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Dissertations / Theses on the topic 'Intermediate Phase Teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

de, Bruyn Megan Dawn. "Teachers' perspectives on iPad usage for learners with dyslexia in the intermediate phase." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62913.

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This study contributes to existing research on the perspectives of teachers’ with regards to the use of the iPad for learners with dyslexia. The purpose of this case study was to explore and describe teachers' perspectives on iPad usage for learners with dyslexia in the Intermediate Phase. The primary research question that guided this study was: “What are teachers’ perspectives on iPad usage for learners with dyslexia?” A qualitative research design was used to collect rich data using Intermediate Phase teachers. Eleven teachers from three schools in Johannesburg participated in the study. Th

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2

Kellerman, Jessica. "The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65436.

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Language is central to all teaching and learning. The ability to communicate effectively, and more specifically during instruction is one of the key competencies beginner teachers should develop. While English is the home language of ±10% of South Africans, the majority of learners are taught in English from Grade 4 onwards, many of their teachers being non-native English speakers themselves. The English proficiency level of most South African teachers has been identified as problematically low by a number of researchers. This study aimed to investigate the nature of Classroom English and the

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Bosman, Ysanne Bosman. "How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?" Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1234.

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The rationale of my research was to make sure that all learners are treated as equals in the education afforded to them. The researcher noticed that not all educators in mainstream schools facing learners experiencing learning problems could deal with the Curriculum and that many had difficulty in coping in an inclusive classrooms setting. Furthermore, the researcher noticed that many educators percieve that they did not have the knowledge and skills to identify and support learners experiencing learning problems. Consequently, the educators felt that they could not effectively help these lear

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4

Kayser, Avril Freda Francina. "The lived experiences of intermediate phase teachers of curriculum renewal processes from 1998 to 2012 in Port Elizabeth." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020063.

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This research study has emerged as a result of my concern regarding many of my colleagues’ apparent low morale in the teaching profession. Since the new dispensation in 1994 the South African education system has undergone numerous and intensive curriculum changes as varying policies aimed at transforming education in South Africa have been implemented (Asmal, 2009). I, therefore, decided to investigate the lived experiences of Intermediate Phase teachers regarding curriculum renewal processes in South Africa over a fifteen year period from 1998 to 2012. This period encompasses the four curric

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Makhubele, Patricia. "Implementation of Natural Sciences and Technology practical activities by novice and expert teachers." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60956.

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The importance of practical activities has been outlined in many articles and research studies. This study presents the way in which two novice and two expert teachers conduct practical activities in their intermediate phase in Natural Sciences and Technology (NST) classrooms and the challenges they face. This study was conducted in primary schools because researchers such as Mihret (2014, p.2) believe that "primary level science education is a cornerstone to lay a foundation to get young citizens interested in science". This study utilised a qualitative case study approach. The data was coll

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Gerber, Candice. "READING TAKES YOU PLACES: A narrative exploration into Intermediate Phase English teachers' experiences with and orientations towards literature teaching." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33742.

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The aim of this narrative study is to explore the development of five Intermediate Phase English teachers' literate habitus and its influence on their conceptions of literacy, and approaches to literature teaching and texts. Literate habitus (Gennrich & Janks, 2013) captures how a teacher's social background, personal, and professional experiences can play a role in how they negotiate literacy, texts and teaching. Drawing on new literacy studies and a sociocultural approach to literacy pedagogy, links are drawn between the development of each teacher's literate habitus, the conceptions the

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Makiwane-Mazinyo, Nokwindla. "Challenges teachers encounter in teaching English reading and writing to the intermediate phase learners in the Uthungulu District schools." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1593.

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A dissertation submitted to the Faculty of Education in partial fulfilment of the Degree of Masters of Education in the Department of Educational Psychology and Special Needs at the University of Zululand, 2017<br>This study is a descriptive survey designed to investigate challenges teachers encounter in teaching English reading and writing in the uThungulu District schools. This study comprised 44 teachers who were purposely sampled on grounds of availability. Views were sampled through the use of a self-made questionnaire. This study addressed three research questions, namely: (i) what are t

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Joorst, Rene Hazel. "Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9367_1317900075.

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The purpose of the study was to investigate the implementation of learning support strategies by Intermediate Phase teachers. The study also determined the factors (enhancing or limiting) that impact upon the successful implementation of learning support strategies specifically in a rural school. The study was conducted at one primary school in the Western Cape. The research participants were ten teachers involved in offering learner support at this school. Focus group discussions as well as in-depth interviews were used to explore the teachersâ views of their support strategies. The data wa

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9

Lee, Amanda Jane. "A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1015664.

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This research study investigated the ways in which a mathematics module, informed by an enactivist philosophy, enabled pre-service teachers to unpack the reality of their teaching practice in terms of proficient teaching. Given the generally poor mathematics results in South Africa it is not enough for teachers to be merely proficient in Mathematics. They also need to be in a position to explain important mathematical concepts to children in a manner that will encourage and develop an understanding of the basic mathematical concepts. It was my intention with this study to determine whether a m

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Ramcharan, Aneel. "Keeping record : applying organisational communication in intermediate phase classrooms." Thesis, University of Zululand, 2002. http://hdl.handle.net/10530/584.

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A thesis submitted in fulfilment of the Requirements for the degree of MA in Communication Science University of Zululand, 2002<br>In this thesis I present my recommendations regarding the role of organisational com¬munication and record keeping in Outcomes-Based Education within the intermediate phase classroom. I reveal that the fundamental switch from the traditional educator-centred teaching to learner-centred teaching in Out-comes Based Education requires that both educators and learners be in command of a range of communication strategies in order to construct meaning in the real-wo

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Smith, Vincent Titos, and B. T. Gamede. "Subject advisers’ perception of curriculum delivery in the intermediate phase within King Cetshwayo district." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1794.

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A dissertation submitted in the Faculty of Education in partial fulfilment of the requirements for the Masters of Education Degree in the Department of Social Science Education at the University of Zululand, 2018.<br>Subject advisors encountered problems that affected curriculum delivery in the intermediate phase of schools in South Africa and other countries. There are factors influencing curriculum delivery in different countries ranging from what happens in and with the government to what takes place and is obtained in the classroom. If challenges or factors influencing curriculum delivery,

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Gwalisa, Nondumiso Enid. "Trends of parent involvement in the intermediate phase in Jan Nomjana J.S.S at Kotana administration area of Ngqamakwe." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020951.

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This research sought to better understand and explain the factors that account for the non-involvement of parents in their children’s school affairs. It also sought to recommend to the Department of Education developmental strategies that can be utilised towards ensuring the participation of parents by equipping them with knowledge and skills that can help them to become more involved in the success of their children in schools. This research employed a case study design to collect data from parents and teachers using qualitative methods. The qualitative approach was considered appropriate bec

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Lee, Mandy, and M. Schäfer. "An action research study of the growth and development of teacher proficiency in mathematics in the intermediate phase - an enactivist perspective. Work-in-progress." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82652.

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Govender, Samantha. "A curriculum innovation in South African schools: teachers’ perspectives on the process of implementing the “foundations for learning campaign” in the foundation and intermediate phases in the Uthungulu District." Thesis, University of Zululand, 2013. http://hdl.handle.net/10530/1325.

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Submitted to the Faculty of Education in fulfilment of the requirements for the degree of Doctor of Education in the Department of Curriculum & Instructional Studies at the University of Zululand, South Africa, 2013.<br>This study is aimed at understanding the efficacy of the implementation of the national curriculum innovations called “Foundations for Learning Campaign” in schools under uThungulu District, within the province of KwaZulu-Natal in South Africa. Furthermore, it included assessing the level of preparedness of educators in their teaching of basic skills in the classroom and i

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15

Sheinuk, Louise Carol. "Intermediate phase mathematics teachers' reasoning about learners' mathematical thinking." Thesis, 2011. http://hdl.handle.net/10539/9803.

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The focus of this study is to investigate the ways teachers use their content knowledge to understand and address the misconceptions which lie behind learners‟ errors (in their PCK). Misconceptions arise in mathematics and this phenomenon needs to be addressed by teachers. Misconceptions are instrumental for learning, but they are also instrumental in halting learners‟ progress in certain mathematical domains. The study highlights the relationship between how teachers hold content knowledge and use it to reason about learners‟ errors. Six teachers were interviewed following the „think-al

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Wilson, Hilary. "The reading of self-help books by intermediate phase teachers in Gauteng townships." Thesis, 2013. http://hdl.handle.net/10539/12432.

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This research focuses on the reading of self-help books, or ‘advice literature’, by Intermediate Phase teachers in Soweto schools. The study is based on Bourdieu’s concept of habitus, other theories about the nature of literacy practices and how initial literacy is mediated. It includes a survey of the political and social factors that may have influenced the teachers’ attitudes to reading. It includes interview data on the topics they favour, their perceptions of the effects of such books on their own lives, whether or not they read other genres, such as children’s books, and whether o

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Mthethwa, Gugulethu Octavia. "The role of inclusive intermediate phase teachers in imparting reading skills to learners in KwaDukuza circuit." Diss., 2015. http://hdl.handle.net/10500/19938.

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The role of teachers has been defined as that of providing knowledge and skills to learners, so it is imperative for them to understand their roles and responsibilities in. This extends to language teachers’ enhancing their performance in teaching reading, particularly because of the large and increasing number of learners who are having reading difficulties. Their inclusion in mainstream classrooms necessitates that teachers optimise reading to all learners who are experiencing reading difficulties. In some schools teachers are underqualified or not qualified to teach language, hence there ar

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Ngiri, Lydia Wambui. "A case study of the motivation of intermediate phase learners by teachers at a private school in Botswana." Diss., 2014. http://hdl.handle.net/10500/19004.

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The motivation of learners by teachers is key to learner academic success. Consequently, an understanding of the motivation strategies is important for teachers because learners have diverse learning needs and interest. This study conducted in one private school in Botswana is designed to explore the motivation strategies used in teaching and learning. The aim of this study is to establish the various motivational strategies used by teachers on learners to enhance their academic performance in the intermediate phase. To accomplish this, the objectives of the study are: - To explore what motiv

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Daniyan, Olatope Oladunni. "Challenges in teaching learners experiencing barriers in mathematics at the intermediate phase : Tshwane South District." Diss., 2015. http://hdl.handle.net/10500/21214.

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This study investigates the challenges in teaching learners experiencing barriers in mathematics at the intermediate phase in Tshwane South District. Relevant literature review reveals that teachers’ inadequate training and lack of supportive structure hinders their pedagogy, resulting in demoralisation, frustration, and a sense of inadequacy. Nonetheless it is teachers’ responsibility to make learning happen; the inclusive educational policy maintains that teachers are the prime engine of realizing educational goals. They are to support and accommodate diverse learners and meet their needs (D

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20

Esterhuyse, Nadia. "Mathematics teachers' awareness of metacognitive strategies during the process of an adapted lesson study in the Intermediate Phase / Nadia Esterhuyse." Thesis, 2015. http://hdl.handle.net/10394/15223.

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Mathematics education is a human activity that helps to develop mental processes in order to enhance logical and critical thinking which will contribute to one’s decision-making process and to solve problems (DBE, 2011c). For one to be able to do Mathematics, strategies should be generated in order to solve problems. The performance in Mathematics is very poor and educational researchers have identified various reasons for the poor performance in mathematics. Therefore, South Africa has developed an assessment tool known as the ANA, to determine the learners’ weaknesses in mathematics at natio

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Van, Wyk Andre Mervyn. "'Profound understanding of fundamental mathematics' and mathematical life histories of some teachers teaching mathematics in the intermediate phase in KwaZulu-Natal." Thesis, 2007. http://hdl.handle.net/10413/255.

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This study had two components: 1) Investigating the conceptual understanding of teachers teaching elementary mathematics at primary schools in the province of KwaZulu-Natal, who had been successful in their mathematics modules in the National Professional Diploma in Education (NPDE) teacher upgrading program, and 2) Investigating the influence of their mathematical lifehistories on their understanding and personal philosophies about mathematics. It firstly required the NPDE students from the University of KwaZulu-Natal to complete a questionnaire adapted from the TELT interview schedule used b

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22

Phaiphai, Thanyani. "An analysis of teachers' experiences in Curriculum and Assessment Policy Statement implementation in intermediate and senior phase primary schools : Vhembe district." Thesis, 2020. http://hdl.handle.net/10500/27540.

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This thesis explored teachers’ experiences in curriculum implementation in primary schools in the Vhembe district. Curriculum implementation prompts thinking and learning of new things in the teachers’ day-to-day workplace. Primary school teachers are pillars of strength in contributing to the children’s future success. The thesis presents a contribution to the knowledge of curriculum implementation at the school level through a case study and a qualitative research approach as it aimed to comprehend and describe teachers’ practices and experiences on the implementation of the curriculum, whic

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"Facilitating responsible and self-directed behaviours in learners with special educational needs in the intermediate phase: teacher's perceptions in a private LSEN school in South Africa." Thesis, 2011. http://hdl.handle.net/10210/3699.

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M.Ed.<br>Internationally in countries such as the United States of America and Australia, there has been a shift in focus over recent years from essentially content based education curricula towards education curricula which offer the opportunity for all individuals to realize their potential, and that are capable of producing productive, contributing members of society. According to the United States Northwest Regional Educational Laboratory's most recent regional needs assessment (www.nwrel.org/planning/rna2000.html), "helping students become self-directed learners who take responsibility fo

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Moremi, Ntsako Shereen. "Exploring the pedagogical content knowledge of intermediate phase teachers in the teaching of decimal fractions in grade 6 at Rakwadu Circuit in Limpopo Province." Thesis, 2020. http://hdl.handle.net/10386/3391.

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Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2020<br>The purpose of this study was to explore the Pedagogical Content Knowledge (PCK) of Intermediate Phase teachers in the teaching of decimal fractions to Grade 6 learners. The study followed a qualitative research approach whereby a case study design was adopted. Three Grade 6 teachers were selected using a purposive sampling strategy to form part of the study. Shulman‟s (1986) Theory of Teacher Knowledge was used to guide the entire study. Data were collected through lesson observations, semi-structured interviews and docume

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Makhubele, Evolinah. "Exploring challenges faced by grade 4 teachers in the implementation of reading practices in the Mano'mbe Circuit of the Mopani district." Diss., 2015. http://hdl.handle.net/10500/20683.

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This dissertation presents a study exploring the challenges faced by grade 4 teachers in the implementation of effective reading practices in the primary schools of the Mano’mbe Circuit of the Mopani District. The study seeks to investigate the challenges faced by grade 4 teachers in the implementation of reading practices in their classrooms. The aim of the study is to explore the perception of grade 4 teachers about their role in teaching reading to investigate the role of the principals and the heads of department and to recommend strategies that can be implemented to resolve the challenges

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Maimela, Hlekani Selinah. "Impact of curriculum changes on primary school teachers in Seshego Circuit, Limpopo Province." Diss., 2015. http://hdl.handle.net/10500/19836.

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This research explores the impact of curriculum changes on primary school teachers at Seshego Circuit, Limpopo Province. It focuses on issues that influence teachers implementing curriculum changes. Impact of curriculum changes was examined. Principals and teachers were the respondents. The study confirmed several consequences of curriculum change. In-service training is recommended to assist the necessary adjustments to curriculum changes. Sufficient time for training is required to avoid covering an excessive amount of work during too short a time. This results in confusion and discontent. T

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Wessels, Suzaan. "Self-configuration experiences of intermediate phase learners with mild learning difficulties within the learner-teacher relationship / Suzaan Wessels." Thesis, 2014. http://hdl.handle.net/10394/15811.

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More often than not learners with learning difficulties are treated differently from normal mainstream learners. Often they experience themselves in a less positive manner because of the interactions with various teachers who may not always have enough patience to deal with these learners while trying to cope with large numbers of learners on a daily base. This study was conducted to explore self-configuration experiences of Intermediate Phase learners with learning difficulties within the learner-teacher relationship. Literature indicates that the self is a complex construct to define and can

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Barkhuizen, Mindie. "Onderwysvoorsiening aan akademies-begaafde leerders in die intermediêre skoolfase in Suid-Afrika / Mindie Barkhuizen." Thesis, 2013. http://hdl.handle.net/10394/10956.

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The goal of this research was to determine how to productively provide in the unique needs of academically gifted learners in the intermediate phase in the South African education system. The study comprised an empirical, qualitative investigation to this end. Individual interviews with primary school principals and focus groups with primary school teachers, academically gifted learners in the intermediate phase and parents served to determine what the educational needs of academically gifted children are. Secondly, a mini-education system for academically gifted learners was planned and a pro

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Maja, Margaret Malewaneng. "Classroom interaction in teaching English first additional language learners in the intermediate phase." Thesis, 2015. http://hdl.handle.net/10500/20219.

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The purpose of this study was to design components that should be included in a framework for the use of a classroom interaction approach as a strategy in teaching English as First Additional Language to enhance learners’ communicative competence in the primary schools. The previous research advocates that classroom interaction activities can provide opportunities for the facilitation of the additional language, as they encourage meaningful interaction in the target language and active learner participation. Moreover, a classroom interaction approach helps learners to construct their own learn

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De, Jager Maria Louisa Elizabeth. "Teachers' understanding and implementation of the design process as it relates to teaching Technology Education in the intermediate and senior phases (Grades 4-9) in the General Education and Training Band in KwaZulu-Natal." Thesis, 2012. http://hdl.handle.net/10321/755.

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Submitted in fulfillment of the requirement of the Degree of Magister of Technology: Language Practice, Durban University of Technology, 2012.<br>Outcomes-based education compelled South African teachers to make an important paradigm shift in education from a teacher-centred approach to a learner-centred approach. This paradigm shift in teaching and learning emphasised an active participation of learners which necessitated Technology Education (TE) teachers to restructure their teaching strategies in terms of the National Curriculum Statement (NCS). Conducted within a constructivist paradigm,

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