Search results for: South Africa
Page 2/2 20 items
Working with Learners’ Mathematical Thinking: Towards A Language of Description for Changing Pedagogy
In this article, the author explores the practices of four secondary school teachers in Johannesburg as they deliberately tried to shift their practices to focus on learners’ thinking through classroom talk. A set of codes is developed to describe teachers’ changing practices. The codes illuminate the similarities and differences across four secondary school mathematics teachers as they shift their practices to take account of learners’ thinking.
Updated: Nov. 21, 2011
In this article, the authors illustrate how the piloting process has influenced two widely different studies within the educational sciences. In the first case study described, our solidarity lies with the disadvantaged school children of South Africa. In the second case study, our solidarity lies with a group of teachers who through an action research project wanted to question a school policy that they do not feel benefits all school children in the Norwegian lower secondary school. The two cases are presented separately and explore the change in conceptual and methodological emphasis in the research procedure.
Updated: Jan. 23, 2011
The present article examines the University of Johannesburg, South Africa, as a newly merged institution that is in the process of transforming from a formerly segregated academic context. Recently, students who come from diverse backgrounds and have diverse levels of preparedness enroll to this university. These backgrounds and levels of preparedness place unique expectations on lecturers and peer tutors. The researchers argue that without incorporating tutor development into the mainstream disciplines, peer tutors will not be able to effectively act as facilitators of subject content and discourse.
Updated: Jan. 02, 2011
An Interdisciplinary Approach to Preparing Early Intervention Professionals: A University and Community Collaborative Initiative
The purpose of this article is to describe a university-community collaborative initiative that provided an interdisciplinary approach to personnel preparation. Twelve students from various academic disciplines participated in early intervention coursework and practical experiences. Specifically, students were prepared to provide early intervention to infants/toddlers who were premature/medically fragile and their families. Outcome measures indicated increased knowledge and acquisition of skills related to early intervention, and intervention specific to the high-risk population. Employment outcomes and increased opportunities for professional collaboration are also described. Implications are discussed.
Updated: Oct. 26, 2010
This article has two primary aims. The first is to clarify the differing rationales for affirmative action that have emerged in five nations—France, India, South Africa, the United States and Brazil. The second is to make the case for the most compelling rationales, whether instrumentally or morally based. The author offers philosophical analysis of the justifications for affirmative action in each country and synthesizes federal and state legislation, court decisions, news media sources, and research-based scholarship.
Updated: Oct. 19, 2010
The Scholarship of Research in Teacher Education in a Higher Education Institution in Transition: Issues of Identity
This article examines perceptions of professional and organizational identity of teacher educators in a ‘new’ University of Technology in South Africa. The findings show that most staff consider teaching and research as dichotomous. Research activities are seen to satisfy the institutional requirements for securing research funding and producing publications. Peer support in collaborative research groups with a focus on own practice is seen as an opportunity to strengthen research expertise.
Updated: Aug. 17, 2010
Legitimate Peripheral Participation (LPP) – The Case for Recognition of Prior Learning Sites and Knowledges in South Africa's Transforming Education System
This paper seeks to establish the parallel relevance of Lave and Wenger's Legitimate Peripheral Participation (Lave & Wenger, 1990) to South Africa's post-colonial legitimation of alternative sites. The South African Qualifications Authority highlights the fact that the pedagogical approach of such sites is context- and learner-centred with demonstrable socially valuable skills. The approach confronts and deconstructs the colonial marginalisation of human capital from outside ‘formal’/official institutions. It is part of the ideological framework of redressing the race and class exclusion mechanisms of artisans and others from the landscape of skills possession.
Updated: Dec. 14, 2009
District Professional Development Models As A Way to Introduce Primary-School Teachers to Natural Science Curriculum Reforms in One District in South Africa
The article reports on a study that examined whether district continued professional development (CPD) sufficiently prepared teachers for their classroom practice. Analysis of CPD models used with primary-school natural science teachers in a district in the Eastern Cape Province in South Africa was conducted. Findings indicated that the district CPD models used with the teachers created several challenges that negatively impacted on the success of the new curriculum reforms.
Updated: Jun. 02, 2009
The paper discusses practitioner inquiry in a South African context. It begins by outlining the changing policy context in the country, particularly since the advent of democracy in 1994. The paper investigates some issues and dilemmas arising from this context, including considerations of why teachers do research, and what promotes and hinders research in schools. The implications of these changes for practitioner inquiry are then discussed.
Updated: May. 18, 2009
The article examines case studies from the UK and South Africa regarding ideologies and practices in teaching. In the case of the UK, the authors discuss a teacher's degree course and expose a rift between individual, experiential knowledge and institutional organizational knowledge, all characteristic of the large-scale transformations of education in the UK. In South Africa, the study follows a white teacher teaching in a black township. The authors conclude that student teachers should be taught about the discourse by which teaching is constructed so that they can reflect more critically on their professional practice.
Updated: Apr. 08, 2008