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1
Westaway, Lise. "The emergence and expression of teachers’ identities in teaching foundation phase mathematics." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/7000.
Full textAbstract:
The assertion that learner performance in South African schools is in crisis may be cliched but it is certainly true. The majority of learners in the schooling system are not achieving the required outcomes, particularly in language and mathematics. I use the underperformance of learners in mathematics as the impetus for my research which seeks to understand how teachers’ identities emerge and are expressed in teaching Foundation Phase mathematics. The research contributes to an emerging scholarship that strives to explain underperformance and quality in mathematics classrooms beyond structuralist theorising. Recently research, particularly in South Africa, has begun to look more closely at who the teacher is and how the teacher is key in understanding what happens in the mathematics classroom. This emerging scholarship focuses on teacher identities. Research that foregrounds teacher identities within the field of mathematics education tends to be situated within a social constructionist orientation, which assumes that our knowledge of self and the world comes from our interactions with people and not some ‘objective’ reality (Berger & Luckman, 1966). Such a perspective appears to conflate questions of how we know something with what is. In other words, it elides structure and agency, thereby making research that seeks to examine the interplay between the two in the formation and expression of teachers’ identities, practically impossible. It is for this reason, as well as the need to move beyond the hermeneutic, that my research draws on Margaret Archer’s (1995, 1996, 2000) social realist framework. Social realism posits a relativist epistemology but a realist ontology. It is underpinned by the notion of a stratified reality with structural mechanisms giving rise to events in the world whether we experience them or not. It is only through the (inter)actions of persons that such mechanisms have the tendential power to constrain or enable the projects of persons. As such, my research seeks to identify the structural and agential mechanisms that give rise to teachers’ identities and how these identities are expressed in teaching Foundation Phase mathematics. In my research, teacher identity refers to the manner in which teachers express their social roles as teachers. In the research I use a case study methodology. I provide rich data on four isiXhosa teachers teaching in low socio-economic status schools. This data is gleaned through interviews and classroom based observations which were recorded as field notes and video transcripts. Analysis of the data occurs through the thought processes of abduction and retroduction (Danermark, Ekstrom, Jakobsen, & Karlsson, 2002). These thought process enable me to (re)describe and (re)contextualise the object of study. Through the process of asking transfactual questions I identify the structural, cultural and agential mechanisms giving rise to teachers’ identities and their expression in teaching foundation phase mathematics. There are three significant findings in my research. Firstly, research that attempts to understand the emergence and expression of teacher identities should consider their broad contextual realities. The historical, economic, social and political contexts in which the teachers are born and live, influences their sense of self, personal identities and social identities (teacher identities) and as such, influences their decision to become teachers and how they express their roles as teachers of Foundation Phase mathematics. Secondly, my research suggests that teachers’ mode of reflexivity is key to understanding the decisions that they make in the classroom and how they deal with the structures that condition the manner in which they express their roles as teachers. Thirdly, collective agency is necessary to bring about change in the way in which teachers express their roles in teaching Foundation Phase mathematics. My research produces new knowledge by examining the interplay of structure, culture and agency in the constitution of foundation phase teachers’ identities and their expression in teaching foundation phase mathematics. I use a social realist orientation to examine this interplay and provide an understanding of the mechanisms giving rise to the phenomenon under consideration. In this way I contribute to the extensive research on learner underperformance by focusing more explicitly on who the teacher is in the classroom.
2
Mnqatu, Fiola Wayne. "Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS)." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1358.
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The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case study of eight educators in two primary schools based in Cradock in the Eastern Cape Province of South Africa. There were six main findings. First, all participants displayed a good general knowledge of CAPS. They saw CAPS as different from NCS in that the former is content driven as opposed to outcomes driven in the latter. Second, all participants were happy that CAPS specifies what is to be taught grade by grade as opposed to NCS which specified outcomes and required educators to construct the content. Third, a feature which participants liked was the weighting of different components of the subjects taught. This was seen as an important guideline that indicates how much time should be spent on each component. Fourth, participants understood that CAPS is not a new curriculum; it is an amendment of the NCS. As such educators used the same teaching strategies and methods. Fifth, participants had reservations about the CAPS assessment guidelines as they were the same as those of the NCS and felt that the guidelines which require educators to discuss assessment criteria with children were not suitable for children in Foundation Phase. Sixth, participants were happy with the CAPS programme of assessment and workbooks .They felt the programme guides their teaching while the workbooks complement their teaching. It can be concluded that educators, on the whole, held positive perceptions about CAPS. They saw it as explicit about the content that is to be taught, and it has clear guidelines about assessment procedures. For this reason it can be seen as an improvement on the NCS. Given the findings, it can be recommended that further research be carried out on how educators’ understanding of CAPS is translated into practical teaching and learning in the classroom. To improve the delivery of CAPS, the Education Department must devise strategies aimed at educator empowerment activities that will enhance their work performance.
3
Hlam, Thandiwe Lillian. "A teacher collective as a professional development approach to promote foundation phase mathematics teaching." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15071.
Full textAbstract:
This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the poor performance of their learners in Mathematics. In an attempt to address their challenge, they resolved to form a Teacher Collective (TC) amongst themselves. Their main objective was to support each other in their development of Mathematical Knowledge for Teaching (MKT). The participants, being frustrated by what they perceived as an inefficient and unhelpful cluster approach to professional development used by the Department of Basic Education initiated their own teacher collective strategy. I was approached by this TC to assist them in developing a strategy to make this TC suit the needs of the participants. A Lesson Study (LS) approach was used as an alternative Teacher Professional Development strategy within the TC. In studies conducted by Ono and Ferreira (2010) and Jita and Mokhele (2014), a LS approach is regarded as an essential tool desirable for enhancement of teacher collaboration and participant’s MKT. However, both studies reported on challenges related to contextual issues. Those contextual issues revealed themselves as similar to the challenges that threatened to weaken the collaborative structure initiated by the participants in this current study. To overcome these challenges, participants felt a need for some sort of adaptation for a LS approach to work in their context. In the application of the revised adapted version of a LS approach, participants experienced a Teacher Collective (TC) in action using real and useful experiences (Ono & Ferreira, 2010). The aim of this study was to examine the effects of a Teacher Collective for improving participating teachers’ pedagogical and disciplinary content knowledge in Foundation Phase (FP) Mathematics. As this study targeted a small group of teachers, it adopted a case-study methodology. The participants were five Grade 3 teachers purposefully self-selected from two Port Elizabeth township schools. Semi-structured interviews were used to determine participating teachers’ perceptions of a Teacher Collective as a Teacher Professional Development strategy necessary to promote Mathematical Knowledge for Teaching. Descriptive methodologies which concern inter alia practices that prevail, relationships that exists, point of views that were held, processes that are going on and effects that are felt by participants were used (Creswell, 2013). The following major findings emerged from the data analysis: For the TC to be a successful alternative TPD, it requires that: (1) Teachers must regard themselves as being responsible for the own professional growth and own the TPD programme. (2) Participants of the TC must adopt flexible strategies to allow for active participation of the participants in building meaning for themselves. (4) A TPD strategy should be sensitive to contextual issues and be addressed accordingly. (5) A TPD programme should seek to improve classroom instruction but this must be based on the needs of the participants. It is primarily the following structural features that affected teacher learning within the TC: (a) the form of the activity (joint lesson planning, observed lesson presentation, post lesson feedback, etc.), (b) collective participation of teachers within and across the schools and (c) the duration of the activity. In this study the LS approach worked well as it sought to address the needs of the participants.
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Ndadza, Thivhonali Agnes, A. P. Kutame, and T. Malasi. "Effects of curriculum changes on mathematics teaching and learning in foundation phase in Sibasa circuit." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1806.
Full textAbstract:
Dissertation submitted in accordance with the requirements for the Master’s Degree in Education in the Department of Foundation of Education, Faculty of Education at the University of Zululand, 2019.This study investigated the effects of curriculum changes on Mathematics teaching and learning in foundation phase, in Sibasa circuit, in Limpopo province. The study made use of a qualitative approach by means of interviews. Purposive sampling was utilised to select participants for this study. Results show that: policy makers failed to involve different stakeholders before introducing the new curriculum, the department did not regularly convenes workshops, seminars, and conferences and even continued trainings for Mathematics teachers; there is lack of teacher learner support materials that makes changes in curriculum and affects teaching and learning in a negative way.
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Mntunjani, Lindiwe. "The use of mathematical resources to teach number concepts in the foundation phase." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2494.
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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.The poor performance of learners in mathematics has long been a matter of concern in South Africa. One certain fact from the Annual National Assessment (ANA) results is that the problem starts in the Foundation Phase (FP) with number concepts. The aim of this study was to explore how five Foundation Phase teachers located in challenging socio-economic school contexts in the Western Cape used mathematical resources to promote teaching for understanding of the important number concept area in CAPS. These resources included humans, materials, culture and time. The research was located within the interpretive qualitative research paradigm and used a case study approach. The participants in the study included five FP teachers teaching Grades 1 to 3 at two schools in the Western Cape. Data was collected through lesson plan analysis, lesson observations and semi-structured interviews. The data collected was then analysed through the lens of Vygotsky’s socio-cultural theory. Socio-cultural theory maintains that knowledge is best acquired if it is mediated by language, more knowledgeable others and physical tools. Vygotsky believed that knowledge is first acquired interpersonally, then intrapersonally, as learners first learn from others, then internalise or individualise knowledge while going through the four stages of the Zone of Proximal Development (ZPD). The findings of this study revealed that teaching for understanding was often compromised by teaching to enable learners to pass assessments. Teachers understood the importance of using resources to teach number concepts in the Foundation Phase, but inclined to rote teaching with work drills in preparation for assessments such as the Annual National Assessment (ANA) and the systemic assessment. Resources were often used when learners struggled to understand concepts and as calculation tools. This study supports the view from the literature that the way in which resources are used affects the teaching and learning of number concepts. It recommends that teachers should read and follow the CAPS mathematics document, as it clearly states what resources to use and how. This study further recommends that more research on the use of resources to teach mathematics in other content areas should be done.
6
Afonso, Dominique Gabriala. "The development of algebraic thinking in the foundation phase: a comparative study of two different curricula." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2864.
Full textAbstract:
Thesis (MEd)--Cape Peninsula University of Technology, 2019.The mathematics results in South Africa are alarmingly low, with a number of high school learners unable to compute basic operations. International test results show South Africa consistently ranks low in comparison to other countries whilst Singapore continues to perform well. Some schools in South Africa have decided to adopt the Singaporean method of teaching mathematics, known as Singapore Maths, in the hope of improving learner results. This study seeks to understand how two different curricula, South African and Singapore, provide opportunity for the development of algebraic thinking in the Foundation Phase. There is ongoing research which suggests a link between algebraic thinking (Early Algebra) and a deeper conceptual understanding of mathematics (Blanton & Kaput, 2003). This study comprises a qualitative case study of two schools using different curricula and textbooks to teach algebraic thinking with a special focus on patterns and functional thinking. Data were gathered using document analysis of curriculum and textbooks; learner tests; semi structured interviews with class teachers and focus group interviews with Grade 3 learners from each curriculum group. The analysis process involved pattern matching and building explanations related to each data collection instrument using Blanton, Brizuela, Gardiner, Sawrey and Newman-Owen’s (2015) levels of sophistication in learner’s thinking about functional relationships. The results of the study suggest that although South African learners have the potential to think algebraically, they are not, however, always offered the opportunities to do so. The importance of suitable mathematical activities and scaffolding is highlighted and the critical need for professional development for teachers in which the importance of Early Algebra is defined and explained. It is imperative that the curriculum and textbooks activities are relooked at to address the development of algebraic thinking in the early grades and shift the focus from an emphasis on arithmetic relationships to thinking in generalised ways about functional relationships.
7
Green, Sarah. "An exploration of how Foundation Phase Mathematics and English can enhance teaching and learning through Music integration, according to the South African Curriculum." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78275.
Full textAbstract:
Schools have to adjust to accommodate subjects that are 21st century appropriate in an
already full curriculum. Educators feel overwhelmed and unequipped to handle all the
expectations of the curriculum. Many are led to believe that Mathematics, Language and
Music go hand in hand. There must be a more effective way to teach these three subjects,
especially considering the biggest concern in education is always insufficient time. This
study investigated the natural relationships between English, Mathematics and Life Skills in
the Foundation Phase, to determine if true integration is viable. A document analysis was
conducted to examine various curriculum documents including the National Curriculum, the
National Protocol for Assessment Grade R – 3, and the CAPS document with the focus on
Mathematics, English and Life Skills in the Foundation Phase. The findings include the
potential for introducing integration of musical activities through similar topics as well as
using various teaching and learning strategies that are able to construct deeper
understanding. Considering the natural connections between subjects and themes, music
activities can offer validity in the curriculum.Dissertation (MMus (Music Education))-- University of Pretoria, 2020.
Music
MMus (Music Education)
Unrestricted
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Chirimbana, Moses. "The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95973.
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Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The purpose of the study was to investigate The effect of the Problem-Based Learning Problem Based Learning (PBL) approach in the teaching of composition and inverse functions in a foundation programme. PBL is a philosophical approach to teaching and learning where problems drive the learning. The study was important because it was trying to find out if PBL can improve students’ performance in compositions and inverses of functions at the bridging course for undergraduate mathematics at Oshakati Campus. The study intended to come up with a PBL model suitable for FP mathematics in the teaching of compositions and inverses of functions. The study was done on Science Foundation students who are registered for FP. Eighty students were randomly selected from the foundation students registered for the 2013 academic year. The students were randomly assigned into the experimental and the comparison groups of 40 each. In this study the comparison group of the Foundation students was predominantly taught through the traditional lecture approach while the experimental group was predominantly taught using a hybrid PBL approach. The study also attempted to establish the students’ perceptions with regard to the relevance of inverses and compositions of functions as a concept in a topic that determines their academic destination. It also attempted to ascertain how the PBL approach could best be implemented in order to improve FP students’ understanding of inverses and composition of functions; how Bridging course for undergraduate mathematics (FP) students experience the PBL approach in the teaching and learning of inverses and composition of functions compared to those who are taught using the lecture method and how FP students’ performance on inverses and composition of functions as a result of their PBL experience compare to those who are taught using the lecture method. This study used the concurrent nested mixed methods (qualitative and quantitative) research designs. A quasi experimental design was adopted through the administration of a pre-post-test on experimental and comparison groups. The other designs or methods included a questionnaire survey, focus group interviews, non-participant lesson observation and a group research project on compositions and inverses of functions. The experimental group was then mainly taught through a hybrid PBL approach while the comparison group mainly through the lecture approach for a period of three months. The findings of this research study showed that experimental group students performed significantly better in the overall results analysis but there were no significant differences in performance between the two groups for some Hypothetical Learning Trajectory (HLT) domains on compositions and inverses of functions. It is recommended that PBL should be implemented in the other foundation programme subjects. However, the role of the conventional teaching approaches cannot be undermined in the teaching and learning of compositions and inverses of functions since the students who were taught using this method also improved their performances, and as such these conventional teaching approaches should be used together with PBL in order to get the best results on FP students’ mathematics performance. This study recommends further research on how PBL can be implemented in other FP subjects. This study also recommended that PBL should be implemented right at the beginning of the year when the FP students start their classes in the foundation programme.
AFRIKAANSE OPSOMMING: Die doel van die studie was om die effek van die probleemgebaseerde leer (PBL) benadering in die onderrig van die samestelling en inverse funksies in 'n Stigting program te ondersoek. PBL is 'n filosofiese benadering tot onderrig en leer waar probleme ry die leer. Die studie is belangrik omdat dit probeer het om uit te vind of PBL kan studente se prestasie in komposisies en inverses van funksies te verbeter by die Stigting Program op Oshakati-kampus. Die studie bedoel om vorendag te kom met 'n PBL model wat geskik is vir fondament in die onderrig van komposisies en inverses van funksies. Die studie is gedoen op Science Foundation studente by Oshakati-kampus van die Universiteit van Namibië. Tagtig studente is lukraak gekies uit die fondament studente wat geregistreer is vir die 2013 akademiese jaar. Die studente is ewekansig toegewys in die eksperimentele en die vergelyking groepe van 40 elk. In hierdie studie is die vergelyking groep van die Stigting studente is hoofsaaklik geleer word deur die tradisionele lesing benadering terwyl die eksperimentele groep was hoofsaaklik geleer met behulp van 'n hibriede PBL benadering. Die studie het ook probeer om vas te stel uit wat die studente se persepsies met betrekking tot die toepaslikheid van inverses en komposisies van funksies is soos 'n konsep in 'n onderwerp wat bepaal hul akademiese bestemming. Dit het ook probeer om vas te stel hoe die PBL benadering kan die beste om FP studente se begrip van inverses en samestelling van funksies te verbeter geïmplementeer word; hoe FP studente die PBL benadering in die onderrig en leer van inverses en samestelling van funksies in vergelyking met diegene wat geleer is met behulp van die lesing metode en hoe FP studente se prestasie op inverses en samestelling van funksies as 'n gevolg van hul PBL ervaring vergelyk met dié wat geleer is met behulp van die lesing-metode. Hierdie studie gebruik om die konkurrente geneste gemengde metodes (kwalitatiewe en kwantitatiewe) navorsing ontwerpe. 'N quasi eksperimentele ontwerp is aangeneem deur die administrasie van 'n pre-na-toets op eksperimentele en vergelyking groepe. Die ander ontwerpe of metodes het 'n vraelys opname, fokusgroeponderhoude, nie-deelnemer leswaarneming, en 'n groep navorsingsprojek oor komposisies en inverses van funksies. Die eksperimentele groep is dan hoofsaaklik geleer deur middel van 'n kruising PBL benadering terwyl die vergelyking groep hoofsaaklik deur die lesing benadering vir 'n tydperk van drie maande. Die bevindinge van hierdie navorsing het getoon dat die eksperimentele groep studente uitgevoer aansienlik beter in die algehele resultate analise, maar daar was geen betekenisvolle verskille in prestasie tussen die twee groepe vir 'n paar MTT gebiede op komposisies en inverses van funksies. Die studie het ook bevind dat PBL aan die begin van die jaar reg geïmplementeer moet word wanneer die FP studente begin hul klasse in die fondament program. Dit word aanbeveel dat PBL in al die ander fondament program vakke moet geïmplementeer word. Tog kan die rol van die konvensionele onderrig benaderings nie ondermyn word in die onderrig en leer van komposisies en inverses van funksies, en as sodanig die konvensionele onderrig benaderings moet saam met PBL word gebruik om die beste resultate op FP studente se wiskunde prestasie te kry . Hierdie studie beveel aan verdere navorsing oor hoe PBL in 'n ander fondament program vakke geïmplementeer kan word.
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Klopper, Audrey. "Die effek van 'n multimedia digitale boekskryfprogram (DBS) op die lees-, spel- en wiskundige vaardigehde van leerders in die grondslagfase / Audrey Klopper." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2312.
Full text
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Ndamase-, Nzuzo Pumla Patricia. "Numerical error analysis in foundation phase (Grade 3) mathematics." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/5893.
Full textAbstract:
The focus of the research was on numerical errors committed in foundation phase mathematics. It therefore explored: (1) numerical errors learners in foundation phase mathematics encounter (2) relationships underlying numerical errors and (3) the implementable strategies suitable for understanding numerical error analysis in foundation phase mathematics (Grade 3). From 375 learners who formed the population of the study in the primary schools (16 in total), the researcher selected by means of a simple random sample technique 80 learners as the sample size, which constituted 10% of the population as response rate. On the basis of the research questions and informed by positivist paradigm, a quantitative approach was used by means of tables, graphs and percentages to address the research questions. A Likert scale was used with four categories of responses ranging from (A) Agree, (S A) Strongly Agree, (D) Disagree and (S D) Strongly Disagree. The results revealed that: (1) the underlying numerical errors that learners encounter, include the inability to count backwards and forwards, number sequencing, mathematical signs, problem solving and word sums (2) there was a relationship between committing errors and a) copying numbers b) confusion of mathematical signs or operational signs c) reading numbers which contained more than one digit (3) It was also revealed that teachers needed frequent professional training for development; topics need to change and lastly government needs to involve teachers at ground roots level prior to policy changes on how to implement strategies with regards to numerical errors in the foundational phase. It is recommended that attention be paid to the use of language and word sums in order to improve cognition processes in foundation phase mathematics. Moreover, it recommends that learners are to be assisted time and again when reading or copying their work, so that they could have fewer errors in foundation phase mathematics. Additionally it recommends that teachers be trained on how to implement strategies of numerical error analysis in foundation phase mathematics. Furthermore, teachers can use tests to identify learners who could be at risk of developing mathematical difficulties in the foundation phase.
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Oellermann, Esmari. "Exploring the use of music in Foundation Phase teaching." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80498.
Full textAbstract:
As the educational landscape changes and educational practices evolve, generalist teachers need to adapt in order to provide effective MusEd. MusEd in South African primary schools forms part of the subject life skills in the Curriculum Assessment Policy Statements (CAPS) prescribed for primary schools in South Africa. Unfortunately, Few MusEd is still treated as a filler subject and not given priority in most Foundation Phase curricula. schools can afford a music specialist teacher and therefore, MusEd is mostly taught by generalist teachers who lack the required knowledge, skills, and confidence. However, music forms part of how young learners play and engage with music in their daily lives.
Although few schools are privileged to have a dedicated music specialist teacher, this study investigates how music specialists and generalist teachers teach and integrate music into their teaching and learning processes. The study achieved this aim by observing all musical encounters in the Foundation Phase. These include the presentation of formal MusEd lessons, the integration of music into core subjects in the general classrooms, the use of music to embrace multiculturalism, and employing music for other purposes such as religious and cultural celebrations within the school community. The observations were followed by interviews to obtain the unique perspectives of each participant as to how they use music in their classrooms.
The study found that each school has a different need for music, partly based on its belief system. The perceived need determines many decisions about the role and place of music within the curriculum followed at the school. At one of the participating schools, music, as a form of play, is an essential tool for developing learners holistically and forms part of the school’s whole-brain development philosophy. At another school, music forms the bridge between an immigrant group of learners and a Western school structure. Some schools value the therapeutic use of music and incorporate background music to create positive and pleasant classroom environments conducive to learning. At yet another school, music is used to teach historical, religious, and cultural concepts to young learners. Recommendations for further study include investigations on how technology can assist generalist teachers to provide effective MusEd in an evolving educational landscape within the multicultural classrooms of South Africa.Dissertation (MEd)--University of Pretoria 2020.
Humanities Education
MEd
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Petersen, June Phoebe. "The impact of malaria on Foundation Phase teaching and learning." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62899.
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This dissertation explores the impact of malaria on Foundation Phase learners and educators in Vhembe. Malaria is prevalent in three South African provinces, Kwazulu-Natal, Mpumalanga and Limpopo. The Limpopo province has the highest number of malaria cases. Malaria is transmitted by mosquitoes, in South Africa the An.merus and An. arabiensis, with the latter being the primary vectors. Continuous exposure to malaria infections will impact the academic performance of children. Especially in those communities where socio-economic issues, such as poverty, inadequate housing and unemployment exist, as well as weak public healthcare systems. This study was situated in an interpretive paradigm and a qualitative approach, using a case study, was followed. Data was collected by conducting interviews with principals and educators. The results indicated that principals and educators believed that parents were the most knowledgeable about malaria. There was consensus that the Department of Health promoted malaria awareness and the local clinic was the first point of contact for treatment. Schools were not involved in malaria education, except for accommodating annual healthcare visits. The empirical research findings provide evidence to show that teaching and learning continues at schools even when learners or educators are absent. Parents were responsible for the care of their children as well as for ‘catchup’ lessons. Collaboration between the Limpopo Department of Health, the Department of Basic Education officials, principals, educators, parents, and healthcare workers must be strengthened. Existing curriculum topics should be used to further advance malaria awareness. The lack of internet connectivity, efficient public transport and bad roads present a major challenge for the community in accessing healthcare services.Dissertation (MEd)--University of Pretoria, 2017.
Early Childhood Education
MEd
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Kidd, Nita. "A levelled literacy intervention for foundation phase learners." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6682.
Full textAbstract:
Thesis (MEd)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: It is clear from a recent study done by the Western Cape Education Department that the quality of literacy instruction in primary schools is not up to standard (WCED, 2006; Kruizinga, 2010). Therefore, countless learners struggle with the acquisition of literacy skills, such as reading and writing (WCED, 2006). One of the numerous reasons for South Africa's poor literacy levels is stated in the National Reading Strategy (Department of Education, 2008:10): “Learners who experience barriers to learning often do not receive the support needed to become fluent readers.” Despite the policies of inclusive education that recognise the special needs of learners in all sectors of education (Department of Education, 2008:10), countless children find it impossible to decipher and make sense of the unfamiliar texts they encounter in school. For this reason, many learners struggle with feelings of frustration, inadequacy and a sense of failure. As a result of the poor literacy levels, a literacy intervention programme was developed that was used to improve the literacy levels of learners who needed individualised instruction in the specific areas of reading and writing. This intervention programme was based on the principles of Reading Recovery®, a New Zealand literacy intervention programme developed by Clay (1993). Her Observation Survey assessment tasks (Clay, 2002) were used as the main research instrument within a pre-test, mid-test and post-test design. In addition to quantitative data, the Observation Survey yielded qualitative, descriptive data on children's literacy-processing behaviours, which were used to monitor learner progress and provide a source of feedback to guide teachers' instructional decision-making. Three struggling grade three learners were chosen for the intervention, together with a control group consisting of four average-performing learners to which the intervention group was compared. The comparison was done in order to gain knowledge of the intervention group‟s improvement and to see whether they progressed to the level of the control group as a result of the intervention. This programme was designed to accelerate the learning process of struggling learners, firstly by using levelled texts, and secondly by teaching the learners to apply the comprehension strategies needed for successful reading and writing. The results indicate that the intervention group reached the average performance level of the control group and therefore the intervention proved to be successful. Towards the end of the intervention it became clear that the project merited further research and support.
AFRIKAANSE OPSOMMING: 'n Onlangse studie wat deur die Wes-Kaapse Onderwysdepartement voltooi is, het aangetoon dat die kwaliteit van geletterdheidsonderrig nie op standaard is nie. Gevolglik is daar baie leerders wat geletterdheidsprobleme ervaar (WCED, 2006). Een van die vele redes vir Suid-Afrika se lae geletterdheidsvlakke word in die Nasionale Leesstrategie (Department of Education, 2008:10) weergegee: “Leerders wat struikelblokke tot leer ervaar, ontvang gewoonlik nie die ondersteuning wat hul benodig om suksesvolle lesers te word nie.” Ten spyte van die Inklusiewe Onderwysriglyne wat die spesiale behoeftes van alle leerders in alle sektore van onderwys erken (Department of Education, 2008:100), is daar steeds vele kinders wat dit feitlik onmoontlik vind om sin te maak van onbekende tekste waarmee hul in die skool te doen kry. Vir hierdie redes sukkel baie leerders met gevoelens van frustrasie, ontoereikendheid en mislukking. As gevolg van die geletterdheidsprobleme onder jong leerders, het ek 'n intervensieprogram ontwikkel wat gebruik is om die geletterdheidsvlakke van leerders wat spesifiek geletterdheidsprobleme ervaar op te stoot. Die intervensie is gebaseer op beginsels van Reading Recovery®, 'n Nieu-Seelandse Geletterdheidsprogram wat deur Clay (2002) ontwikkel is. Die bykomende “Observation Survey” assesseringstake is gebruik as die hoof navorsingsinstrument binne die raamwerk van 'n voortoets, middel-toets, natoets-navorsingsontwerp. Bo en behalwe die kwantitatiewe data wat die “Observation Survey” take opgelewer het, het die assesseringsinstrument ook kwalitatiewe data verskaf ten opsigte van die leerders se geletterdheids-prosesseringsgedrag. Hierdie data het my gehelp om die leerders se vordering te monitor, asook om my onderrigsbesluite te rig. Drie graad drie leerders wat geletterdheidsprobleme ervaar het, is gekies om deel te neem aan die intervensie. Vier graad drie leerders wat gemiddeld presteer, is vir die kontrolegroep gekies waarteen die intervensiegroep gemeet is. Een van die doele van die intervensie was om te sien of die intervensiegroep binne die gegewe tydperk die gemiddelde vlak van die kontrolegroep kon bereik. Die program is ontwerp om op die een-tot-een vlak sukkelende leerders se leerproses te versnel deur eerstens gebruik te maak van tekste wat in vlakke van „n progressiewe moeilikheidsgraad opgedeel is. Tweedens is die intervensieleerders geleer om 'n verskeidenheid begripstrategieё toe te pas wat enige leser nodig het om met sukses te kan lees en skryf. Die assesseringsresultate het getoon dat die intervensieleerders na verloop van die intervensie die gemiddelde lees- en skryfvlakke van die kontrole groep bereik het. Dus was die studie 'n sukses. Aan die einde van die intervensie het dit duidelik geword dat die projek verdere navorsing in hierdie veld vereis.
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Ramollo, Jeanette Khabonina. "The construction of Foundation Phase Mathematics Pedagogy through Initial Teacher Education Programmes." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45896.
Full textAbstract:
The focus of this study is on the Foundation Phase mathematical and pedagogical knowledge construction. This study is about how two lecturers and a number of final year B.Ed. Foundation Phase student teachers construct Foundation Phase mathematical and pedagogical knowledge during the initial teacher education programme.
The initial B.Ed. Foundation Phase teacher education provides student teachers with different mathematical knowledge for teaching. A Foundation Phase mathematics pedagogical knowledge construction framework was utilised to generate and analyse data. The Foundation Phase mathematics pedagogical knowledge construction framework is developed with the assumption that the integrated learning knowledge and the process of pedagogical reasoning action is a continuous process. Furthermore, it is assumed that student teachers’ active participation in their learning and paddling through the pedagogical reasoning action process, leads to the construction of Foundation Phase mathematical pedagogical knowledge.
The study utilised a qualitative case study design to investigate how two initial teacher education programmes construct Foundation Phase mathematical pedagogical knowledge in their programme to prepare student teachers to teach Foundation Phase mathematics. Data were collected from Foundation Phase mathematics lecturers through semi-structured interviews, focus group interviews with final year Foundation Phase student teachers as well as document analysis from the institutions to achieve triangulation. Data analysis and findings were based on themes and categories that emerged. The findings suggest that Foundation Phase mathematical and pedagogical knowledge construction is an interconnected and continuous process that includes different types of knowledge and pedagogical reasoning.Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Educational Psychology
MEd
Unrestricted
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Matshipi, Molimisi Gilbert, A. P. Kutame, and B. T. Gamede. "Teaching of literacy competencies to learners in overcrowded classrooms in the Mamaila circuit, Mopani district." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1789.
Full textAbstract:
Dissertation submitted to the Faculty of Education in accordance with the requirements for the Master’s Degree in education in the Department of Foundations of Education, at the University of Zululand, 2018.The aim of the study was to investigate the teaching strategies being used by teachers teaching literacy competencies in overcrowded classrooms of Mamaila Circuit primary schools. The study followed a qualitative approach. The design was a case study. The literacy competences were in the home language Sepedi and first additional language English. The grades covered by the study were grade 4 and grade 6. At grade 4 the learners enter the Intermediate Phase after they finish the Foundation Phase at grade 3. At grade 6 the learners exit the Intermediate Phase. The sample comprising 12 teachers was drawn from three primary schools. In-depth interviews were conducted using an interview guide whose questions were formulated from the research questions. Data were analysed thematically. The least overcrowded classroom in the sample had 51 learners and the most overcrowded classroom had 139 learners out of a recommended 1:40 teacher to pupil ratio for primary schools. One of the findings was that the most common teaching strategy amongst others was that of grouping learners according to mixed abilities and appointing group leaders from amongst the learners adjudged to be more capable in terms of reading skills. There were learners with learning barriers who did not benefit from any of the strategies in place. These learners were disadvantaged as there were no education psychologists at school, circuit and district education offices to attend to their needs. These learners were kept in the conventional schools for lack of special schools that could cater for them. The study has recommended on teaching strategies that the grouping method must have rotational group leadership so that the initially most ‘capable’ learners do not feel entitled to leading other learners. The most common method for assessing the effectiveness of the mixed ability grouping strategy was to keep numbers of learners who at beginning of the each term had reading and writing challenges. The teachers claim that the numbers of poorly literate learners decreased from first to fourth term of the year. While the teachers found the grouping method effective the study warned the over-reliance by teachers on shedding off their responsibilities to group leaders could be interpreted as abusing the learners. The study made suggestions for further studies at the end of the report.
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Sampson, Coleen Anthea. "Reading practices in two urban multi-grade foundation phase classes." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1948.
Full textAbstract:
A full dissertation submitted in fulfilment of the requirements for the degree of Masters in Education
Presented to the Faculty of Education and Social Sciences
2015In Africa, throughout the history of schooling, many teachers have been confronted by the demanding situation of teaching two or more year groups in the same classroom although data on this multi-grade phenomenon is scarce. Although reading is a fundamental competency and the core of our curriculum, a gap exists in practice. In multi-grade classes the gap is wider as a result of the different grades and varying abilities within the grades. The present study was motivated by the researcher’s concern for the status of reading in all Foundation Phase classes. This study answers one main question: How do teachers in two urban multi-grade classrooms teach reading in the Foundation Phase? The two sub-questions are: What are the current reading practices in urban multi-grade classrooms in the Foundation Phase? What challenges do teachers of urban multi-grade classes face when teaching reading in the Foundation Phase? The conceptual framework that was central to answering the two sub questions includes four theorists namely: Lave and Wenger’s (1991) Vygotsky’s (1978); Bronfenbrenner’s (1990) and finally Piaget’s (1972) stages of cognitive development including pre-operational stage and concrete operational stage. The literature review highlights the physical setting of the multi-grade classrooms, debates the advantages and limitations of urban multi-grade teaching, compares the National Curriculum Statement (NCS) 2005 and the Curriculum Assessment Policy Statement (CAPS) reading curriculum, briefly deliberates the stages of reading development and finally discusses the variety of reading practices. A qualitative interpretive case study research design was formulated to explore the complex phenomenon of urban multi-grade reading practices in the Foundation Phase. The first research question explored the reading practices found in two urban multi-grade classes, and the findings include four themes which are: stories, vocabulary, comprehension and reading. The second sub-question, focussed on the challenges the urban multi-grade teachers experienced. In conclusion this study reveals that reading can be taught successfully in urban multi-grade classes. Teaching reading in multi-grade classes may foster the emotional, intellectual, social and academic well-being of learners. Secondly although the two urban multi-grade teachers faced many challenges, with the necessary support structures in place, these challenges could be minimized.
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Makeleni, Sive. "Foundation phase male student-teacher’s experiences during teaching practice: implications for initial teacher training." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/4780.
Full textAbstract:
The aim of this study was to explore experiences of Foundation Phase male student teachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm.
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Makeleni, Sive. "Foundation Phase male student-teachers’ experiences during Teaching Practice: Implications for Initial Teacher Training." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5171.
Full textAbstract:
The aim of this study was to explore experiences of Foundation Phase male studentteachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm. The study found that despite South Africa being a democratic country Foundation Phase is still viewed as a female space. Findings reveal that male student-teachers feel that in a democratic country, gender equality should be exercised. The study revealed that teaching profession is undermined. As much as participants reported about insecurities, they also reported about the benefits of being a male studentteacher in Foundation Phase specialisation. One of the benefits reported is knowledge and understanding of child development theories. The participants reported that during TP, they were seen as role-models, as father figures and resources. The research recommends that Initial Teacher Education Programme should do more in preparing male student-teachers venturing in Foundation Phase. The research also suggests that all stakeholders involved in education should have a programme focusing on developing teaching profession to be a prestigious profession. The government and all education stakeholders should also focus on gender equality within FP specialisation, both in Initial Teacher Education institutions and in schools.
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Hannaway, Donna-Anne Mary. "Teachers' and learners' experiences of technology-based teaching and learning in the foundation phase." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60944.
Full textAbstract:
Technology in this age is ubiquitous and is changing the way that individuals live, work and play. In line with this, South African education has to change regularly to meet the requirements set out by the Department of Basic Education, including the development of learning outcomes for the 21st century. This study therefore explored teachers' and learners' experiences of Technology-based Teaching and Learning (TbTL) in the Foundation Phase. Qualitative case study research methods such as photovoice, narratives, semi-structured interviews, opinion pieces and field notes were conducted within three cases in order to understand the experiences of TbTL in the Foundation Phase. Data were examined through a conceptual lens that was grounded in the Technological Pedagogical and Content Knowledge (TPACK) framework and yielded the following themes: technological tools, 21st century skills, Technology-based Teaching and Learning itself and mind the gaps. Finally, the novel, original contribution that this study makes is a framework for TbTL in the Foundation Phase. In essence this framework is relevant to understand teachers' and learners' experiences of the phenomenon of TbTL in the Foundation Phase. It is not a step-by-step guide as such but rather an indication of the core elements that are important to consider by any role players using TbTL in this phase. It is anticipated that using this framework as a guide to TbTL in the Foundation Phase will assist in creating teachers and learners who are digitally literate, lifelong learners with developed 21st century skills.Thesis (PhD)--University of Pretoria, 2016.
Early Childhood Education
PhD
Unrestricted
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Swart, Marika. "Adapting instruction to meet the individual needs of foundation phase readers and writers." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6804.
Full textAbstract:
Thesis (MEd)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: Current intervention programmes implemented in most Western Cape schools reflect the use of isolated item-based literacy teaching methods. However, the low literacy levels in the Western Cape primary grades do not indicate successful literacy learning. Therefore, this study seeks to implement alternative approaches to fostering literacy comprehension, such as socio-cognitive processing and constructivist approaches, which are more in line with current research than the traditional items based models of literacy instruction. The alternative, research-based methods were explored through the implementation of an individualized contingent literacy intervention with emergent literacy learners. The intervention took shape as a comparison between low progress learners, who participated in the literacy intervention lessons, and average progress learners, who did not participate in the literacy intervention lessons. The aim was to accelerate the low progress learners’ literacy learning so that they could reach the average-band performance of their classmates after 12 weeks in the intervention. Data were gathered by means of observations of learners and a Grade one teacher, an interview with the teacher and assessment results obtained in a pre-mid-post-test design. In order to triangulate the results of the intervention, both qualitative data and quantitative data were obtained and discussed. Based on qualitative data, the intervention lessons proved to be successful, because observations indicated positive change in the low progress learners’ reading and writing behaviours. Given the small sample size, the overall trend in the quantitative data supported the value of the intervention and indicated a need for extending the research beyond a pilot study. Further research using larger sample sizes is thus recommended. More research is also needed to obtain data on research-based interventions that are flexible enough to meet the diverse needs of learners from different cultural backgrounds.
AFRIKAANSE OPSOMMING: Die meerderheid Wes-Kaapse skole maak gebruik van intervensie programme wat geskoei is op die geïsoleerde item-geletterdheidsmetodes. Die lae geletterdheidsvlakke in die Wes- Kaapse laerskool grade reflekteer egter nie positief op die metode wat tans gebruik word nie. Daarom word hierdie studie onderneem met die oog op alternatiewe benaderings om geletterdheid te bevorder en sodoende verbeterde leesbegrip tot gevolg sal hê. Die benaderings ter sprake is sosio-kognitiewe prossessering en konstruktivistiese benaderings, wat beide meer in gehoor is met huidge navorsing. Deur alternatiwe navorsingsgebaseerde metodes, is ‘n individuele geletterdheid-intervensie program ontwikkel vir ontluikende geletterdheidsleerders. Die intervensie is geïmplementeer en gemeet deur middel van ‘n vergelyking tussen stadig vorderende leerders en gemiddeld vorderende leerders, waarvan laasgenoemde nie in die intervensie lesse deelgeneem het nie. Sodoende kan die impak onafhanklik vergelyk word. Die doel was om die stadig vorderende leerders se geletterdheidsvlak te versnel ten einde dieselfde geletterdheidsvlak van hul gemiddeld vorderende klasmaats binne 12 weke te behaal. Data is ingesamel deur middel van observasies van die leerders en ‘n Graad 1 juffrou, ‘n onderhoud met die juffrou en toetsresultate verkry in ‘n voor-middel-na-toets ontwerp. Om die resultate van die intervensie interpreteerbaar te vergelyk, is beide kwalitatiewe en kwantitatiewe data ingesamel en bespreek. Uit die kwalitatiewe data blyk dit dat die intervensie lesse suksesvol was aangesien die observasies dui op ‘n positiewe lees en skryf gedragsverandering in die stadig vorderende leerders. Met die klein steekproef van leerders betrokke, was die algemene tendens van die kwantitatiewe data dat die intervensie wel waardevol was, maar dat verdere studies met groter steekproef groepe noodsaaklik is. Verdere navorsing t.o.v. die insameling van data vir navorsingsgebaseerde intervensies is nodig. Hierdie data insameling en evaluasie tegnieke moet die diverse behoeftes van leerders, afkomstig van ‘n verskeidenheid agtergronde, in ag neem en akkomodeer om resultate vergelykbaar te maak.
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Blease, Bernita. "Exploring writing practices in two foundation phase rural multigrade classes." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1848.
Full textAbstract:
A full dissertation submitted in fulfilment of the requirements for
the degree of Master in Education
Presented to the Faculty of Education and Social Sciences
at the Cape Peninsula University of Technology
2014Writing in rural multigrade Foundation Phase schools is a largely negelected area for research and teacher development. Even those teaching multigrade classes are not sure how to approach it. There are almost no regulations or guidelines in PIRLS or government documents and reports. Nevertheless multigrade rural schooling is prevalant throughout South Africa. This gap between widespread practice and lack of theoretical acknowledgement or knowledge prompted this study. For the purposes of this study two rural multigrade Foundation Phase classes were selected in the Northern District of the Western Cape. This study answers one main question: What writing practices are being implemented in these two rural Foundation Phase multigrade classes? Two sub-questions are: How do the two Foundation Phase teachers teach writing skills to rural multigrade learners? What challenges do these two Foundation Phase teachers experience when teaching writing? Lack of research in this area required considerable time to consolidate an appropriate research methodology. To establish a scientific structure for this research certain theoretical approaches were adopted. Socio-cultural theories of learning, particularly focusing on Bronfenbrenner’s socio-ecological model, Vygotsky’s Zone of Proximal Development (ZPD) and social constructivism were used. Piaget’s developmental contributions add to this research project. Cambourne’s principles and strategies were invaluable in understanding constructivism in a language classroom. Because this was a pioneering research project it took over four years to complete analysis of data from the schools and link it to the theoretical framework. A qualitative interpretative case study research design was specifically formulated to provide an objective understanding of the research questions. The data were analysed qualitatively. Four themes emerged from sub-question one and include: the pedagogy of teaching writing in a multigrade class, the importance of creating a writing ethos in the classroom, elements of writing and supporting learners in the writing process. The following six themes were identified in answering sub-question two: teacher challenges, poor socio-economic backgrounds, writing support from the WCED, creating a writing ethos including discipline, parental literacy and learner challenges. In conclusion, this research indicates that multigrade education is, far from being a recalcitrant problem or cause for apology, useful as a template for curriculum development in many other areas of education. Multigrade education provides a realistic and flexible tool for meeting urgent educational problems.
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Nkabinde, Mfulathelwa Maria Bongi. "The roles and responsibilities of foundation phase heads of department." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/24454.
Full textAbstract:
The aim of this research project is to investigate the roles and responsibilities of foundation phase heads of departments (HoDs) in the Mpumalanga Province in South Africa. A quantitative research approach was used to assess the perceptions of the foundation phase HoDs. Questionnaires were distributed to 274 foundation phase HoDs in Mpumalanga and SPSS 20 was used to analyse the data. The findings show that HoDs perceive that they are overworked, whereas in reality, the amount of time they spend in school is not as expected in the Personnel Administrative Measures (PAM) document. It emerged that most educators leave school earlier than normal and thus experience a lack of time for supervision and administration, which then becomes a stress factor in the completion of their roles and responsibilities. Twenty two percent of the respondents indicated that they are not familiar with the HoD duties as outlined in the PAM document. Furthermore, the study uncovered issues such as lack of support and training for HoDs, the role of parents as motivators in terms of learner achievement, and the importance of evaluating and developing teachers to provide quality education in the 21st century. This research project utilises instructional leadership as a conceptual framework and maps out the roles and responsibilities of the HoD as outlined in the PAM document. Due to the low Annual National Assessment (ANA) results in literacy and numeracy, the research focuses on the challenges that HoDs in the foundation phase face regarding fulfilling their roles and responsibilities towards ensuring a quality education. On Tuesday 28 June 2011, the Minister of Basic Education, Angie Motshekga, revealed the results of the February 2011 ANA. In excess of 6.5 million learners from Grades 2 to 7 and a sample of G10s wrote tests in literacy/language and numeracy/mathematics. According to the statistics released by the Department of Basic Education (DBE), the average mark for literacy for G3 learners was a mere 35%. Grade 3 learners scored an average of 28% in numeracy. Amongst the Grade 3 learners, the Western Cape performed the best in both literacy and numeracy with 43% for literacy and 36% for numeracy. In Mpumalanga, Grade 3 learners scored 27% in literacy and only managed to score 19% for numeracy (DBE Report 40). If learners can’t read, write, spell and calculate at Grade 3 level, surely there is something wrong. Where are the foundation phase managers and how do they spend their time? Internationally, teachers responsible for supervising Grade R-3 are called middle managers. In South Africa, middle managers are called heads of departments (HoDs). The duties and roles of middle managers (or HoDs) in the foundation phase might be the cause of poor performance of learners in numeracy and literacy, due to insufficient support being provided to educators and learners. The role of HoDs in schools is not widely understood (Turner, 1996; Blandford, 1997; McLendon&Crowther, 1998). As a consequence, the literature relating to their role and functions is sparse. What is apparent, however, is the dual role that HoDs play, namely an administrative role within the school, as well as a teaching responsibility. A great deal of the work in managing the teaching-learning process operates at the middle management level in schools. However, management development often occurs at the senior management level, and HoDs remain the forgotten tier in schools. HoDs co-ordinate all educational activities between the top management of the school and the educators. Gold (1998:1) describes the role of HoDs as the most exciting and probably the most influential position in a well-organised school. Given the dual roles of HoDs, it is evident that they are exposed to a dilemma in executing duties carrying competing demands namely managing a department and being a class teacher at the same time (Blandford, 1997:13). This dual role becomes a particular challenge in the foundation phase, depending on the type of school, e.g. private school, former model C school, township or rural schools (which normally fall under Quintile 1-3), and lastly farm schools. It is challenging, especially in township and farm schools, to manage teaching, supervise educators, ensure learners cooperate positively in a class, and to be responsible for all the classes in a phase, including the own HOD’s class. Educators are experiencing overcrowding in their classrooms and schools are under staffed. A thorough study needed to be conducted to ensure that HoDs in the foundation phase are operating as effectively as those in the intermediate, senior and FET phases. It is critical to formulate strategies to ensure that learners progress positively in the foundation phase, especially in terms of their literacy and numeracy. HoDs must be able to perform their roles and responsibilities to ensure that learners can read and write at Grade 3 level. The PAM document clearly spells out the roles and responsibilities of the HoD; however when an HoD has 90% of their time allocated for teaching, one wonders if it is fair to expect them to carry out their administrative role in the remaining 10% of their time.Dissertation (MEd)--University of Pretoria, 2012.
Education Management and Policy Studies
unrestricted
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Gardener, Malinda. "Support strategies used by foundation phase teachers to develop cognitive academic language proficiency." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2492.
Full textAbstract:
Thesis (MEd (Education)--Cape Peninsula University of Technology, 2016.The study explores how teachers, in English medium Foundation Phase classrooms, use support strategies to improve Cognitive Academic Language Proficiency (CALP) in learners whose home language is not English. The research design adopted for this study was an ethnographic case study that was analysed through qualitative methods at one primary school in the Western Cape. The participants were three teachers in their Foundation Phase classes, chosen on the basis of the phenomenon studied. The focus was to evaluate how successful the language support strategies are and to determine any gaps in the strategies used. Validity was assessed by means of lesson observations, supported by interviews and analysis of the teaching documents. Further, to increase the trustworthiness of the study, findings were compared across these data sources and methods to triangulate the results. Findings illuminated: (i) Factors impacting language teaching; (ii) Strategies used by teachers; (iii) Teachers’ understanding of support strategies; (iv) Teachers’ understanding of CALP; (v) Effectiveness of the support strategies; and (vi) Gaps in the strategies teachers used in improving CALP. Data were intentionally analysed to identify pervasive patterns and main themes in the data and a thematic report foreground the voices of the research participants. The study raised questions about the teachers’ practice in teaching CALP. Teachers taught using familiar methods, taught to a task and lacked linguistic structures in their lessons. Finally, the study report ended with a list of limitations and recommendations for future research in strategies that the Foundation Phase teacher can use to improve the CALP in South Africa’s schools.
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Gopie, Serishma. "Challenges faced by educators in the teaching of reading in the foundation phase in Clare Estate Durban." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1682.
Full textAbstract:
A mini dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Master Of Education (Educational Psychology) in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2017There is universal concern with regard to learners’ low reading levels (Klapwijk & Pretorius, 2016). Reading is one of the fundamental skills that learners need to master in their early school years of formal schooling in South Africa. Educators are expected to lay a good foundation of reading skills for the learners at this phase so as to build a strong learning foundation (DoE, 2011). Poor or incorrect teaching methods during these years may have an adverse effect on a learners’ schooling career. Teaching reading is a complex process in the classroom as educators are faced with challenges, which may result negatively in the learner’s capacity to understand and comprehend. Literature indicates that a large number of learners who cannot read and understand the text are mostly in the foundation phase. Thus, it was vital for the researcher to embark on this study. The aim of the study was to explore the phenomenon of the challenges educators experience in teaching reading in the foundation phase in Clare Estate Durban. The objectives of the study were: to explore some of the challenges foundation phase educators experience in teaching reading skills to learners; to determine the approaches that are used by educators to teach reading and lastly to explore some of the strategies that can be used to improve learners’ reading skills. This study employed a qualitative research methodology; a case study research design was used to gain an in-depth understanding of educators’ experiences in the teaching of reading. Information was derived by the use of focus group interviews. The study sample comprised of thirteen foundation phase educators. The findings revealed that some of the challenges that educators faced in teaching reading skills to learners in the foundation phase were as follows: language barrier, large class size, lack of parental involvement and the use of phonic and look and say approaches, which do not necessarily benefit all learners in class. The study explores strategies that could be used to improve reading in the foundation phase as well as the findings and recommendations towards minimising the challenges faced by educators teaching reading in the foundation phase.
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Sutton, Sindi. "Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62907.
Full textAbstract:
Education in South Africa has experienced many changes since the dawn of democracy in 1994. The demographic composition of schools has changed dramatically as urbanisation has increased and the movement of people is no longer regulated by Apartheid laws. Classrooms now are multi-lingual and multi-cultural with learners from diverse socio-economic backgrounds. Many senior teachers at Ditlou Primary School started their teaching careers more than 20 years ago and were trained to work within an almost homogeneous school context, using their mother tongue - Afrikaans - exclusively as the medium of instruction. They are now required to teach in English. The purpose of this intrinsic case study was to describe the communicative dispositions of Afrikaans-speaking Foundation Phase teachers and to establish how the changing linguistic context of Ditlou Primary School may have influenced their communicative dispositions when teaching. This qualitative study is theoretically underpinned by McCroskey’s Model of Instructional Communication (2004) as a theoretical framework and used interpretivism as an epistemological paradigm. Data were collected through extensive field work. The instrumentation included a language-biography questionnaire, semi-structured and group interviews and a participant journal. The data collected were pooled categorised and coded (deductive and inductive). Although unique to each teacher-participant, key findings suggests that a generic communicative disposition could be sketched for Afrikaans-speaking Foundation Phase teachers at the research site. The teacher-participants agreed that they spoke at a much slower pace and that their voice pitch was higher than when they taught in their mother tongue. The volume of their speech also differed when using English for instructional purposes. Their oral proficiency in the language of teaching and learning could be considered sufficient. In terms of non-verbal communicative aspects, the layout of all classrooms was strictly traditional and authoritarian ensuring learner eye-contact constantly. Yet despite strict discipline, teachers prioritised the emotional well-being of their learners by displaying positive haptic and kinaesthetic behaviour. The influence of personality or temperament on their communicative disposition cannot be negated and is directly linked to their habitual behavioural patterns and unique traits exhibited in their classroom communication. The changed linguistic context primarily influenced the teacher-participants communicative dispositions by necessitating a switch to English as the medium of instruction - a language which is neither theirs nor the learners’ home language. Teaching multi-cultural and multi-lingual learners also had a direct bearing on how the teacher-participants communicative dispositions changed although this was self-reported and would need further investigation. Further recommendations emanating from this study include providing a framework to prepare pre-service teachers to teach in a non-native language and to help them develop effective communicative dispositions for the classroom.Dissertation (MEd)--University of Pretoria, 2017.
Humanities Education
MEd
Unrestricted
26
Jerling, Michelle. "The development of a nutrition teaching programme for foundation phase learners in rural schools / Michelle Jerling." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1697.
Full textAbstract:
Healthy nutrition is indispensable for the advancement and maintenance of an individual's
health during the whole life cycle. A huge percentage of young and developing children in
South Africa are subjected to undernourishment and malnourishment. Malnourishment and
undernourishment can signify permanent negative consequences for the physical, intellectual
and psycho-social development of the child.
The aim of the research was to: • ascertain to which extent provision is made for nutrition education in the various learning areas of the National Curriculum Statement for learners in the Foundation Phase; • ascertain to which extent Foundation Phase teachers in rural schools are on the Curriculum guidelines for nutrition; • ascertain how knowledgeable Foundation Phase teachers in rural schools are on the basic aspects of nutrition; • to ascertain to which extent these teachers address aspects of nutrition education in the various Learning Areas; • to investigate the teaching strategies used by teachers when teaching aspects related to nutrition; • to ascertain whether these teachers have the necessary knowledge and skills to develop a nutrition teaching programme for Ground Phase learners in rural schools; and • to develop a nutrition teaching programme for Ground Phase learners in rural schools.
Qualitative research methods were used in the empirical research. Data was collected by
means of structured interviews and classroom observations at four farm schools which were
identified by the Department of Education (North-West Province) to take part in the research
project on nutrition in rural areas.
The following findings emerged from the research: • The National Curriculum Statement provides for nutrition outcomes in the Learning Area Life Orientation, but the assessment standards are too vague and general. • All educators knew that nutrition education would form a part of the Learning Area Life Orientation. • Although teachers are trained on how to implement the National Curriculum Statement, some of them were uncertain on what was expected from them when teaching a nutrition lesson. • The basic nutritional knowledge of the teachers was good and they knew that nutrition can be taught in all three Learning Areas of the Foundation Phase. • Teachers in the four farm schools did not use different teaching strategies in presenting their lessons. • The educators in the four farm schools did not have the necessary knowledge and skills to develop a nutrition teaching programme for rural learners in the Foundation Phase. On the basis of the findings of the research the researcher has developed a nutrition education
programme for educators in rural schools with a view to be able to offer more effective nutrition
education for Foundation Phase learners.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.
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Mulaudzi, Fulufhuwani Grace, A. P. Kutame, and I. S. Kapueja. "Challenges that heads of departments face in managing teaching of Tshivenda home language in rural primary schools of Dzindi circuit Vhembe district." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1832.
Full textAbstract:
Submitted in fulfilment of the requirements of the Masters in Education in the Department of Educational Planning and Administration in the Faculty of education at the University of Zululand, 2019.The 1994 democratic government of South Africa brought greater responsibility and growth of school-based management in schools which impacted on the role and workload of school leaders. Principals of public foundation phase school teachers delegated greater responsibility to Heads of Departments who had to ensure that teachers are professionally developed. The assumption was that teachers should be supported and developed professionally to do their best work with learners, and, to be retained. Despite the belief that school-based Teacher Professional Development may have a positive impact, little is known about the challenges Heads of Departments’ of Tshivenda Language in a rural context face in managing teachers for them to promote quality teaching and learning. The aim of this study was to investigate the challenges that heads of departments face in managing the teaching of Tshivenda home language in rural primary schools of Dzindi circuit in Vhembe District. This study was positivist in nature following the quantitative research methodology. Self-administered questionnaires were used to collect data from 107 respondents from the 200 who were sampled through simple random sampling procedure. Several challenges that face the HODs were identified. These include the need to supervise teachers in the process of teaching to improve learning in schools. The study points to a strong need for workshops to fully capacitate HODs of Tshivenda in rural primary schools of Dzindi Circuit. However, the various management challenges that have emerged should be considered. Mentoring of Tshivenda Home Language teachers by HODs remains very crucial for the promotion of teaching and learning in rural primary schools of Dzindi Circuit. The study recommends a need for HODs to motivate teachers in their management process.
National Research Foundation of South Africa
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Marumo, Mpho Otlametse. "The influence of improved acoustics on English First Additional Language teaching and learning in the Foundation Phase." Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/67794.
Full textAbstract:
English First Additional language is introduced to the non-speakers of the
language in Grade 1. This is in line with the Curriculum Assessment Policy
Statement, which requires English to be introduced to Grade 1 learners
irrespective of their home language or their language background (Department of
Basic Education, 2012). To the majority of learners in South Africa, English is a
second or a third language. Learning a new language poses numerous
challenges, such as inability to decipher the sound system of the language.
Moreover, primary school classrooms are known for being action filled and
accommodative of what is known as "productive noise", which makes it difficult for
Foundation Phase teachers to be audible to all learners in the classrooms. Options
that are commonly used to reduce noise are hanging curtains and fitting tennis
balls on the legs of chairs. This study focused on the use of a dynamic sound field
amplification system as one way to improve acoustics in the classroom.
The purpose of this study was to document the teachers’ experiences when using
dynamic sound field amplification system. Although this study was not an
intervention, the concept evaluation was used to understand teachers’
experiences and challenges as regards the background noise in their classrooms.
This study was conducted in three Grade 1 mainstream classrooms where English
First Additional Language is used for teaching and learning in the North West
Province, South Africa.
The classroom observations afforded me the opportunity to see how the learners
reacted in the improved acoustic classroom. Lastly, the discussions with the
teachers enabled me to hear how they feel about the use of the dynamic sound
field amplified system. Components of the Programme Theory Evaluation with its relevance on change
underpinned this study. For the purpose of this study I focused on the five steps or
levels of theory of change i.e. inputs, activities, outputs, outcomes and impact
(Evaluation Exchange, 2006). The practical application of the Programme Theory
Evaluation guided the documentation of the teachers’ experiences.
The use of dynamic sound field amplification system helped with the early
identification of learning barriers and interventions in the three schools. This
lessened the number of learners who were wrongly referred to special schools
because of poor performance. Teachers’ health, high rates of absenteeism and
voice fatigue were reduced, and classroom management was facilitated.
The study found that the participants were not aware of the importance of
acoustics in the classroom before dynamic sound field amplification system was
introduced. They had to speak at the top of their voices and often repeated
themselves for their learners to hear and understand. The dynamic sound field
amplification system changed all that, the teachers’voices were amplified and
that improved the acoustics in the three classrooms. The dynamic sound field
amplification system is effective in the overcrowded classrooms where the
background noise is normally high; it operates by amplifying the teacher’s voice
relative to the background noise. The teacher’s amplified voice remains constant
all the time and equally audible to all learners in the classroom at all the times.
(DiSarno, Schowalter & Grass, 2002).
The recommendations of this study are to share the information gathered from the
three schools and the two district officials with the senior management of the North
West Department of Education. They will be in the position to study the outcomes
and assist schools accordingly by deciding if they see the importance of treating
acoustics in the classrooms.Early Childhood Education
PhD
Unrestricted
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Brookes, Margaret Ann. "A case study of the language policy in practice in the foundation phase of schooling." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1003323.
Full textAbstract:
This interpretative case study takes place in the foundation phase of a previously parallel medium school in the Eastern Cape. Learners from all three major language groups of the province (English, Xhosa and Afrikaans) are enrolled at the school. The study examines the language attitudes of teachers, parents and young learners and records their language practices in the classroom, the wider school environment and at home. Research carried out through this case study found that all stakeholders perceive English as the language of access to improved education and lifestyle. All young learners displayed a positive attitude to multilingualism and were keen to be able to speak all three provincial languages. The attitudes of their parents and teachers however differed from the learners and each other. The teachers and the English speaking parents were primarily concerned with the maintenance of the standards of English. The Afrikaans and Xhosa speaking parents were committed to their children developing proficient English language skills even if this meant supporting the development of their primary language and culture at home. Furthermore it was discovered that little attention had been paid to developing a school language policy in accordance with the new Language in Education Policy of July 1997. This policy promotes an additive approach to bilingualism and seeks to ensure that meaningful access to learning is provided for all children. By suggesting steps that could be taken by this school to develop their own language policy, the study highlights the necessity of recognising and remedying the gaps between policy and practice in the issue of language rights, identity and education in general.
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Cassim, Nabeelah. "Perspectives of Grade 1 teachers on the need for teaching assistants." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60990.
Full textAbstract:
The Foundation Phase in education is the most important learning years for the learners, since what happens during these years determines later academic success. The focus of this study is to obtain Grade 1 teachers' perspectives on the need for teaching assistants in the classroom. In South Africa, teaching assistants are normally reserved for preschools, institutes for learners with special needs, schools that practice inclusive education and some private schools. It is therefore needed to gain information from Grade 1 teachers on how they perceive and experience the presence or absence of a teaching assistant, and what effect it has on teaching and learning in their classrooms. It is also necessary to hear the statements of teaching assistants on how they experience this role in Grade 1 classrooms.
Early Childhood Education (which includes the Foundation Phase) forms the basis of all other education; however, the South African education system is faced with numerous challenges which in various ways impede the teaching and learning of young children. These barriers include overcrowded classrooms, learner diversity and indiscipline which call for additional support in the classroom. By using a qualitative approach, this study attempts to collect and analyse the data obtained from teachers and teaching assistants, and interpret this information to gain insight into and explore various perspectives on the need for teaching assistants in a Grade 1 classroom.
By making use of semi-structured interviews, data were collected from three groups of participants: teachers with teaching assistants, teachers without teaching assistants, and teaching assistants. These participants were selected from public, private and rural schools in order to allow for a broad spectrum of inputs. Findings indicate that all participants regard the presence of teaching assistants as non-negotiable in the Grade 1 classroom, as it allows the teacher to focus on teaching, whereas the administrative tasks may be channelled to the assistant.Dissertation (MEd)--University of Pretoria, 2017.
Early Childhood Education
MEd
Unrestricted
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Durodolu, Mercy. "Foundation phase teachers’ experiences in integrating Information Communication Technology (ICT) into language learning and teaching at Uthungulu District schools." Thesis, University of Zululand, 2016. http://hdl.handle.net/10530/1620.
Full textAbstract:
A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the award of the Degree of Master of Education (Early Childhood Education) in the Department of Foundations of Education at the University of Zululand, 2016The increase in the use of Information Communication Technology (ICT) has caused a remarkable transformation in the field of education in the 21st century. This transformation has led to the restructuring of school curricula to incorporate ICT in order to equip teachers with the necessary tools to enhance achievement. The ability to read and write at the foundation level of education embraces the most fundamental skills learners obtain. To develop these skills, new methods and forms of teaching should always be considered. This is why the introduction of ICT innovation makes major demands on teachers’ professional skills. ICT plays a very crucial role in the expansion of language skills as it has become an indispensible way of learning and a valuable area of research for both teachers and learners. This paper explores the experiences of foundation phase teachers in integrating ICT into language learning and teaching focusing on Grade 3 teachers in six primary schools in UThungulu Education District. The following research questions were answered: What are teachers’ experiences in incorporating ICT into language learning? What are teachers’ attitudes towards the use of ICT? What is the level of teachers’ resistance to the use of ICT? What is the level of appropriate use of ICT for curriculum delivery in language learning and teaching? The study adopted a purposive sampling technique and a qualitative research method in which the researcher conducted focus group interviews and class lessons were also observed. The target population was primary school teachers from government and privately owned schools in the UThungulu district. Data were analysed using the descriptive analysis technique. The study revealed that only 1.2% of the schools investigated were well resourced in the field of ICT facilities. It was also observed that teachers who claimed to have ICT skills only have basic computer skills. The study also discovered that teachers in the UThungulu Education District are not familiar with any English language online learning resources and software. Schools lack proper funding to integrate ICT and teachers are rarely trained on proper integration skills. The study suggests ways that will lead to effective integration of ICT into language learning and teaching in UThungulu District schools: Policy makers should partner with teachers in drafting the English language curriculum so as to incorporate ICT; stakeholders in the education sector should provide and monitor funds allocated to schools in order to see to the successful integration of ICT in education; frequent ICT integration accredited trainings should be organised for teachers and ICT integration should be incorporated into the teacher education curriculum from the very first year.
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Mdlungu, Nozuko Gloria. "An investigation of how environmental learning and teaching support materials (LTSM) can influence team planning and teaching and learning activities in the Foundation Phase." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003512.
Full textAbstract:
South Africa has experienced significant curriculum transformation over the past ten years. Environment was introduced into C2005 as a phase organiser. Following the streamlining and strengthening of the curriculum, the National Curriculum Statement (NCS) has a more explicit environmental focus in all of the Learning Areas. This has created opportunities for teachers to address environmental health issues in a community context. I work in a rural school and the community around the school experience a number of environmental health issues. In my previous observations I noticed that teachers were not using Learning Teaching Support Materials (LTSM) effectively. In this study I wanted to investigate how LTSM can be used to address environmental health issues in the Foundation Phase. As Life Orientation Learning Outcome1 is a ‘backbone’ of the Life Skills Learning Programme in the Foundation Phase, I decided to focus on this Learning Outcome as it is the Health Promotion outcome in the NCS (R-9). It was my interest to investigate how LTSM are used in team planning and how this planning influences the use of LTSM in classrooms. In the research I observed the link between the activities and LTSM that were discussed in the planning session and those that were done in the classroom. To do this I documented the planning workshop, and I also observed three lessons undertaken in two classrooms, a grade 2 and a grade 3 classroom in my school, where I serve as a principal. I conducted this research as an interpretive case study, and I used workshop, interviews, focus group interviews and classroom observation as methods in the study. The study found that LTSM used in planning influences activities done in the classroom. It also found that use of LTSM helps to achieve the Learning Outcomes and Assessment Standards, and to improve the participation of learners in the learning process. Use of LTSM in planning also improves teachers’ Learning Area knowledge and their knowledge of curriculum development issues. Planning sessions also assisted teachers to address problems such as language used in LTSM and availability of LTSM. The study also found that teachers did not address formal assessment in the planning or in the way they used LTSM. The study concluded that use of LTSM in planning can strengthen classroom practice, and recommendations were made to take this work forward in the context of our school, as it addresses the gap between policy and practice.
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Coetzee, Elthea. "Creative group music teaching and the principles of Gestalt play therapy in the foundation phase in South African education." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5290.
Full textAbstract:
Thesis (MMus (Music))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: Music teaching in groups is an important aspect of the development of the child in Foundation Phase teaching. Early childhood has been described as the most critical period in the child’s musical development. With the introduction of Outcomes based Education in South Africa, the curriculum regarding the presentation of music classes has changed. Similarities between music group classes and Gestalt Play Therapy were investigated, with the aim of incorporating concepts of Gestalt Play Therapy into music group classes. Legislation was studied in order to determine the expectations of the South African government, and specifically the education departments, relating to music teaching. In the present curriculum, the weight allocation for music in the Foundation Phase was significantly reduced from what it was previously. Teachers must structure their own music programme into their curriculum. Investigation into the presentation of creative music group classes, with the incorporation of the principles of Gestalt Play Therapy, was undertaken in this research study. Gestalt Play Therapy is a holistic approach that combines the principles of Gestalt theory with Play Therapy. Research was undertaken to investigate whether specific stages in Gestalt Play Therapy could be successfully combined with music group classes. This research emphasizes that the developmental stages of the child, specifically physical, neurological, cognitive and language development, should be taken into account when presenting lessons, and that children may be guided towards a higher level of integration and balance in themselves. Research into OBE principles suggests that the way forward could be a continuation of the OBE model, but with certain amendments. An inductive study of practical observation and presentation of creative group classes was undertaken. It was found that most teachers were not adequately qualified to present music classes, and creativity was not satisfactorily addressed in their lessons.
AFRIKAANSE OPSOMMING: Musiekonderrig in groepe is ‘n belangrike aspek rakende die ontwikkeling van die kind in Grondslagfase onderrig. Vroeë kinderjare word beskryf as die mees kritieke periode in die kind se musikale ontwikkeling. Met die inwerkingstelling van Uitkomsgebaseerde onderrig in Suid-Afrika, het die kurrikulum aangaande die aanbieding van musiekklasse verander. Ooreenkomste tussen musiekonderrig in groepe en Gestalt Spelterapie is ondersoek, met die doel om konsepte van Gestalt Spelterapie in musiekonderrig in groepe te inkorporeer. Wetgewing is bestudeer om die verwagtinge, aangaande musiekonderrig, van die Suid Afrikaanse regering, en spesifiek die onderwysdepartemente, te bepaal. Binne die huidige kurrikulum is die gewig toegeken aan musiek, binne die Grondslagfase, aansienlik verminder van voorheen. Onderwysers moet self hul musiekprogramme binne hulle kurrikulum struktureer. ‘n Ondersoek is geloods om die aanbieding van kreatiewe musiekonderrig in groepe te kombineer met die beginsels van Gestalt Spelterapie. Gestalt Spelterapie is ‘n holistiese benadering wat die beginsels van Gestalt teorie kombineer met Spelterapie. Navorsing is gedoen om te bepaal of spesifieke stadia in Gestalt Spelterapie suksesvol gekombineer kan word met musiekonderrig in groepe. Hierdie navorsing benadruk dat die ontwikkelingsstadia van die kind, spesifiek fisiologies, neurologies, kognitief en taalontwikkeling, in ag geneem moet word wanneer lesse aangebied word, en dat kinders hierdeur gelei kan word na ‘n hoër vlak van innerlike integrasie en balans. v Navorsing gedoen betreffende die beginsels van Uitkomsgebaseerde onderrig is aanduidend dat hierdie onderrigmodel wel voortgesit sou kon word, maar met bepaalde aanpassings. ‘n Induktiewe studie van praktiese waarneming sowel as aanbieding van kreatiewe groepsklasse is onderneem. Daar is bevind dat die meeste onderwysers nie voldoende gekwalifiseerd is om musiekklasse aan te bied nie, en kreatiwiteit is ook nie bevredigend in hulle lesse aangespreek nie.
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Naketsana, Molopetsane. "Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase." University of the Western Cape, 2019. http://hdl.handle.net/11394/6968.
Full textAbstract:
Magister Educationis - MEdSouth Africa is a multicultural and multilingual country, with eleven official languages which include English, Afrikaans, IsiXhosa, IsiZulu, IsiNdebele, Sesotho, Setswana, Sepedi, TshiVenda and Xitsonga. While the nine African languages have official status, they are used for teaching and learning in the Foundation Phase (Grades R – 3) only. English is accorded high prestige and status, and it is used as the main Language of Learning and Teaching (LoLT) from Grade 4 to tertiary level. This occurs mostly in schools with African language-speaking learners only, while English and Afrikaans speaking learners maintain their home languages as LoLT from pre-primary to tertiary education. This study argues that if learners do not have a solid foundation in their home language and in the first additional language (FAL), they may not cope with the demands of the Grade 4 curriculum where English additional language is used as the main LoLT. Therefore, this study explored the teaching and learning of English (FAL) in Grade 3 and the extent to which it prepared learners for transition to English LoLT and their epistemic access to knowledge in Grade 4. The Constructivist and Sociocultural theories were used to understand how the teaching and learning of English LoLT occurred in the selected Grade 3 classroom, in an under resourced township school in the Western Cape. The study made use of a qualitative research approach. Data were collected by means of classroom observations, interviews and document analysis. Interviews were conducted with the Grade 3 class teacher, the Head of Department (HOD) and the principal. Data were analysed thematically. The findings of the study show that the Grade 3 teacher made use of learner-centred strategies in teaching English. However, the learners were not challenged to think critically. Learners had reading and writing difficulties, as well as low proficiency in English. The study concludes that English (FAL) is a barrier to Grade 3 learners’ epistemic access to learning and it could negatively impact on their transition to English LoLT in Grade 4.
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Mzimela, Hildagard Sizakele. "The foundation phase teachers’ understanding of play in the teaching of Grade R at schools in the Umkhanyakude District." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1498.
Full textAbstract:
A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, South Africa, 2016The main purpose of the study was to investigate the Foundation Phase teachers’ understanding of play in the teaching of Grade R in the Umkhanyakude District. The study targeted Grade R educators, because they are responsible for laying a sound and solid foundation for learners, which can be effectively done through proper use of play in the teaching of young learners. The study used a qualitative approach in order to get an in-depth knowledge in terms of understanding the importance of play when teaching young learners. The research sample comprised of seven teachers from four different schools in the district. Purposive sampling of participants was used. Data were collected through inside and outside observations and interviews. The research findings were first analysed according to eight main themes according to the data elicited through interrogations during interviews. Key findings revealed that some Grade R educators did not have a clear understanding of play in Grade R teaching. The study also showed the impact of current constraints of the Department of Education, like restricted kilometres and shortage of ECD officials in terms of providing monitoring and support.
36
Leask, Marisa C. "Teaching English as a second language in Grade 3 rural schools." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45892.
Full textAbstract:
This study aimed to describe the nature of teaching English as a second language in Grade 3 to
inform language instruction. Pragmatism guided the study with Differentiated Instruction as the
theoretical framework. A comparative case study, based on an embedded mixed method design,
was used to observe three teachers in two remote primary schools. Qualitative data included
non-participative classroom observations, face-to-face semi-structured interviews, and selected
documents. Supportive quantitative data was collected by means of the Classroom Observation
Schedule-Revised (CLOS-R) to determine the effective literacy instructional practices applied.
Thematic analysis was guided by a-priori codes of effective teaching practices of English as a
second language for academic purposes.
Findings provide evidence-based descriptions of foundation phase teachers’ teaching of an
additional language in two rural schools. They indicate that teachers managed the behaviour of
learners and provide a predictable routine. However, the classroom was not used as a resource to
promote literacy development through the physical arrangement or by creating opportunities for
social interaction. Instructional practice did not appear purposeful and teachers lacked
awareness of the learners’ needs. The teachers did not seem to have sufficient training or
experience to teach English to Grade 3 learners. Their low level of English proficiency
combined with a lack of resources to support language enrichment made it difficult for them to
meet the learning challenges faced by rural learners. Language instruction seemed to focus on
structure, compromising the development of the independent academic language skills needed to
make the transition in Grade 4 to English as the Language of Learning and Teaching. They were
thus unable to fully fulfil their role as a knowledge specialist and a learner expert. The results of
this study are similar to findings in the literature (Fleisch, 2008).Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Educational Psychology
MEd
Unrestricted
37
Adendorff, Stanley Anthony. "Investigating feedback as element of formative assessment in the teaching of senior phase Mathematics." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/331.
Full text
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Murphy, Naomi. "Teaching multiplication of whole numbers in the Atlantic Provinces Educational [sic] Foundation mathematics curriculum : a resource for elementary teachers /." Internet access available to MUN users only, 2003. http://collections.mun.ca/u?/theses,160090.
Full text
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Cweba, Vuyokazi. "Challenges faced by Teachers in applying reading strategies when teaching English reading in the foundation phase in the Mthatha District." Thesis, Walter Sisulu University, 2015. http://hdl.handle.net/11260/856.
Full textAbstract:
This study sought to investigate challenges faced by teachers in applying reading strategies when teaching reading in the Foundation Phase in the Mthatha District in South Africa. The study was conducted at Four Junior Secondary Schools. It was prompted by a deep concern about challenges faced by teachers in applying reading strategies required in the Foundation Phase. While studies have been carried out on applying reading strategies in the Foundation Phase, few studies have looked at the factors impacting on reading in South African schools, especially in the Mthatha District where isiXhosa is the mother tongue. The method used in this study involved a qualitative approach. The study addressed the following research questions: What strategies are used in the Foundation Phase? What type of challenges are faced by teachers? To what extent are educators trained to teach reading in the Foundation Phase? Does the lack of resources affect the performance of learners? To what extent does the use of a second language affect the performance of Foundation Phase learners? Do teachers receive enough support from the Department of Education to teach reading? The study is a multiple-case study and data were collected through individual interviews and focus group interviews (sixteen teachers were interviewed). Content analysis guided the data analysis through themes derived from the subsidiary questions. Data reporting took the form of thick description and verbatim quotations in line with the qualitative approach of the study. A pilot study was conducted in two Junior Secondary Schools for the purpose of validity and reliability. ii The study`s findings revealed that: Different reading strategies were used by teachers in the Foundation Phase, teachers faced many challenges in applying reading strategies such as teacher training in the teaching of reading. This suggests that intervention is needed by the Department of Education such as providing relevant resources which are essential in order to address the problem of reading. Improvisation by teachers to improve reading material, insufficient allocation of time, multilingualism, teacher competence, lack of motivation and parental involvement in relation to learner performance in reading all need attention in order to solve problems. Furthermore, lack of resources hinders the reading ability of learners. The use of home language as a medium of instruction in teaching reading is highlighted. There is insufficient support by the Department of Education for Foundation Phase teachers to teach reading. Based on the study findings, the researcher has recommended that teachers should be urged to use reading strategies in a way that benefits learners. The use of reading strategies, therefore, needs more attention. Libraries should be built in these schools to enable learners to develop a culture of reading. Education development officers, subject advisors, lead teachers and parents should work together to improve the reading ability of Foundation Phase learners.
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Connelly, Ailsa Sally. "The nature of reflective practice in Grade R." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/3034.
Full textAbstract:
Thesis (MEd (Education))--Cape Peninsula University of Technology, 2019The quality of education in South Africa has drawn critical attention as children continue to perform poorly as they progress through school. Reflective practice is promoted and implemented internationally as a method to improve quality teaching and learning. Nationally a growing interest in the implementation of reflective practice is reflected in the Department of Basic Education’s suggestion that teachers make use of reflective practice to inform their classroom planning. The objective of this study was to investigate the knowledge and understanding Grade R teachers have of reflective practice. As Grade R is the first year and the foundation of a child’s school career, it was of interest to explore whether teachers reflect on their practice. This study was located in an interpretivist paradigm using a case study design. Two Grade R teachers were interviewed using semi-structured interviews. Their annual, termly and weekly planning was analysed alongside the transcripts of the interviews, using thematic analysis to identify common themes of reflective practice in Grade R. Five themes emerged from the analysis, which enabled the exploration of the benefits and challenges of using reflective practice in Grade R. These five themes allowed for the development of the idea of using reflective practice as a means for improving teaching and learning in Grade R. The teachers interviewed value the idea of reflective practice as a way to meet the needs of the children. They describe it as an innate aspect of their teaching. However, they have a tacit understanding and knowledge of reflective practice and it was not evident in the documents they use to inform their teaching. For reflective practice to be encouraged teachers need support from within their schools and from the Department of Basic Education.
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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.
Full textAbstract:
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 mathematics education module, that embraced the underlying themes of enactivism as part of its teaching pedagogy, could have the potential to develop and increase the skills of pre-service teachers’ teaching for proficiency in Mathematics. The mathematics module was underpinned by five themes of enactivism namely: autonomy, embodiment, emergence, sense-making and experience and was designed to supplement the pre-service teachers’ basic skills in Mathematics in the Intermediate Phase. This mathematics module was offered to fourth year pre-service teachers completing a B.Ed. in the Foundation Phase at a private institute specialising in the training of teachers. The theoretical framework was informed by enactivism and how the themes of enactivism could be used as a vehicle to develop teaching proficiency. The study was qualitative in nature and situated within an interpretivist paradigm. The specific perspectives of interpretivism that were used were hermeneutics, phenomenology and reflexivity. The research design was a case study that contained elements of action research and encompassed three phases of data collection. The first phase focused on the pre-service teachers’ approach to teaching Mathematics and what this brought forth in terms of the reality of their teaching practice and the problems they encountered. The second phase undertook to determine what growth and development of teaching proficiency in Mathematics had emerged over the research period. The final phase was undertaken after the pre-service teachers had graduated and were employed as full time teachers in the Intermediate Phase. The analytical framework and lens through which the data was analysed was that of Kilpatrick, Swafford and Findell’s (2001) strands of mathematical proficiency. The argument that I present is that the themes of enactivism did contribute to the growth of the pre-service teachers’ teaching for mathematical proficiency. The themes of embodiment and experience were major contributions in revealing that this was a reality for the pre-service teachers from a practical perspective and was what they would be able to take away with them. However the theme of emergence stood out as the principle that generated the most awareness and growth and which, in turn, affected the participants’ autonomy.
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Maqwelane, Nonkoliso Sheila. "An exploratory case study of a Foundation Phase learning program to examine how curriculum contextualisation contributes to environmental learning and relevance." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1006041.
Full textAbstract:
This study is an exploration of contextual environmental learning through integrated life skills and literacy in a Foundation Phase classroom. It attempts to document, explore and clarify some of the challenges of situated environmental learning in a Foundation Phase classroom through an integrated program of life skills learning and literacy acquisition. The research draws on a rich but often overlooked cultural historical context of embodied intergenerational healthy living practices in a rural Eastern Cape context to construct a learning platform for a more carefully situated and potentially relevant education. The integrated life skills and literacy acquisition program thus unfolded as a contextual process of situated learning within a developing blend of listening, writing and reading to learn in a Grade 3 program of additive bilingualism. The data generated in the study and represented in Chapter 4 suggests curriculum contextualisation in an integrated Foundation Phase program can contribute to environmental learning with enhanced relevance and literacy skills. The evidence from working with learner knowledge and experience in a community context appears to be a key to meaningful curriculum contextualization in an integrated Foundation Phase programme producing enhanced literacy and relevance. It was noted that engaging elders (gogos) enabled the process of opening up local knowledge to link with learner experience and school knowledge to foster relevance, appeared to contribute to more meaningful learning across other learning areas. There is evidence that acquiring literacy skills is a lengthy process that is supported by learner interest and the relevance of what they are learning especially when it is acknowledged by the teacher and the community. The findings of an exploratory study such as this cannot be conclusive beyond the experience that I had of working with learners who were engaged in learning as well as acquiring literacy skills literacy skills. My personal enthusiasm and work with the Gogos and with a community focus were key factors that strengthened environmental learning across school, home and community. The experience has convinced me that this is the way we must work to enhance relevance and literacy in our Foundation Phase teaching.
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Plaatjies, Randall. "Lessons learnt from teachers during the first two years of the implemetation of a new foundation phase science curriculum." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/3052.
Full textAbstract:
Foundation Phase (FP) teachers’ reluctance to teach science might stem from their weak science backgrounds that has resulted in their limited science content knowledge and their congruent science misconceptions and low self-efficacy with respect to science (Boyer, 2010; Luera, Moyer, & Everett, 2005). This study was guided by the following research question: What lessons, if any, can be learnt from a representative sample of FP teachers from six rural schools in the Libode Mega District with respect to the implementation of the Natural Sciences aspect of a new curriculum? The sample comprised 18 black, female, isiXhosa speaking teachers that represented six schools in the Libode Mega District (Libode, Ntlaza and Lusikisiki). A mixed-methods approach was used to collect qualitative and descriptive quantitative data using two structured questionnaires and semi-structured interviews in the form of focus groups.
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Kapenda, Loide Ndakondjelwa. "The teaching of mathematics in multigrade classrooms at the upper primary phase in selected Namibian schools." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003681.
Full textAbstract:
The Namibian curriculum favours knowledge with understanding and application of knowledge and skills, because facts that are learned with understanding are easier to remember. This made learners to be able to represent mathematical situations in different ways and for different purposes. It also motivates teachers to contextualise the content to make mathematics teaching and learning more interesting and enjoyable to teachers and learners. However, some mathematics teachers are challenged by being required to teach multigrade classes, due to a massive response to improved access to education.Multigrade teaching is seen as a difficult practice especially when teachers are not well prepared to teach combined grades. This case study focused on the teaching of mathematics at Upper Primary Phase. An Interpretive paradigm was used to understand the teachers’ experiences and their teaching ethods. Hence the study aimed to investigate how teachers deliver their mathematics lessons in multigrade classrooms, considering the good practices and challenges that may occur. The findings revealed that teachers mostly use their monograde pedagogical knowledge,resulting in using quasi-monograde with a common timetable approach when teaching mathematics in multigrade settings. Although learners have access to the common mathematics syllabus, the quality of teaching the subject in multigrade classrooms seems to be affected due to the lack of teacher training in multigrade teaching. Also, equity and democracy need to be considered more than it currently is in terms of resource distribution to multigrade schools. Good practice of multigrade teaching existed in building on lower grade competencies, introducing lessons with common activities, as well as the concentration on lower grades which make learners independent. However, insufficient time, lack of knowledge in multigrade and curriculum knowledge in particular seem to challenge teachers and learners. Therefore, multigrade teachers need to be part of curriculum development for them to master the syllabus. These teachers will assist in developing multigrade resources for integration, contextualisation and more enrichment activities for high achievers.
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Raoano, Malesela Joel. "Improving learners Mathematics problem solving skills and strategies in the intermediate phase : a case study of primary school in Lebopo Circuit." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1761.
Full textAbstract:
Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2016.The purpose of this study was to examine learners’ mathematical word problem solving skills and strategies in Intermediate Phase. The study was prompted by Grade 6 learners’ poor performance in the cognitive area, non-routine mathematical word problems, as revealed in Annual National Assessment reports of 2011, 2012, 2013 and 2014. The study followed action research collaborative method involving 26 Grade 6 learners and their mathematics educator. The school is a rural primary school categorised under quintile two. Problem solving theory by Polya (1957) guided the study in answering three research questions: What are the challenges faced by Grade 6 learners in solving word problems? What are Grade 6 learners’ strategies in solving word problems? How can learners’ problem solving skills and strategies focusing on word problems be improved? Data were collected in a routine structured process: pre-intervention phase, intervention phase and post-intervention phase. Analysis was made through the development of a system of categorisation of learners’ responses. The four principles of problem solving by Polya (1957) namely, the way learners understand the problem, how they devise the plan, how they carry out the plan and the manner in which they look back guided the analysis. The findings of the study revealed that the strategies introduced assisted learners in making sense of the word problems and finally proceeding towards an adequate solution. It was also found out that the learners lacked the ability to read with understanding; the problem being their lack of competence in the language of learning and teaching. The skills which learners also lacked when solving word problems were identified as arithmetic skills and reflective skills.
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Machaba, Maphetla Magdeline. "Teacher challenges in the teaching of mathematics at foundation phase." Thesis, 2013. http://hdl.handle.net/10500/13262.
Full textAbstract:
This investigation emanates from the realization that Grade 3 children at schools in disadvantaged areas perform poorly in basic mathematics computations such as addition, subtraction, multiplication and division. The aim of the research was to establish the approaches teachers use when teaching mathematics computation. The qualitative approach, together with the research techniques commonly used with it, namely observation, interviews and document analysis was deemed appropriate for the investigation.
The outcomes of the investigation revealed that the multilingual Grade 3 classes made it difficult to assist all children who experienced mathematics problems because teachers could not speak all the other languages that were not the language of learning (LoLT) of the school. Another obstacle that prohibited teachers from spending adequate time with children with mathematics problems was the time teachers were expected to spend on intervention programmes from the Department of Basic Education (DBE) aimed at improving schooling in general. Teachers could not make additional time that could afford children the opportunity of individual attention.
With regard to the approach used for teaching mathematics, this study established that the teachers used the whole class teaching approach which is not a recommended approach because each child learns differently. It is recommended that teachers use a variety of teaching methods in order to accommodate all children and also encourage children to use concrete objects. It is also recommended that teachers involved in the SBSTs should consist only of members qualified in the subject and once these children are identified, remediation should take place promptly by their being enrolled (children) in the proposed programme.
Finally, this study could benefit foundation Phase teachers in teaching mathematics based on the proposed strategy outlined after teachers’ challenges were identified. The outcome of the study could also be of value to the DBE, especially with curriculum designers.Early Childhood Education and Development
D. Ed. (Early Childhood Education)
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Gomes, Veronica Ann. "Guidelines for the educational psychologist in the assessment of mathematics in the foundation phase." Thesis, 2008. http://hdl.handle.net/10210/355.
Full textAbstract:
The aim of this study was to investigate guidelines for the educational psychologist in the assessment of foundation phase mathematics. The investigation takes place in the light of Outcomes-based education, which is a new practice of education in South Africa, within the paradigm of post-modernism. Outcomes-based education framed within the National Curriculum Statement, has necessitated far-reaching changes in education and assessment alike. Educational psychology has not been untouched and the field has had to re-look its approach to assessment. Therefore, it has been necessary for educational psychologists in South Africa to develop an approach to the assessment of foundation phase mathematics that will yield credible information in order to support the learner in the best way possible. Educational psychologists have tended to use standardised mathematics tests and IQ tests exclusively when assessing foundation phase learners in mathematics. But, the emphasis of an educational psychological assessment is moving from, not only discovering the learner’s IQ score and the grade or age level that they function at mathematically but also, to question ‘why’ the specific learner is not making progress, ‘what’ the learner can or can’t do, and from the teacher’s point of view, ‘how’ the child can best be helped. This can be achieved by making use of the curriculum as the starting point for the assessment and then assessing each task using an approach which encompasses a dynamic and assetbased approach, where the assessor seeks to understand the learner's areas of personal strength and assets in mathematics. A qualitative interpretivistic design was used in this study. The research methods employed were a literature search of existing literature including mathematics documents, a focus-group interview with foundation teachers from a local primary school, an interview with a lecturer of educational psychological assessment and an incomplete-sentences questionnaire completed by second year masters’ degree students in the educational psychology programme─ both at the University of Johannesburg. A content analysis of two documents─ the National Curriculum Statement (NCS) (2002) and the Principles and Standards for School Mathematics (2000), an American mathematics curriculum─ revealed that the NCS (2002) seems to be based, because of the similarities and at times the exactness of content, on the Principles and Standards for School Mathematics (2000) The value of the process undertaken was that both the documents provide insight into how curriculum-based assessment could be carried out. The constant comparative method of analysis was used to analyse the focus group interview, the individual interview and the incomplete questionnaires. The findings confirm that the changes in education have impacted on educational psychologists’ ‘medical model’ approach to assessment and on the way in which they have been used to working. Educational psychologists’ when carrying out an assessment should aim to ascertain how much an individual has learnt and whether support for learning is required. They should use a variety of assessment tools which should result in a comprehensive understanding of the learner resulting in feedback and a report that is meaningful to teachers and parents.Dr. Elzette Fritz Mrs. Raine Pettipher
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Marishane, Matseke Alinah. "Capacity building for curriculum differentiation in the teaching of foundation phase mathematics in Ngwaritsi Circuit, Limpopo Province." Diss., 2013. http://hdl.handle.net/10500/13577.
Full textAbstract:
This study aims at examining capacity building for Foundation Phase Mathematics teachers in curriculum differentiation in Limpopo Province. Proceeding within the framework of inclusive education, it takes as its point of departure two issues which are collectively critical for learner performance in Mathematics, namely, teacher capacity and differentiated instruction. The study revolves around the view that for improved learner achievement in Mathematics, particularly in lower grades, instructional practices aimed at supporting learners should be differentiated; and, that for this to be possible, teachers should be equipped with the capacity needed to carry out curriculum differentiation. This view emerges from the convergence of three problems which constitute the motivation for conducting this study. The first problem is poor learner achievement in Mathematics in South Africa, which is a subject dominating the public media and scientific discourse. The second problem is a documented general lack among teachers of appropriate knowledge, skills and attitudes needed for modification and adaptation of curriculum to the differentiated needs of learners. The last problem is the changing curriculum policy context in which teachers work as represented by the current national curriculum policy taking place against the backdrop of the broader South African education transformation agenda, geared towards inclusion. Underlying these problems is the recognition of curriculum as constituting one of the barriers to inclusive education.Based on an assumption that poor performance of learners in the Foundation Phase Mathematics is due to teachers’ inability to differentiate curriculum and their lack of the necessary capacity, this study adopts a qualitative research design and follows a qualitative approach to examine the problem. Data was collected by means of interviews, observations and document analysis. Twelve Mathematics teachers from three purposively selected schools and one curriculumadvisor from one circuit participated in the study. Data were analysed by means ofBraun and Clarke’s method of thematic analysis. The results present the challenges that Foundation Phase Mathematics teachers face, which include inability to respond to learner diversity and inadequate training in curriculum differentiation.Inclusive Education
M. Ed. (Inclusive Education)
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Douglas, Katherine. "Exploring foundation phase Mathematics teachers' use of different teaching strategies in Grade 3, in Danielskuil, in South Africa." Diss., 2019. http://hdl.handle.net/10500/26959.
Full textAbstract:
This study focused on the teaching of Mathematics to Grade 3 learners and
learner underperformance in Mathematics in South Africa and worldwide. A
theoretical framework examined the value of social constructivism, behaviourism and
connectivism to Mathematics teaching. A comparison was made with Mathematics
teaching in primary schools in South Africa, Bangladesh and Mozambique according
to the literature. Against this background a qualitative inquiry was conducted in three
selected primary schools with a purposeful, convenient sample of five Grade 3 Mathematics
teachers in Danielskuil town, North West Province, South Africa Data
were gathered by semi-structured individual interviews, non-participatory
classroom observation and document analysis to explore theoretical
knowledge and teaching approaches of participants, establish strategies to
enhance teacher proficiency, identify successes and challenges in teaching
Grade 3 Mathematics and factors that impede Mathematics teaching in the
selected primary schools. Findings indicated challenges created by lack of
physical classroom resources such as stationery, textbooks and learning
aids, poor school infrastructure, overcrowded classrooms, discipline problems,
teachers' inability to meet the needs of learners with barriers to learning
, language barriers , learners' social problems, teachers' lack of Pedagogical
Content Knowledge , lack of developmental teacher training and limited
stakeholder support from the Department and parents. Successes related to
Mathematics intervention programmes, study groups after school and math's clubs. Based on the literature and empirical inquiry, recommendations were
made for implementation by Department of Basic Education, schools and
teachers improve the learner performance outcomes in Grade 3 Mathematics
in primary schools in South Africa.Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)
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Morrison, Samantha Sarah. "Exploring two foundation phase teachers' selection and use of examples and representations in number-related tasks." Thesis, 2014.
Find full textAbstract:
National and international studies show that the standard of mathematics teaching and learning in South Africa is very low compared to other countries. These statistics are worrying because mathematics is one of the ‘gatekeeper’ subjects that determine learners’ access to higher learning and a better future.
My study, aimed at exploring two Foundation Phase teachers’ selection and use of examples and representations when teaching number, forms part of a longitudinal study currently underway within the Wits Maths Connect Primary (WMC-P) Project. One of the broad aims of the WMC-P Project is to improve primary teachers’ mathematics content knowledge and also to see this translated into improved pedagogy on the ground. This qualitative study was carried out within the WMC-P Project’s 20-Day in-service training course and one of the ten government schools participating in the broader study.
My study aimed to build on research that has been carried out on teachers’ use of examples and representations with a focus on the South African terrain. The dataset comprised of two Foundation Phase teacher’s pre-tests, course-work tasks, field notes, and transcripts of observed lessons. Data was analysed using an analytical framework based on current literature related to examples and representations within mathematics teaching. Findings from my study show possible associations between a higher content knowledge score and the extent of a teacher’s example space and more coherent connections between different representational forms. More studies around this topic are needed because research shows that teachers’ examples and representations in mathematics teaching are important for good teaching and conceptual understanding.