Browsing by Subject "Teaching"
Now showing 1 - 16 of 16
Results Per Page
Sort Options
- ItemOpen AccessAcademic librarian's transition to blended librarianship: a phenomenology of selected academic librarians in Zimbabwe(2019-05-13) Dabengwa, Israel Mbekezeli; Raju, Jaya; Matingwina, ThomasThis paper explores the shared experiences of practices of blended librarianship among Zimbabwean academic librarians to identify how adequately they comply with their dynamic roles and functions. The paper relies on the theoretical constructs from Bell and Shank's (2004, 2007) blended librarianship and Lave and Wenger's (1991) Legitimate Peripheral Participation (LPP) to understand how Zimbabwean academic librarians practice blended librarianship in the workplace through engagement in legitimate work tasks. The investigators used phenomenology to explore academic librarians' experiences of blended librarianship. They selected a sample of 101 academic librarians and delivered a semi-structured questionnaire to the sample, conducted document research and interviewed key informants from the sample. The researchers collected data from the Bindura University of Science Education, Chinhoyi University of Technology, Lupane State University, Midlands State University, the National University of Science and Technology, and PHSBL80 Library which chose to be undisclosed. Each institution adopted blended librarianship in its way. Four (4) different categories of blended librarianship emerged from the experiences; that is “transcending blended librarians”, “partially blended librarians”, “intermittent blended librarians” and “aspiring blended librarians”, displaying each institution's level of instructional technology and instructional design roles. The study proposes that the “Academic librarian's transition to blended librarianship” two-by-two matrix that developed was in this inquiry needs further refinement. Further enquiries may test the matrix within the same sites or other locales altogether to corroborate if the results are replicable.
- ItemOpen AccessAcquiring communicative competence for the world of work : a business needs analysis and its impact on curriculum development and delivery(2003) Grant, Terri; Steyn, MelissaThis study, undertaken over a two-year period (2001/2) concerns the appropriate content for teaching communicative competence to contemporary graduates. It comprised two parts, phase one and phase two. Phase one set out to gauge the "fit" between the respective perceptions of Commerce students, staff and graduates in the field. Based on the findings of phase one, phase two then evaluated the extent to which students at the University of Cape Town (UCT) are being prepared for the commercial needs of their profession.
- ItemOpen AccessThe admission process : how portfolio assessment establishes the pedagogic subject of fashion design(2007) Dahl, Avryl; Davis, ZainThis research draws on the work of Basil Bernstein as a theoretical structure with which to investigate the entry selection process that assesses prospective fashion design students' portfolios. It will be revealed how the three interrelated rules of the pedagogic device, namely distributive, recontextualising and evaluative rules regulate pedagogic communication and how their selective transmission and acquisition determine the pedagogic subject of fashion design. Recognition and realisation rules then orientate the panel and the prospective student to what is expected and what is legitimate within that context, and this is made explicit in various forms. During this process the selection panel manifests their expertise which acts as an indicator of what knowledge and skills are considered necessary for the discourse, which in turn determines what is applicable and who is eligible for the course. Because admission standards playa crucial role in establishing the quality of the learning program the evaluation process should be effective at predicting student potential and should be based on a set of reliable and valid criteria. My aim was to unpack a tacit practice which does not refer to explicit criteria or guideline procedures, yet defines and establishes authority and power relations as well as expertise, which serve to legitimate the discourse. This investigation is an attempt to generate academic enquiry into the field of fashion design, and attempts to demonstrate how the pedagogic subject of fashion design, produced during the selection process, defines how fashion design functions as a form of knowledge and a form of being that either summarily accepts or rejects students into the discourse. This establishes the profile of the ideal student and determines what forms of knowledge are privileged by the criteria for assessing portfolios. My aim is to identify what the criteria are for assessing portfolios; how consensus is established; how the process acts as a process of induction; and what ideological messages are contained and whose interests are served. This research has been interpreted on two levels: first, on a literal level and second, on a symbolic level to gain insight into what ideological messages are contained, which provides signification and reflect how tacit knowledge functions as an ideology or a veil of power. This supports Basil Bernstein's concept of the pedagogic device, which relays what counts as valid knowledge and serves as a symbolic ruler of consciousness, and provides the intrinsic grammar of the discourse.
- ItemOpen AccessClassroom communication and schooling: a case-study of teaching and learning in a secondary school in Soweto(1986) Simons, Ronnie; Young, Douglas
- ItemOpen AccessAn enactive inquiry into mathematics confidence : a case study of nine pre-service primary school teachers(2007) Burgoyne, NicoletteMany learners and teachers of mathematics experience a lack of mathematics confidence. Research has posited that beliefs teachers have regarding mathematics, including their level of mathematical confidence, impact greatly on their practice of teaching, and hence on the confidence of their students. This dissertation reports on a study undertaken at the University of Cape Town with a group of nine pre-service primary school teachers who all experienced a lack of mathematics confidence. The study explored how the participants understand the notion of mathematics confidence and the reasons why they lack confidence. Results of the study indicate that the participants' understanding of mathematics confidence is having the ability to do the mathematics, as well as understanding the processes involved. In order to understand why they lack confidence, their previous experiences in the mathematics classroom were also explored. The participants' prior experiences as students in the mathematics classroom have led to a lack in the understanding of mathematics, resulting in the individuals having little or no mathematics confidence. Additionally, mathematics anxiety was an important aspect of their prior experiences. The theory of Enactivism has been used to explain their understanding of mathematics confidence as well as their prior experiences. Furthermore, various coping strategies used during their teaching practicum will also be discussed.
- ItemOpen AccessFinding my woof by tweaking the warp : a personal account of an attempt to better understand learning in a Communication Design course(2006) Snaddon, Bruce; Breen, ChrisIn this dissertation I set out to research my Design teaching practice from the perspective of enactivism, a term coined by two Chilean theoretical biologists, Humberto Maturana and the late Francisco Varela. Enactivism as a discourse, has its origins in philosophical hermeneutics and means that through our living in the world we are in fact creating our world, where inner and outer specify one another through embodied action.
- ItemOpen AccessAn investigation into the teaching and learning of shape and space concepts in the reception year(2006) Lombard, Ana Paula; Breen, ChrisThis study focuses on Reception Year teachers' classrooms. It investigates the state of Numeracy teaching, specifically Shape and Space, teaching at the earliest level of the formal school programme. The study focuses on six Reception Year teachers from a range of school sin the Cape Peninsula. Through the medium of in-depth interviews, questionnaires and classroom observations these teachers' perceptions of the new curriculum and Outcomes-Based Education was probed. Teachers were observed to ascertain how learning was mediated so that children could make meaning of Shape and Space concepts. The findings show a reasonable consistency in the teaching appraoches of these educators. The majoritn of teachers admitted insecurity in the field of mathematics teaching, specifically Geometry. In general, they showed little conceptual knowledge, which often resulted in practical, integrated teaching methods which did not extend their learners' conceptual knowledge.
- ItemOpen AccessJourneying into the space of possibility(2004) Lebethe, Agatha LThis thesis stories the journey of a teacher who teaches teachers. On this journey, this teacher sets out to examine a mathematics inservice course that she teaches on at the University of Cape Town. The journey starts in frustration as the teacher questions the purpose and intent of the course and its curriculum. As she travels through the thesis, the teacher stops to enter into a conversation with four of her students. While she pays attention to the voices of her students, the teacher examines her assumptions, prejudices and habits of practice. The teacher tells her story in different voices and shows her connectedness to the research journey by her use of linguistic play and narrative style. The research journey becomes more than just an investigation. It is the expression of who the teacher/researcher is and who she eventually becomes as she journeys through the research.
- ItemOpen AccessNeurocysticercosis : experience at the teaching hospitals of the University of Cape Town(1993) Thomson, AJGIn the 15 years 1975-1989, 239 patients attending the associated teaching hospitals of the University of Cape Town have been identified retrospectively as having neurocysticercosis. One hundred and twenty-three (51,46%) were children 12 years of age or younger, 14 (5,86%) were adolescents aged 13-19 years, and 102 (42,68%) were adults 20 years of age or older. Two hundred and twelve (88,7%) of these patients were black, almost exclusively Xhosa-speakers originating from the eastern Cape homeland regions of Transkei and Ciskei. Although the clinical features of neurocysticercosis are protean, these patients could be divided into three clinicoradiological groups - a group with seizures, a group with raised intracranial pressure, and an asymptomatic group.In the 15 years 1975-1989, 239 patients attending the associated teaching hospitals of the University of Cape Town have been identified retrospectively as having neurocysticercosis. One hundred and twenty-three (51,46%) were children 12 years of age or younger, 14 (5,86%) were adolescents aged 13-19 years, and 102 (42,68%) were adults 20 years of age or older. Two hundred and twelve (88,7%) of these patients were black, almost exclusively Xhosa-speakers originating from the eastern Cape homeland regions of Transkei and Ciskei. Although the clinical features of neurocysticercosis are protean, these patients could be divided into three clinicoradiological groups - a group with seizures, a group with raised intracranial pressure, and an asymptomatic group.
- ItemOpen AccessParents' roles and perceptions of early literacy development in well-resourced environments(2005) Aronstam, Shelley; Baxen, JeanLiteracy research in South Africa and other developing countries has for the most part focused on poorly resourced environments and literacy practices in lower socio-economic communities. The purpose of this study is to examine the role of parents in early literacy development in well-resourced homes in South Africa. The study was aimed at investigating parents' roles and perceptions of early literacy development in well-resourced home environments The study presents survey data from a large cohort of parents as well as observations and in-depth interviews with a smaller group of eight families. This study was conducted in a peri-urban area in the Western Cape and engaged parents whose children were in reception year classrooms. The research evidence shows that reading success does not necessarily occur through the use of a variety of resources but that it needs to be mediated and modelled by parents in the home to have significant outcomes. The study finds that the parents' perceptions and approaches only partially reflect what is envisaged to be good reading habits. The time constraints and pressures on parents today impact on literacy practices and restrict them from spending sufficient quality time engaged in these practices with their children. Finally the study shows that although children are exposed to books, television and computers in the home environment it does not necessarily ensure proficient and interested readers.
- ItemOpen AccessRe-cognising teaching and learning in an Ad mathematics programme(2003) Eddy, Neil; Breen, ChrisThis dissertation deals with me and my practice as a mathematics teacher in a high school in Cape Town. Through the lens of my teaching in an Ad (advanced, accelerated and enriched) mathematics programme I re-cognise the teaching and learning opportunities that have presented themselves over a three year period. I attempt an understanding of these opportunities through building a theoretical research space that blends quantitative and qualitative aspects by drawing on the new holistic theories of cognition inherent in enactivism. This is a piece of work which attempts to foreground my voice as a teacher and draws data, both quantitative and qualitative from my practice in a continual feedback loop of questioning leading to data, leading to interpretation, leading to action, leading to questioning. I lean heavily on the research method known as the Discipline of Noticing which attempts to give practising teachers a means of interrogating their practice and of building theory from within that practice. The statistical technique of regression discontinuity analysis is employed to contrast the results of those who have been in the Ad programme with those who have been in regular classes. Threads from pupil and teacher reflections are used to investigate more deeply the questions raised by this quantitative data. Video material and short response questionnaires are used to open up perceptions by my pupils of my teaching in a number of classes.
- ItemOpen AccessReflections on the introduction of Algebra in Grade 8 : a teacher's perspective(2003) Cameron, Bridget; Breen, ChrisThis dissertation looks at the early learning of algebra from a classroom teacher's perspective. There are three aspects that inform the topic: the actual classroom, the literature on beginning algebra and a sample of some of the current textbooks used in South Africa. From my reflections on my own teaching of a Grade 8 class, I was able to identify those definitions and beliefs about algebra which were shaping my teaching. Based on the literature I classified the approach to algebra that I was foregrounding in my classroom. I saw that this traditional methodology was limiting the scope of my students' outlook on algebra. I discovered more approaches to the early learning of algebra which could broaden my students' view of the subject This dissertation presents the followmg four approaches to introducing algebra: generalisation; problem solving; modeling and functions. The traditional approach is discussed as a part of generalisation. My research shows that elements of all of these approaches need to be included when introducing algebra. Often the approach to algebra is largely determined by the choice of textbook used. My analysis shows that many widely used textbooks tend to emphasise only one of the above four approaches. The dissertation notes the mistakes that are typically made by following each approach in addition to the haphazard errors made by students who are starting to learn algebra. Further light on the mistakes made by students is given by looking at how standard algebraic symbols developed over centunes of time. A teacher who is aware of the processes of her students learning algebra should be able to see beyond the mistakes that are made. She should encourage the learning of algebra as giving a broad conception of its disciplines and applications, and not as a narrow set of prescribed learned manipulations.
- ItemOpen AccessStrengthening post-graduate educational capacity for health policy and systems research and analysis: the strategy of the Consortium for Health Policy and Systems Analysis in Africa(BioMed Central, 2016) Erasmus, Ermin; Lehmann, Uta; Agyepong, Irene A; Alwar, John; de Savigny, Don; Kamuzora, Peter; Mirzoev, Tolib; Nxumalo, Nonhlanhla; Tomson, Göran; Uzochukwu, Benjamin; Gilson, LucyBackground: The last 5–10 years have seen significant international momentum build around the field of health policy and systems research and analysis (HPSR + A). Strengthening post-graduate teaching is seen as central to the further development of this field in low- and middle-income countries. However, thus far, there has been little reflection on and documentation of what is taught in this field, how teaching is carried out, educators’ challenges and what future teaching might look like. Methods: Contributing to such reflection and documentation, this paper reports on a situation analysis and inventory of HPSR + A post-graduate teaching conducted among the 11 African and European partners of the Consortium for Health Policy and Systems Analysis in Africa (CHEPSAA), a capacity development collaboration. A first questionnaire completed by the partners collected information on organisational teaching contexts, while a second collected information on 104 individual courses (more in-depth information was subsequently collected on 17 of the courses). The questionnaires yielded a mix of qualitative and quantitative data, which were analysed through counts, cross-tabulations, and the inductive grouping of material into themes. In addition, this paper draws information from internal reports on CHEPSAA’s activities, as well as its external evaluation. Results: The analysis highlighted the fluid boundaries of HPSR + A and the range and variability of the courses addressing the field, the important, though not exclusive, role of schools of public health in teaching relevant material, large variations in the time investments required to complete courses, the diversity of student target audiences, the limited availability of distance and non-classroom learning activities, and the continued importance of old-fashioned teaching styles and activities. Conclusions: This paper argues that in order to improve post-graduate teaching and continue to build the field of HPSR + A, key questions need to be addressed around educational practice issues such as the time allocated for HPSR + A courses, teaching activities, and assessments, whether HPSR + A should be taught as a cross-cutting theme in post-graduate degrees or an area of specialisation, and the organisation of teaching given the multi-disciplinary nature of the field. It ends by describing some of CHEPSAA’s key post-graduate teaching development activities and how these activities have addressed the key questions.
- ItemOpen Access“They're learning, I'm learning, everybody is learning” : the design and use of a questionnaire to deepen an appreciation of the role of formative assessment in primary teaching(2005) Brown, Simon; Siebörger, RobIn trying to establish how teachers use assessment for learning, researchers have drawn on findings from questionnaires or interviews and/or classroom observations but, have usually only been able to describe what teachers say they do. With this problem in mind, the researcher set out to design a questionnaire that would allow them to demonstrate and comment on their current assessment practice.
- ItemOpen AccessTurning with wa(y)ves of learning to use drama in my teaching(2003) Bennie, Kendal; Breen, Chris; Morris, GayThis dissertation is about teaching and learning from a subjective perspective. The learning is self-reflective as I study my actions, and interpretations of them, with the aim of improving my practice by learning a new skill to use in my teaching. The skill, teaching using drama, and my approach are based in the theory of enactivism. The Discipline of Noticing and Action Research are used in combination to systematically reflect and analyse my experiences during a Drama in Education course. I compare the experience to surfing, another endeavour that is learnt by having the courage to go out and do it and learn from mistakes.
- ItemOpen AccessWhat are the factors influencing the relationship between school language policy and the literacy proficiency of learners at Grade 7 level?(2009) Da Rocha, Trevor; Plüddemann, Peter; Bakker, NigelThe foundation for academic success in formal education is based on the language and literacy proficiency of the learner. In addition, the relationship between the home language and the language of learning and teaching at school also influences the level of success the learner attains. This dissertation, a single case study, is an investigation into the factors that influence the language and literacy proficiency of learners at grade 7 level. The following have been identified as key factors in this study: the language policy of the school, the language awareness of the teachers, the teachers' interpretation of the school's language policy, and the role of language attitudes in gaining literacy proficiency. The research design was qualitative in nature and framed within an Interpretivist paradigm. My role as participant-observer allowed me easy access to the research participants, and the gathering of data using questionnaires and semi-structured interviews, where necessary. One finding of the study revealed evidence of the ongoing shift from Afrikaans to English in predominantly Afrikaans-speaking communities on the Cape Flats. In other words, the stigma of Afrikaans, and more specifically of Kaaps Afrikaans, as an under-valued language persists in the attitude of parents and, through them, the learners. The dissertation concludes by highlighting the teaching strategy of code-switching and codemixing to scaffold the teaching-learning process of learners not learning through their mother tongue, as an area for further research.