Browsing by Subject "Psychology of Education"

Now showing 1 - 3 of 3
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    The developmental conditions of classroom teaching and learning in a primary school in Zimbabwe
    (2011) Ndlovu, Sibonokuhle; Muthivhi, AE
    The study investigates the prevailing conditions of schooling and classroom teaching and learning in southern Zimbabwe, using the Vygotskian socio-cultural theory to analyze the consequences that the breakdown of schooling and classroom teaching and learning had on learners' performance and cognitive development. Using a case study of a specific primary school in Gwanda district, the study has found that classroom teaching and learning in rural Zimbabwe was adversely affected by a conglomerate of contextual factors and worsened by the prevailing socio-economic and political problems resulting in contradictory classroom practices of teaching and learning. The analysis reveals the extent to which classroom teaching and learning has deteriorated and how the cultural practices of this specific tradition of schooling, impede on possibilities for meaningful learning activities in the classroom. The study contributes towards an understanding of the effects of the specific cultural conditions of schooling on learners' learning and cognitive development within the prevailing context of socio-economic and political instability in Zimbabwe and suggests ways in which teachers could organise pedagogy to assist their learners' learning and cognitive development.
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    Teachers Perceptions of Attention Difficulties with Reference to Learner Identification and OT Referral. A Case Study of Six Foundation Phase Teachers across Four Cape Town Primary Schools
    (2022) Razak, Yumna; Hardman, Joanne; Muthivhi, Azwihangwisi
    Attention is a skill that is vital for learning to occur in the classroom where many competing factors may impede a learners' ability to pay attention. Moreover, the classroom environment has different role players and factors that impact the quality of teaching and learning that takes place. These include the teacher, other learners, the school, and other support structures such as an occupational therapist. Attention deficit and hyperactivity disorder [ADHD] is a common, catch-all label used with learners who do not sit still or struggle to complete tasks independently, to name but a few observations done in classrooms by occupational therapist. Yet, a learners' learning and engagement is greatly impacted on by the teacher who acts as a mediator in the classroom. This research uses a qualitative research design to unpack the teachers' perceptions of these attention difficulties in the classroom. Particular focus was placed on how teachers identify these learners and the support structures in place to assist these identified learners. Through interviews conducted, six Grade 1 teachers were investigated and explored in order to gain a deeper understanding of these attention difficulties in the classroom as perceived by the teachers, and the support thereof. This research demonstrates that many of the teachers showed an understanding of the perceived attention difficulties that went beyond surface level. Furthermore, all the participating teachers have experience with attention difficulties and rely on their experiences rather than theoretical knowledge in order to help identify and support these learners. Overall, many of the teachers feel alone in supporting the learners as the home environments do not always play a helpful role within the learners' daily lives. Finally, support provided by on-site occupational therapist was found to be more beneficial for the teachers. However, there are still challenges experienced by teachers in managing big class sizes and covering the curriculum. It is recommended that further research is conducted on the role of an Occupational Therapist in the classroom. In addition to this, teachers require additional training around attention difficulties as a means of providing appropriate support in the classroom.
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    Teaching Grade 4 English in multilingual classrooms: Hedegaards Double Move Revisited
    (2022) Kotze, Michelle; Hardman, Joanne
    For many Grade 4 learners within South Africa, the transition to English as their Language of Learning and Teaching (LoLT) is often turbulent and troublesome due to current approaches and practices falling short or failing to meet the unique contextual needs of their learners. This paper investigates the potential practical applications of Vygotsky's theory of learning and Hedegaard's Double Move in these classrooms, in an attempt to understand if these concepts and methods are or could be utilized to better accommodate for multilingual learners The data for this multiple case study was collected through observations of Grade 4 English Home Language lessons at two rural primary schools within Limpopo, as well as through semi-structured interviews with the participating teachers. Within these English Language classrooms, the utilization by teachers of Everyday Concepts in an attempt to aid in the understanding of Scientific Concepts occur naturally. This occurrence was also often coupled with increased learner engagement. This signifies teachers gravitate towards Hedegaard's Double-Move Method intuitively, despite not having prior knowledge or familiarity with the model, due to its found usefulness by the teacher during instruction. However, due to their lack of knowledge on the model there were no complete Double-Moves throughout the lessons. These findings indicate that a space exists within English Language classrooms for a conscious application of the model. Furthermore, the use by teachers and learners of their mother tongue within the classroom when engaging in discussion or instruction suggests that a place already exists for it and thus could potentially be utilized as a tool to further facilitate learning. With both educators indicating the inability of learners to cope with the transition and, in turn, their struggle to meet the needs of their learners, a need for a new approach clearly exists. This, coupled the positive results within STEM classrooms, both in relation to learners' ability to grasp the content as well as in providing them with the tools to reclaim foreign topics as their own (Hedegaard & Chaiklin, 2005; Hardman & Teschmacher, 2019; Fleer, 2020; Fleer, 2008; Fleer & Ridgway, 2007), led to the assertion that it held the same potential for English Language classrooms.