Relevant bibliographies by topics / Namibia teacher education for diversity

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Namibia teacher education for diversity'

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Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Namibia teacher education for diversity"

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Sichombe, Beatrice Sinyama. "Curricula in Teacher Education for Diversity in the University of Namibia." African Journal of Teacher Education 7, no. 2 (June 1, 2018): 91–121. http://dx.doi.org/10.21083/ajote.v7i2.4072.

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Namibia’s classroom compositions are diverse. Its policies on diversity reflect international practices of achieving Education for All. It advocates for teacher education that is responsive to the country’s needs. What is unknown is what a socio-cultural curriculum means in Namibian teacher education. This article focuses on the nature of the UNAM’s B.Ed. curriculum and how students learn its contents. I argue that teacher education for diversity should go beyond traditional teacher education programmes. Its curricula should adopt a socio-cultural view. Coursework and teaching practice should reflect the needs of learners and society. Data collection consisted of documents, and interviews. Content analysis was used. Findings revealed that teaching practice lacked dedication in regard to diversity teaching. Consequently, the B.Ed. Programme partially equipped students with competencies to teach diverse learners because coursework alone cannot suffice. The study contributes to knowledge of what a socio-cultural curriculum means in Namibian teacher education.
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Phillion, JoAnn, and F. Michael Connelly. "Narrative, diversity, and teacher education." Teaching and Teacher Education 20, no. 5 (July 2004): 457–71. http://dx.doi.org/10.1016/j.tate.2004.04.004.

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Krainer, Konrad. "Diversity in mathematics teacher education." Journal of Mathematics Teacher Education 10, no. 2 (May 24, 2007): 65–67. http://dx.doi.org/10.1007/s10857-007-9032-1.

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Cannella, Gaile S., and Judith C. Reiff. "Teacher Preparation for Diversity." Equity & Excellence in Education 27, no. 3 (December 1994): 28–33. http://dx.doi.org/10.1080/1066568940270305.

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Eubanks, Segun C., and Reg Weaver. "Excellence Through Diversity: Connecting the Teacher Quality and Teacher Diversity Agendas." Journal of Negro Education 68, no. 3 (1999): 451. http://dx.doi.org/10.2307/2668116.

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Cochran-Smith, Marilyn, and Curt Dudley-Marling. "Diversity in Teacher Education and Special Education." Journal of Teacher Education 63, no. 4 (May 11, 2012): 237–44. http://dx.doi.org/10.1177/0022487112446512.

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Rowell, Patricia M. "Perspectives on pedagogy in teacher education: The case of Namibia." International Journal of Educational Development 15, no. 1 (January 1995): 3–13. http://dx.doi.org/10.1016/0738-0593(93)e0012-y.

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Young, Lauren Jones, and Mary E. Dilworth. "Diversity in Teacher Education: New Expectations." Journal of Negro Education 62, no. 4 (1993): 509. http://dx.doi.org/10.2307/2295522.

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Gomes, Miguel Prata, and Jorun Buli‐Holmberg. "Reflections on teacher education for diversity." Intercultural Education 21, no. 5 (October 2010): 411–13. http://dx.doi.org/10.1080/14675986.2010.521374.

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Elliot, Murray. "Review of Diversity in Teacher Education." Canadian Journal of Higher Education 24, no. 1 (April 30, 1994): 102–6. http://dx.doi.org/10.47678/cjhe.v24i1.183186.

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Dissertations / Theses on the topic "Namibia teacher education for diversity"

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Sichombe, Beatrice Sinyama. "Teacher education for diversity at the University of Namibia : policies and practices." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65467.

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This is a study about teacher education for diversity at the University of Namibia (UNAM), the only government university in the country that trains teachers. It is a response to changing classroom demographics in Namibia, as classroom composition has become more diverse in terms of race, ethnicity, gender and socioeconomic class. These changes require teachers with knowledge on teaching for diversity. Namibia’s post-apartheid policy on diversity reflects international practices aimed at achieving Education for All. It advocates teacher education that is responsive to the country’s needs. However, little is known about how UNAM implements these government diversity goals. This research comprised an interpretivist case study of the way in which UNAM incorporates diversity issues into its Bachelor of Education (BEd) programme. I argue that teacher education for diversity should go beyond traditional teacher education programmes, thus requiring a special set of policies, curricula, and practices. The study draws on various academic readings and debates on diversity policies, curricula and teacher preparation practices and is grounded in social justice and constructivist principles. Twenty-three final-year Social Science student teachers were purposefully sampled for the study which entailed the perusal of pertinent documents, classroom observations, and interviews. Content analysis was used which involved coding, categorising and the development of themes. The findings revealed that the BEd programme lacks dedication in regard to diversity teaching due to Namibia’s absence of a national policy on diversity in relation to teacher education. Secondly, the BEd programme only partially equips student teachers with the competencies required to teach diverse learners. Lastly, it was found that the majority of student teachers’ classroom practices were not suited to diverse classrooms. Based on these findings, recommendations are made for improving the BEd programme. This study makes a contribution to knowledge on diversity policies. It argues that an educational institution cannot operate without national policies, and that institutions should respond to such policies through policies and curricula. It explains what a socio-cultural curriculum means in Namibian teacher education and demonstrates the way courses, teaching practice and teacher educators can contribute to holistic development for diversity.
Thesis (PhD)--University of Pretoria, 2017.
Education Management and Policy Studies
PhD
Unrestricted
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Le, Roux Anke Renee. "Onderwysers se ervarings van die diverse voorskoolse agtergronde van graad 1- leerders." Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6600.

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Thesis (MEdPsych)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: In the twenty years since Namibia declared independence many changes have taken place, especially in die educational system. One of these changes has been in pre-school education. Public pre-school institutions have been done away with. Only private institutions remain to attempt to furnish the demand in this field. Limited access to pre-school education has an impact on school-readiness as learners from different educational backgrounds start Grade 1 together. The primary purpose of this study is to collect the experiences of Grade 1 teachers, to analise those experiences and to describe them with reference to the diverse pre-school backgrounds of the learners. Grade 1 teachers interact with learners from three backgrounds: those with formal pre-school education; those with non-formal pre-school education; and those with no pre-school education. The Grade 1 teacher's experiences is the problem studied and it is done with reference to these forms of pre-school education. It focuses on the opinions of the teachers as formulated in their own words. A child's environment and early experiences, especially the level of education - or deprival thereof - has a marked effect on learning and development. Education in the early years of childhood can deliver an outstanding return on investment for a country. Phases of education should build on one another using syllabusses and working methods that work together. The logic is that a child should first be able to crawl before learning to walk and thus follow the right steps to the phonetics, spelling and writing required in Grade 1. The cost of neglecting some of the elementary steps will be borne by the Grade 1 teacher when he/she is forced to set time aside to repair the foundation that should have been in laid in the pre-school years. A qualitative research method was used to attain and analise the information in this study. Data was collected by studying relevant literature, using questionaires in interview situations and by conducting interviews with stakeholders. Data was analysed by doing content analysis of the transcripts from individual interviews and focus groups. The research takes the form of an interpretative epistemological construct as it focuses on the essence of the experiences of the Grade 1 teacher. It is an exploratory study that made use of a sample of the designated group. Contributing factors, such as government policy, the curriculum, training of teachers, language, poverty, school, parents and learners, reveal guidelines for improving the classroom experiences of Grade 1 teachers. This can be applied advantageously to the development of the educational sector. The study suggests that teachers and parents should collaborate more closely. It is further suggested that the curriculum be ammended to accommodate learners from diverse backgrounds leading to a more positive experience for Grade 1 teachers. The findings show that the experiences of Grade 1 teachers are not taken into account by many people, especially judging by the available literature. It is important to acknowledge what these teachers experience as well as the role it plays in their classrooms. Their experiences lead to certain reactions and changes. The point made by this study is that Grade 1 teachers display a definitive experience in their classrooms and that it has an effect on their learners. The point of departure is to let the Grade 1 teacher distinguish between the different groups of learners in the classroom and empower him/her to support each individual to ensure a positive experience. Not all teachers will have such a positive experience with a diverse group. Before the burden becomes too heavy alternative teaching methods should be employed. There is a shortage of research in this field and further study on the experiences of the Grade 1 teacher is needed to deepen the provision of support. Although this is a limited study, it can possibly encourage further research.
AFRIKAANSE OPSOMMING: In die twintig jaar sedert Namibië se onafhanklikheidswording het baie veranderinge in die land plaasgevind, veral in die onderwysstelsel. Een van die veranderinge was die afskaf van openbare voorskoolse instellings. Slegs die private sektor voorsien steeds in dié behoefte. Die beperkte toegang tot voorskoolse onderrig het egter 'n invloed op skoolgereedheid. Die leerders wat Graad 1 betree, kom uit verskillende onderrigsagtergronde. Die primêre doelwit van hierdie studie is om die ervaringe van Graad 1-onderwysers te ondersoek, te analiseer en te beskryf aan die hand van hierdie diverse voorskoolse agtergronde van die leerders. Die Graad 1-onderwyser het te doen met leerders uit drie agtergronde: dié met formele voorskoolse onderrig; dié met nie-formele voorskoolse onderrig; en dié met geen voorskoolse onderrig nie. Met verwysing na dié vorme van voorskoolse onderrig word die probleem van die Graad 1-onderwyser se ervaring in die klaskamer ondersoek. Dit fokus op die opinies van die Graad 1-onderwysers geformuleer in hul eie woorde. 'n Kind se omgewing en vroeë ervaringe, veral die vlak van opvoeding - of die ontneming daarvan - het 'n groot effek op 'n kind se leer en ontwikkeling. Opvoeding in die vroeë kinderjare is 'n belegging wat uitstaande resultate vir die land kan oplewer. Onderwysfases behoort op mekaar te volg met leerplanne en werkmetodes wat aanvullend saamwerk tot die kind se opvoeding. Die logika daaragter is dat 'n kind eers moet kruip voordat hy kan loop en net so behoort 'n kind die regte stappe te volg ten einde gereed te wees vir die klank-, spel- en skryfwerk wat in Graad 1 vereis word. Die afskeep van sekere elementêre stappe kan tot gevolg hê dat die Graad 1-onderwyser waardevolle tyd sal moet afstaan om die basis, wat gedurende die pre-primêre fase (of in die voorskoolse instelling) gelê moes word, dan nou in Graad 1 te lê. Dit beklemtoon die groot taak wat op die Graad 1-onderwyser se skouers rus. 'n Kwalitatiewe navorsingsontwerp is gebruik vir die verkryging en ontleding van inligting vir hierdie studie. Die data insamelingsmetodes sluit 'n literatuuroorsig, onderhoudsvraelyste en onderhoude met die betrokke rolspelers in. Data is geanaliseer met behulp van inhoud-analise van die transkripte uit die individuele en fokusgroep-onderhoude. Die navorsingstipe is 'n interpretatiewe epistemologiese konstruk omdat dit fokus op die essensie van die ervaringe van die Graad 1-onderwyser. Dit is 'n verkennende ondersoek en daar is gebruik gemaak van 'n doeldienende streekproefneming. Uit die aanleidende faktore soos regeringsbeleid, kurrikulum, opleiding van onderwysers, taal, armoede, skool, ouers en leerders kom daar riglyne na vore vir die verbetering van die ervaringe van die Graad 1-onderwyser in die klas. Dit kan met vrug aangewend word in die ontwikkeling van die onderwyssektor. Die studie maak die aanbeveling dat daar 'n nouer samewerking tussen onderwysers en ouers moet wees. Verder word voorgestel dat die kurrikulum aangepas word om diverse leerders te akkommodeer wat positiewe ervaringe vir die Graad 1-onderwyser tot gevolg sal hê. Die bevindinge toon aan dat die ervaringe van Graad 1-onderwysers in hul klaskamers nie deur baie mense in ag geneem word nie, veral as daar gekyk word na die literatuur. Dit is belangrik om te sien wat hul ervaar en watter rol dit speel in hul klaskamers. Hul ervaringe lei tot sekere reaksies en aanpassings wat hulle daagliks beleef. Die punt wat met hierdie studie gemaak word, is dat Graad 1-onderwysers 'n definitiewe ervaring in hul klaskamers openbaar wat só weer 'n uitwerking op die leerders het. Die uitgangspunt is om die Graad 1-onderwyser te laat onderskei tussen die verskillende groepe leerders in die klaskamer en sodoende in staat te stel om elkeen in die klas so te ondersteun vir 'n positiewe ervaring. Nie alle onderwysers gaan altyd met diverse leerders so 'n positiewe siening en ervaring hê nie. Voordat dit vir hul te veel raak moet alternatiewe benaderings en metodes gebruik word om leerders te onderrig. Ook wat hierdie aspek betref, is daar 'n tekort aan navorsing en is verdere ondersoeke oor die ervaringe van die Graad 1-onderwyser nodig, om sodoende die nodige ondersteuning te kan bied. Alhoewel hierdie 'n beperkte studie is, kan dit moontlike verdere navorsing aanmoedig.
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Kamwi, Kamwi Kenneth. "Teacher responses to the Namibian education reform : a case study of two Caprivi schools." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1003676.

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Effective implementation of education reforms consists of alterations in curriculum materials, instructional practices and behaviour, beliefs and understandings on the part of the teachers involved in the reform (Fullan and Hargreaves, 1993: 5). A process of implementation is therefore, a learning process, learning how to do something new (ibid.). This study was done to establish how Biology teachers in Caprivi have responded to the reform process ten years down the line. I used a qualitative case study of two secondary schools. Four Biology teachers, two school principals and two groups of learners participated in the study. Data was collected by means of interviews, lesson observations, a workshop, and school inventories. The data was analysed within an interpretive framework. The results of the study show a move into 'activity-based teaching'. It shows a shift from the traditional transmission teaching approach. In general teachers seem to equate 'activity-based teaching' with the learner-centred approach.
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Alexander, Christa Henriette. "An investigation of instructional leadership in a Namibian teacher training college." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003516.

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This thesis investigates how instructional leaders at the Windhoek College of Education (in Namibia) make sense of their roles. The Windhoek College of Education (WCE) was selected for this study because that is where I work, therefore it would be easy to observe some of the responses provided by the interviewees. It was also observed that instructional leadership is little researched in Namibia and hence study would contribute towards understanding the various perceptions that instructional leaders have of their roles. There is a need for information about the skills and tasks required to support practices of instructional leadership so that the best possible instruction can be provided. The thesis examines and presents such skills. A qualitative research framework, in particular an interpretative approach was used for the study. As my research is concerned with people’s perceptions, it is located in the interpretative paradigm. Semi-structured, open-ended interview questions were asked in order to gather information on how the participants make meaning of their roles as instructional leaders. The sample for the study consisted of eleven instructional leaders over different levels, i.e., executive leaders, leaders on middle-management level and leaders on classroom-instructional level. The findings indicated a narrow view of instructional leadership at the college. Factors contributing to this narrowness are addressed, e.g., the way concepts such as delegation, guidance and monitoring/supervision are perceived. The findings also addressed certain expectations that are needed from instructional leaders in order to ensure efficiency in their practice. The study concludes by recommending alternative, expansive ways of thinking about instructional leadership.
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Hartman, Luke Aaron. "Prejudice Reduction Through Diversity Coursework for Teacher Education." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/49563.

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Investigated in this study was whether a university education course that covers the topics of diversity and cultural responsiveness would change teacher candidates\' existing prejudicial attitudes.  The major variables reported in this study were exposure to diversity coursework which served as the independent variable and teacher candidates\' prejudicial attitudes, which served as the dependent variable. Using the Yoder-Hartman Survey of Beliefs Scale, three research questions were addressed: (a) Are there differences in prejudice level between preservice teachers who have taken a diversity course and those who have not taken a diversity course? (b) Are there differences in prejudice level in preservice teachers before and after taking a diversity course? and (c) Do preservice teachers who have taken a diversity course and those who have not taken a diversity course display different pre/post levels of assessed prejudice? No differences were found between students who had taken a diversity course and those who had not. The current study suggests that one diversity course is not sufficient to have a significant effect on prejudice reduction among preservice teachers. Analyses of the current study results suggest that the coursework designed to reduce prejudicial attitudes was ineffective. Continued investigation will be required to: (1) refine and develop a program that will reduce prejudicial attitudes among teacher candidates and (2) refine and develop measures of prejudice reduction.
Ph. D.
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Amushigamo, Angelina Popyeni. "An investigation of interpersonal relationships between management and lecturers in a College of Education in Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004458.

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Relationships are regarded as an important aspect of any organization's life. The purpose of this study was to investigate staff perceptions and experiences of interpersonal relationships between management and lecturers in a Namibian College of Education. I conducted a case study at the College where I teach. Two methods were used to collect data. Firstly, semi-structured interviews with two management members, two senior lecturers and two lecturers. Secondly, observation where practical aspects of interpersonal relationships in the College were observed. I used the interpretational data analysis technique to analyse my data. Themes and patterns were identified in the data, coded and sorted into categories. The study revealed staff unhappiness about the current situation in the College as far as communication is concerned. The College's hierarchical structure was described as top-down. As such, it does not allow for face to face communication. There is an absence of any social cohesion or sense of community. Relationships at a College level are characterized by personal conflict and difference. However, the study revealed a satisfaction with communication and relationships at a dl'partmentallevel. Five key features of interpersonal communication that are lacking in the College and that contribute to the unhealthy relationships in the College were identified. These are trust, respect, openness, feedback and the sharing of ideas and knowledge. Due to their absence, the College is divided into cliques. A strong desire for the establishment of interpersonal norms of openness, respect, honesty and trust was expressed. Participants expressed the need to establish an organization structure that allows for interaction with others in the College, flatter structures, teamwork and a collaborative cultu re. The study also emphasized participative democracy in building relationships. Participation in decision making is seen as satisfying the personal need to experience a sense of influence and achievement. There is evidence of a desire for distributed leadership where the College staff as a group of professionals lead the College collectively and collaboratively. There is a strong desire for a College where people are liked , valued, accepted by others and recognized for their efforts. Finally, Organization Development is recommended as an approach to enhance College staff relationships.
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Vatuva, gwaa-Uugwanga Paulina Ndahambelela. "Teacher educators' perceptions about possibilities and challenges of the merger between Namibian Higher Education institutions for improving teacher education." University of the Western Cape, 2015. http://hdl.handle.net/11394/5112.

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Philosophiae Doctor - PhD
The purpose of this study was to explore the perceptions of the teacher educators about the merger between the University of Namibia and Namibia’s former Colleges of Education with regards to the merger's capacity to improve quality teacher education. The focus of the study differed from the various merger studies in that theirs has mainly been on technical issues of mergers to interpret merger capacity to improve change. Of importance about this focus is that the views of teacher educators were deemed important because of their 'agency' in the merger and its capacity to improve teacher education quality. The grounded theory of Strauss and Corbin of 1998 framed the study. The key question of the study was: "what are the perceptions of teacher educators about the merger of the former colleges of education with the University of Namibia's and the capacity to improve teacher education quality in the country?" A case study methodology was employed in which semi-structured questions were used to collect data. In addition, the study also employed observations and document analysis as sources of data.The key finding of the study was that all the participants' perceptions were that the merger has the capacity to improve the quality of teacher education in Namibia. The core of this finding serves as evidence of the complexities of mergers, particularly in terms of how participants perceive the merger's capability of improving quality. Firstly, the perceptions related to the contexts in which the participant teacher educators found themselves. Furthermore, the perceptions appeared to be associated with various contextual needs experienced by participants in the various institutions. The study analysis further suggested that the needs related to issues associated with input, process and output. These findings laid the ground for an emergent theory for understanding of teacher educators’ perceptions about the mergers. A conclusion drawn from the above findings were that the Maslow Hierarchy of Need Theory (with its biological/physiological needs, safety needs, belongingness and love, esteem needs, and self-actualization) provide better understanding of perceptions about mergers.
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Shingenge, Hans Silvanus. "Evaluation of the In-Service Basic Education Teacher Diploma Programme in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/20941.

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Thesis (MPA)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: The In-Service Basic Education Teacher Diploma Programme (BETD Inset Programme) is a Namibian educational programme under the Ministry of Basic Education, Sport and Culture. It is a unified general preparation for unqualified and partly qualified teachers in Basic Education, with opportunities for specialisation in both phases of schooling and in subject areas. It seeks to strike a balance between professional insight, skills and subject knowledge. A process of evaluation was implemented to assess the programme management and the programme workers’ knowledge, skills and expertise, including their choice of methodology for implementing the BETD Inset Programme. The aim of the programme evaluation was to determine the effectiveness and sustainability of the BETD Inset Programme. The problem statement of this study takes as its point of departure the prevalence of development programmes that are not implemented in an effective and sustainable manner, particularly in Third World countries. Many researchers and scholars have identified programme management as crucial to the effective implementation of development programmes. It is in response to this argument that this researcher decided to conduct a study on the National Institution for Educational Development (NIED)’s implementation of the BETD Inset Programme. The objective was to establish whether the existing programme management strategy implements the BETD Inset Programme effectively, and to explore the possibilities of recommending supporting strategy. This study also referred to the issue of gender balance in the appointment of BETD Inset Programme management staff. Qualitative methodology was used to obtain information from the BETD Inset Unit and Regional Education Offices, who play an important role in the implementation process of the BETD Inset Programme. The senior managers were interviewed and they provided information about the BETD Inset Unit management structures and the objectives achieved during the BETD Inset Programme implementation process. The implementation process plans set by the NIED were based on terms of reference provided by the Ministry of Basic Education, Sport and Culture to determine their effectiveness in achieving the set objectives. The literature review of this study reflects the conceptual categories identified from an overview of programme management objectives in development programmes and distance education programmes. These conceptual categories are based on management models that are useful for programme management evaluation. The conceptual categories point out characteristics fundamental to the effective implementation of the BETD Inset Programme. These characteristics were used to formulate measuring criteria, and they formed the basis for the analysis of the study’s results in chapter 5. BETD Inset Programme is defined as a distance education programme. It was deduced that the BETD Inset Programme faced a number of challenges, and that consequently the NIED management had to implement the programme with a limited infrastructure and work force. All these challenges are linked to one major factor, which is the lack of sufficient resources required for the effective implementation of the BETD Inset Programme in a sustainable manner. This study recommends that a strategy for potential stakeholder participation should be redesigned and effectively implemented, in order to secure sufficient resources to support the programme in a sustainable manner.
AFRIKAANSE OPSOMMING: Die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma (BOOD-Insetprogram) is ’n Namibiese onderwysprogram onder leiding van die Ministerie van Basiese Onderrig, Sport en Kultuur. Dit is ’n samevattende algemene voorbereiding vir ongekwalifiseerde en deels-gekwalifiseerde onderwysers in Basiese Onderrig, met geleenthede vir spesialisering beide in skolingsfases en vakgebiede. As algemene doelstelling streef dit na ’n balans tussen professionele insig, vaardighede en vakkennis. Program-evaluering is gedoen ten einde die programbestuur en -werkers te beoordeel volgens hulle kennis, vaardighede en kundigheid, insluitend hulle keuse van metodiek vir die implementering van die BOOD-Insetprogram. Die mikpunt was om die effektiwiteit en volhoubaarheid van die BOOD-Insetprogram te bepaal. Die probleemstelling van die studie is daarop gebaseer dat ontwikkelingsprogramme, spesifiek in Derdewêreldlande, nie effektief en op ’n volhoubare manier geïmplementeer word nie. Navorsers en studente het die bestuur van ontwikkelingsprogramme as die sleutel tot die effektiewe implementering daarvan geïdentifiseer. Dit het daartoe gelei dat die navorser ’n studie onderneem het oor hoe die Nasionale Instelling vir Opvoedkundige Ontwikkeling die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma implementeer. Die doelwit was om vas te stel of die bestaande strategie vir programbestuur die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma effektief implementeer, en ook om ’n moontlike ondersteuningstrategie voor te stel. Die studie het ook die kwessie van geslagsbalans aangeraak ten opsigte van poste wat beklee word deur bestuurspersoneel wat die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma implementeer. ’n Kwalitatiewe metode is gebruik om inligting te verkry vanaf BOOD-Implementeringseenhede en Onderwysstreekkantore wat ’n sleutelrol vervul in die implementeringsproses van die BOOD-Aanvangsprogram. Onderhoude is gevoer met lede van die topbestuur wat ook inligting verskaf het oor die BOOD-Inseteenheid se bestuurstrukture, en doelwitte wat in die implementeringsproses van die BOOD-Insetprogram bereik is. Implementeringsplanne, daargestel deur die Nasionale Instelling vir Opvoedkundige Ontwikkeling aan die hand van riglyne van die Ministerie van Basiese Onderrig, Sport en Kultuur, word gebruik om vas te stel hoe effektief hulle hulle doelwitte bereik. ’n Literatuur-oorsig vir hierdie studie weerspieël die konseptuele kategorieë wat geïdentifiseer kan word uit die gesamentlike bestuursdoelwitte van ontwikkelingsprogramme en afstandsonderrigprogramme. Hierdie konseptuele kategorieë is gebaseer op bestuursmodelle wat ook aangewend kan word vir die evaluering van programbestuur. Die konseptuele kategorieë identifiseer fundamentele kenmerke vir die effektiewe implementering van die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma. Hierdie kenmerke is gebruik om evalueringskriteria te formuleer asook die basis daar te stel vir die ontleding van die studie se resultate in hoofstuk 5. Die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma word getipeer as ’n afstandsonderrigprogram. Die gevolgtrekking word gemaak dat die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma uitdagings in die gesig staar wat die bestuur van die Nasionale Instelling vir Opvoedkundige Ontwikkeling noop om die program met beperkte infrastruktuur en menslike hulpbronne te implementeer. Al hierdie uitdagings hou verband met een hooffaktor, naamlik die gebrek aan voldoende hulpbronne vir die effektiewe en volhoubare implementering van die Indiensprogram vir ’n Basiese-Onderrig-Onderwysdiploma. Die studie stel voor dat ’n strategie herontwerp en effektief geïmplementeer word vir deelname deur potensiële belanghebbendes ten einde voldoende hulpbronne te verseker om die program op ’n volhoubare wyse te ondersteun.
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Swarts, Patricia Sophy. "The transformation of teacher education in Namibia : the development of reflective practice." Thesis, Oxford Brookes University, 1998. https://radar.brookes.ac.uk/radar/items/011054d9-f7d4-4e56-962f-5d887fffcdc3/1/.

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After obtaining independence from South Africa in 1990, the Namibian government saw education as central to nation building and the development of society. Transformation of the education system thus had to influence and contribute to societal reform aimed at equalising the society. The goals, demands and expectations of basic education after independence precluded a mere reorganisation of preindependence teacher education programmes. An entirely new programme had to be developed to take the lead in the transformation and to meet the demands of the postindependence education system. The Namibian teachers were seen to be both the agents and implementers of change. The design of the programme rested on the premise that deliberate policy interventions had to be made to enable teachers to take on these roles. A basic assumption underlying the study is that educational practice cannot be undertaken without practitioners thinking about what they are doing. The study thus attempted to sustain the assumption of the theory-practice relationship in exploring and interpreting the research questions: What education and training do student teachers receive through the BETD programme? In what context is this education and training obtained? How do student teachers conceptualise learning and teaching as a result of the reform? What model of reflective practice To what extent has is relevant for the Namibian system? the teacher education policy been understood and implemented? To obtain answers to these questions data was collected through questionnaires, interviews, participant observation and document analysis. The study puts forward a model for policy formation which could contribute to the successful implementation of policy. It also extrapolates pre-conditions for the development of reflective practice in any setting. The major findings of the study indicate a shift in attitudes to a more critical, transformative and learner-centred system at least in the way stakeholders talk and think about learning and teaching.
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Iileka, Ottilie. "An investigation of teacher educators' perceptions and implementation of formative assessment at a college of education in Namibia : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003527.

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Changes in assessment practice in education are a global issue. Colleges of Education in Namibia also need to accommodate these changes in their training programs for student teachers, to model their practice of all modes of assessment in teaching and learning. Emphasis should be placed on assessment for learning, which is formative in nature. This qualitative case study investigated the following questions: How do teacher educators understand the principles and strategies of formative assessment and how do teacher educators implement formative assessment in their own teaching, which in turn serves as an example to their student teachers. I used three methods of collecting data: interviews, observation and document analysis. The data identify a range of findings in the teacher educators' professed understanding of formative assessment and how it is implemented in their own practice. The data also identify challenges facing the teacher educators in terms of setting a good example to their student teachers in the area of formative assessment. This study also offers suggestions for further studies on formative assessment. These include a suggestion for teacher educators to look at their own practice of formative assessment principles and strategies. A major cross department study could be conducted that includes teacher educators from different subject areas to see to how the implementation of formative assessment in the college varies from one department to another. A third possibility suggests a study involving student teachers from various areas of specialization in the college to see to what extent the implementation of formative assessment in the college affects their future assessment practices.
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Books on the topic "Namibia teacher education for diversity"

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Studying diversity in teacher education. Lanham: Rowman & Littlefield Publishers, 2011.

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Melnick, Susan L. Teacher education for cultural diversity: Enhancing the capacity of teacher education institutions to address diversity issues. East Lansing, Mich: National Center for Research on Teacher Learning, Michigan State University, 1995.

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Schroth, Stephen T., and Jason A. Helfer. Developing Teacher Diversity in Early Childhood and Elementary Education. New York: Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-59180-7.

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Green, Vanessa. Delving into diversity: An international exploration of issues of diversity in education. New York: Nova Science Publishers, Inc., 2010.

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Diversity and the new teacher: Learning from experience in urban schools. New York: Teachers College Press, 2008.

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Cochran-Smith, Marilyn. Walking the road: Race, diversity, and social justice in teacher education. New York: Teachers' College Press, 2004.

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Verma, Geeta, and Gertrude Tinker Sachs. Critical mass in the teacher education academy: Symbiosis and diversity. Chicago, Illinois: Common Ground Publishing, 2014.

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Cases on teacher identity, diversity, and cognition in higher education. Hershey PA: Information Science Reference, 2014.

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Sanacore, Joseph. Student diversity and learning needs. Bloomington, Ind: ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 1997.

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The transformation of teacher education in Namibia: The development of reflective practice. Windhoek, Namibia: Gamsberg Macmillan, 2003.

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Book chapters on the topic "Namibia teacher education for diversity"

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Prochner, Larry, Ailie Cleghorn, Anna Kirova, and Christine Massing. "Namibia." In Teacher Education in Diverse Settings, 65–101. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-693-4_3.

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Bartolo, Paul, and Geri Smyth. "Teacher Education for Diversity." In Becoming a Teacher Educator, 117–32. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8874-2_9.

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Zinn, Denise, and André Keet. "Diversity and Teacher Education." In Values, Religions and Education in Changing Societies, 75–91. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9628-9_8.

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Schroth, Stephen T., and Jason A. Helfer. "Teacher Education." In Developing Teacher Diversity in Early Childhood and Elementary Education, 29–62. New York: Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-59180-7_2.

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Yee, Nikki L., and Sara Florence Davidson. "Diversity as the Norm." In Superdiversity and Teacher Education, 284–98. New York, NY : Routledge Taylor & Francis, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003038887-19.

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Gagné, Antoinette. "Teacher Education for Diversity Through an Autoethnographic Lens." In Superdiversity and Teacher Education, 103–23. New York, NY : Routledge Taylor & Francis, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003038887-9.

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Robles, Silvia Lizette Ramos-De, and Mariona Espinet. "Expanded Agency in Multilingual Science Teacher Training Classrooms." In Science Education for Diversity, 251–71. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4563-6_12.

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Rogers, Rebecca. "Cultivating Diversity Through Critical Literacy in Teacher Education." In Literacy Teacher Educators, 7–19. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-200-6_2.

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Selvi, Ali Fuad, and Megan Madigan Peercy. "Diversity within TESOL Teacher Education Programs." In Teacher Education and Professional Development in TESOL, 83–97. New York, NY : Routledge, 2016. | Series: Global research on: Routledge, 2016. http://dx.doi.org/10.4324/9781315641263-5.

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Shimwooshili Shaimemanya, Cornelia Ndahambelela. "Transforming Education Through Teacher Empowerment in Namibia: Possibilities and Challenges." In Teacher Empowerment Toward Professional Development and Practices, 87–102. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4151-8_6.

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Conference papers on the topic "Namibia teacher education for diversity"

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Devarakonda, Chandrika, Sarah McGrath, and Diksha Chaudhary. "EXPLORING INCLUSION AND DIVERSITY WITHIN UNDERGRADUATE TEACHER TRAINING PROGRAMMES IN ENGLAND." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0540.

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Gromova, Chulpan, and Rezeda Khairutdinova. "Cultural Diversity in Russian School: Results of Research of Elementary School Teachers’ Experience with the Immigrant Children." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0928.

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Sweany, Philip. "Designing a pre-service CS teacher education program with a focus on diversity." In 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2015. http://dx.doi.org/10.1109/respect.2015.7296514.

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Suswandari, Ms. "Multicultural Approach in Learning as the Attempt of Reinforcing Indonesian Diversity in Elementary School." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.79.

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Brown, Benton, and Gary Ritter. "SHOULD WE CARE ABOUT TEACHER DIVERSITY?: STUDENT PERCEPTIONS OF TEACHERS OF THE SAME RACE." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1504.

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Siron, Yubaedi, and Rachmat Mulyono. "Implementing Inclusive Education: What are Elementary Teacher Obstacles? Case Study in East Jakarta, Indonesia." In International Conference on Diversity and Disability Inclusion in Muslim Societies (ICDDIMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icddims-17.2018.37.

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Yudianti, Maria Susana, Mubiar Agustin, and Titin Kartini. "ECD Teacher Perspective on the Thematic Song in Early Childhood Learning." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.107.

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Vidal Esteve, María Isabel, Diana Marín Suelves, José Peirats Chacón, and María Isabel Pardo Baldoví. "Technologies for attention to diversity: a bibliometric study." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9126.

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In these last decades, digital systems and playful dynamics have penetrated the inclusive education field, in some cases to attend the diversity of the classroom as a whole and, in others, to study in a specific way the use of technologies in students with special needs. About this topic, on the following pages we study the trends of the research carried out through a bibliometric analysis of the scientific production in the Scopus database, which includes an amount of 59 articles, published between 1999 and 2019, are included. The results indicate an increase in the last years of the presence of scientific publications in journals in the field of Social Sciences. Furthermore, data show that the number of articles and the impact of these is scarce, that the predominant country in the publications is United States and that in the cooccurrence of the terms the agents involved in the process, technology and inclusive practices stand out as relevant issues, which implies the urgent need for digital teacher training.
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Kumalasari, Dewi. "Teacher Versus Classmate Support: Which One Is More Important to School Well-Being of Senior High-School Students?" In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.081.

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Beutel, Denise, and Donna Tangen. "The intercultural competence of preservice teachers: An exploratory study." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7947.

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This paper presents the findings of a qualitative study that explored the impact that prior intercultural experiences have in shaping preservice teachers as teachers of diversity. An online qualitative questionnaire was used to collect data from preservice teachers (n=40) enrolled in a one year graduate entry teacher education program in eastern Australia. Hammer’s (2009, 2011) Intercultural Development Continuum (IDC) was used as a framework to analyse the data. The IDC is a model of intercultural competence used to explain how people interpret cultural difference (Hammer, Bennett & Wiseman, 2003). Each of the five positions on the continuum has a distinct set of perceptions and experiences around cultural differences. In presenting the results, we draw on several cases that encompass the breadth of prior intercultural experiences of the preservice teachers. Overall, the results indicate that sustained intercultural engagement over time provides opportunity for the development of greater intercultural sensitivity. While it is advocated that teacher education is well-positioned to play a key role in developing the intercultural comptetences of future teachers, the paper highlights the challenges in providing learning opportunities that allow preservice teachers to practice new ideas, challenge old ideas and reflect on the process of becoming inclusive educators.
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