saje.v43n1a2112

Daniel Jambo Ghirmai, Lei Hongde

引用次数: 0

Developing a research instrument to record pre-school teachers’ beliefs about teaching practices in natural sciences 开发一种研究工具，记录学前教师对自然科学教学实践的信念

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-02-28 DOI: 10.15700/saje.v43n1a2031

Aikaterini Draganoudi, G. Kaliampos, Konstantinos Lavidas, K. Ravanis

{"title":"Developing a research instrument to record pre-school teachers’ beliefs about teaching practices in natural sciences","authors":"Aikaterini Draganoudi, G. Kaliampos, Konstantinos Lavidas, K. Ravanis","doi":"10.15700/saje.v43n1a2031","DOIUrl":"https://doi.org/10.15700/saje.v43n1a2031","url":null,"abstract":"In the last 30 years, 4 distinct theoretical approaches have been described for early childhood science education. The approaches are, empiricist, Piagetian, socio-cognitive and socio-cultural. Drawing on the differences among these approaches regarding the theoretical framework adopted in teaching, the role that is assigned to the teacher during the activity and the actions that are expected from the children, we aimed to serve 2 purposes with this research. Firstly, to elicit the in-service pre-school teachers’ beliefs about teaching practices for natural sciences and to record the approaches that these beliefs match. To fulfil this purpose, a new instrument was developed. Secondly, to examine the instrument’s validity and reliability. The participants in the study were 94 pre-school teachers who served in public schools in 2 prefectures in Greece. Research findings suggest that pre-school teachers tend to state that they mainly adopt practices that fit the empiricist approach while practices that fit the socio-cognitive approach are not used so often. Finally, they seem to rarely follow practices that fit the socio-cultural and Piagetian approaches.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48487788","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

Assessing the impact of differentiated instruction on mathematics achievement and attitudes of secondary school learners 评估差别化教学对中学学生数学成绩及态度的影响

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-02-28 DOI: 10.15700/saje.v43n1a2065

A. P. Bal

引用次数: 1

Identifying the factors impacting the uptake of educational technology in South African schools: A systematic review 确定影响南非学校接受教育技术的因素：系统综述

IF 0.8 4区教育学

South African Journal of Education Pub Date : 2023-02-28 DOI: 10.15700/saje.v43n1a2174

S. Hart

引用次数: 1