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Dissertations / Theses on the topic 'Teachers, training of, africa'

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Published: 4 June 2021

Last updated: 27 July 2025

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1

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.

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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 desig

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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.

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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 desi

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3

Kwayiba, Xolile Lawrence. "Educators'perceptions on the contribution of South African Democratic Teachers' Union to teacher professional development." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/6081.

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The purpose of the study was to investigate the educators’ perceptions on the role of the South African Democratic Teachers’ Union (SADTU) in teacher professional development. The study also investigated the Union’s perceived challenges in contributing to teacher professionalism in South Africa, their perceived professional priorities and perceived expectations of teachers. The research genre used for this study was the interpretivism or constructivism paradigm. The qualitative methodology was used and case study employed as the research design of the study. The findings of this study were tha

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Southwood, Sue. "Towards a collaborative approach to teacher professional development : a journey of negotiation." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1004649.

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The research presented in this thesis is a case study, based on ethnographic principles, located in the interpretive paradigm of qualitative research. The focus is specifically on the development of a collaborative approach ro teacher professional development: an approach that recognises and celebrates teachers themselves as resources for their own and other teachers' professional development. The study was carried out over a period of four years with a group of twelve teachers who had recognised the need and expressed the desire to develop their teaching. The research evolved in two main phas

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Badenhorst, John Henry. "The role of the teachers' centre in the professional development and in-service training of teachers with specific reference to the East London Teachers' Centre." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003639.

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Teachers' Centres are one of the means whereby teachers needs for in-service education and training (Inset) can be met. The professional basis of Teachers' Centres as providers of in-service education and training derives from the need of teachers to develop professionally throughout their careers. Aspects which need to be considered are the need for professional growth and the professional nature of teaching. The effective provision of in-service training requires a knowledge of effective in-service training practise and the barriers that could be encountered in presenting it. Central to any

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6

Bell, David Ian. "An investigation into the influence of an inset programme on teacher cognitions." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003490.

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This study was based upon a concern about the quality of education in South Africa and a concern about the quality of NGO and other INSET interventions. Many organisations purport to address the issues of education, most of them doing so from the very comfortable position of the moral high ground (the position adopted where the political - correctness of the intervention outweighs the quality and impact) rather than from the position of having the capacity to deliver a quality service (a position from which they can effect genuine educational transformation toward quality education for all). W

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Modiba, Maropeng Margaret. "The relationship between theory and practice in the training of teachers in South Africa : black teachers' understanding of fundamental pedagogics." Thesis, Keele University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385549.

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Fransman, Johanna Sandra. "Exploring the practices of teachers in mathematical literacy training programmes in South Africa and Canada / J.S. Fransman." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4357.

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9

Williams, Evelyn Elizabeth. "Inclusive education : a model for in-service teachers." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/643.

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It is clear that the concept of inclusive education implies that learners experiencing barriers to learning should, wherever possible and with suitable support, be educated with others in a regular school setting and through a regular curriculum. It is assumed that suitable facilities, resources and assistance, where needed, will be available. An adaptable curriculum that accommodates the specific learners who experience barriers to learning is also essential for inclusive education. The focus on providing equal educational opportunities for learners experiencing barriers to learning means tha

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Robertson, Sally-Ann. "An investigation of the evolution and current status of the core theoretical disciplines in the training of primary school teachers at selected English-medium training institutions in South Africa." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1015891.

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This investigation examines developments which have taken place in the theoretical component of pre-service courses for primary teachers. Revised conceptions of the purpose and scope of primary education, and the attendant demand for better qualified primary teachers to implement such education, resulted in a considerable increase in the theoretical component of primary teacher preparation courses . Better theoretical understanding of the educative task was perceived to be essential to the production of more effective primary teachers. The emergence of various schemes for the preparation of So

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Dlani, Siyongwana Archibald. "Teachers’ perceptions of the mentoring of novice teachers in the King William’s Town District." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006244.

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The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentorin

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Burton, Noreen. "Using the local environment for outcomes-based education: issues raised for INSET by teachers' perceptions of agents of change." Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1003704.

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South African education is in the process of undergoing what has become known as a "paradigm shift", requiring a change from the familiar transmission method to outcomes-based education (OBE) founded on social constructivist theories oflearning and teaching. Teachers, (45% of whom are poorly qualified), "will play a pivotal role in the success or failure of this change. There is therefore an urgent need to re-educate in-service teachers in the philosophy, and related methodologies underpinning Curriculum 2005. To this end, in-service education courses need to be developed "which will encourage

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13

Murtough, Neil. "Student teachers' conceptualisations of 'significant' animals." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003660.

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Constructivist approaches to teaching and learning are a well established component of the landscape of educational research, especially in Science education. This research took as its starting point the limited amount of social constructivist research available in the field of Environmental Education and responded to calls for further research. The research was designed within an interpretive tradition, as a critically phenomenological enquiry employing two methods; single case studies and a focus group. Data collection used progressively focused interview questions to proceed through a serie

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Dharsey, Zorina. "PSP’s support of science education through teacher development : a case study." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97981.

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Thesis (PhD)--Stellenbosch University, 2015<br>ENGLISH ABSTRACT: An analysis of a teacher development programme known as the Cluster Project is central to this research. Study of the form, processes and outcomes of the project model draws attention to teacher professional development (TPD) as a critical strategy for improving science education in primary schools. High quality teaching at the foundational level supports children develop the appropriate level of knowledge that would allow them to take up and succeed at science at higher levels. With the object of strengthening primary science e

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Pieterse, Carl. "Pre-service teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14499.

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This study explores pre-service student teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms. It includes student insights into the strategies that lecturers employ as they manage the complexities of diversity in university classrooms. The research is located in the realm of diversity education and diversity pedagogy and is contextualized against the backdrop of the historical and socio-political climate in South Africa. The challenging consequences of the desegregation of educational institutions in a post-apartheid South Africa has resulted in the

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Fair, Andrew George. "An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97135.

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Thesis (MEd)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: South Africa is in the midst of a mathematics and science education crisis that challenges all key role-players. The Institute for Mathematics and Science Teaching at the University of Stellenbosch (IMSTUS), was involved in several university-school partnership (systemic intervention) projects that sought to provide continuing professional development to mathematics and science teachers and to help them make a greater impact on the learners that they teach. One of these intervention projects was the Sciences and Mathematics Init

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Mniki, Felicia Nobesuthu Vuyiswa. "A critical analysis of the in-service education courses offered at Trinset, with particular reference to Geography." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003356.

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The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study

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Siwundla, Nompembelelo. "Teacher involvement in science curriculum development : possibilities and constraints for South African teachers." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283919.

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Khabele, Teboho. "The integration of environmental education with technology education : an investigation into teacher training and teacher practice." Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1934.

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Thesis (MTech (Education))--Peninsula Technikon, 2003<br>This research study is mainly based on the third learning outcome for Technology Education which requires the learners to be able to demonstrate an understanding of interrelationships between science, technology, society and the environment. The purpose of the study is to investigate how Technology Teacher Training Programmes incorporate environmental aspects into technology education and how Technology educators facilitate learning in order to meet environmental requirements that are expressed as learning outcome 3 for Technology

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Spingies, Conrad. "The "Big E": the English (first language) endorsement on the teacher's bilingualism certificate: an investigation into the background to and origin of this requirement, an evaluation of past and current examining practices and standards and criteria, a needs assessment, and suggestions and recommendations for sound practice." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003308.

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South African education authorities demand of teachers a high degree of competency in both official languages. In the Cape Province in particular, teachers are not considered eligible for promotion posts unless they possess the so-called Higher Bilingualism Certificate, signifying their command of both official languages at "First Language" level. In view of the fact that the overwhelming majority of schools nowadays are single-medium institutions; this requirement may strike the objective observer as an anomaly. An attempt was made, therefore, first of all to investigate the historical backgr

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Ncukana, Litha. "The assessment of the Skills Development Training Programmes on the performance of educators : the case study of two selected schools in King Williams Town." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020160.

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The primary objective of this study is to conduct an assessment of the effectiveness of skills development training programmes on the performance of educators, with specific reference to the case study of two selected schools in King Williams Town, Eastern Cape Province. This study is derived from the fact that in order for the government to provide efficient and effective service delivery to the population, the Public Service requires employees with requisite competency. There is a need for continuous improvement of capacity and skills development in the Public Service with the purpose of ens

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22

Westaway, Lise. "A critical investigation into the process of negotiating a mathematics education curriculum with pre-service teachers." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003712.

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It's almost like a dinner party and a buffet. A dinner party you get dished up stuff and you eat it and a buffet you can choose what you want out of a range of stuff. I mean think about it when you go to a dinner party- they always dish up something you don't like and you don't want to eat it anyway. It's the same if you have a lecturer in the front that just dishes out what you're going to learn, ... you have to learn it. But in terms of the curriculum negotiation process, I've got to choose what I wanted to leam. (Melissa II 27/11/01: 3) This thesis focuses on the process of negotiating the

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Fourie, Chantal. "Ondersoek na ‘n effektiewe metode van indiensopleiding vir Kuns en Kultuuronderwysers in Suid-Afrika." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2337.

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Thesis (MMus (Music))--University of Stellenbosch, 2009.<br>In 1994 the first democratic election took place in South Africa. Since then large initiatives have been undertaken on national level to redress the inequalities of the past. One of these areas where drastic transformation was needed, is the education system of the country. A National Qualifications Framework was created and Outcomes Based Education was used to implement a new curriculum. This required a total paradigm shift of teachers in terms of how they thought about education as well as changes in their teaching practice. Th

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Coughlan, Niall Sean. "The "About to teach" course: an introductory orientation course for secondary teachers in training: an evaluation of student assessments." Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1007057.

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This piece of research is an attempt to evaluate the assessments made by secondary teachers in training of an introductory orientation course offered during the first seven weeks of the 1984 H.D. E. course in the Department of Education of Rhodes University. This course, the About To Teach (ATT) course, was introduced in an attempt to obviate some of the perceived problems that students experience in the initial months of their H.D.E. year. The course was first offered in 1982 and in both 1982 and 1983 it was assessed by the students. The evaluation of the assessments offered in those two year

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Uys, Amanda Helena Christina. "A proposed model for training English medium of instruction teachers in South Africa / A.H.C. Uys." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1033.

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Even though English is the second language of the majority of South African learners, this language is still the preferred medium of instruction. The purpose of the study was to analyse the present situation regarding the teaching of language skills in some second language medium of instruction (L2MI) content classrooms and to determine content teachers' willingness and ability to incorporate language teaching into their content teaching. The study furthermore aimed to establish whether South African content teachers require a specific training programme for teaching through medium of English

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Harris, Alton Denzil. "Fitmast : a case study of one programme of inservice training for science teachers (biology)." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28057.

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A case study was made of FITMAST (Formal Inservice Training of Mathematics and Science Teachers.), an inservice education programme for science teachers in South Africa. The objectives of FITMAST are: a) to upgrade the academic qualifications of teachers and, b) to improve the teaching competence of the teachers. In the case of FITMAST, equal emphasis was initially placed on the acquisition of both the above aims. However, the recognition that teachers wanted from attending the FITMAST courses, was first-year university credits. Such wishes necessitated an emphasis towards more academic con

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Van, der Mescht Caroline. "Creating a relationship: a discourse analysis focusing on the construction of identities and relationships in distance education materials for a teacher upgrade programme." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003348.

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Distance education, and therefore the writing of distance materials, is a growing field in South Africa. This makes it potentially a site of innovation and change as writers experiment with ways of creating effective teaching situations at long range. The Fort Hare Distance Education Project materials seem to be a response to both the increased need for teacher upgrade programmes and the need for innovation to tailor those programmes to the needs of local teachers in a changing society. This innovative attempt to communicate with tertiary distance students has unusual features which suggest th

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Long, Kelly Ann. "The teaching practice component of initial teacher education: a social justice approach." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/60200.

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Research asserts that learner performance in South African schools is in a state of crisis. While many more learners’ post-1994 in South Africa have physical access to education, very few have epistemological access. The quality of the education learners receive is polarised along socio economic lines. This crisis has its roots in the legacy of colonialism and apartheid, and as such, there is a need to transform the education system to ensure equal opportunity for all learners, and ultimately economic growth and security for the country. One of the explanations offered for the crisis in learne

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Randall, Peter Ralph. "The English private school system in South Africa." Thesis, 2015. http://hdl.handle.net/10539/18115.

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Papo, William Duncan. "Media usage in teacher training." Thesis, 2014. http://hdl.handle.net/10210/9171.

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Monobe, Ratau John. "Media training of student-teachers in Venda." Thesis, 2014. http://hdl.handle.net/10210/9209.

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M.Ed. (Eucational Media)<br>The training of student-teachers in media selection, integration and utilization in Venda is not done according to expectations. To investigate this problem it was necessary to identify problem areas in the theoretical and practical training of media of teachers in Venda. In order to reach possible solutions to the set problem in confirmation of the purpose of the study, a literature survey on teacher education with special reference to pre-service education and media training was undertaken. An empirical study was also conducted which included four groups of respon

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Mutshekwane, Mulalo Alex. "In-service training of teachers in Venda." Thesis, 2014. http://hdl.handle.net/10210/9700.

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M.Ed. (Teaching Science)<br>The In-Service Training of Teachers in Venda is fraught with problems such as inadequate provision, lack of proper planning and organisation, lack of policy guidelines, inappropriate delivery systems, lack of proper coordination, lack of dedicated and experienced staff members who can plan and implement courses to address the real needs of Primary and Secondary School teachers, lack of inadequate financial resources and centralised accessible venues for all Primary and Secondary teachers' courses. To reach possible solutions to the abovementioned problems, a literat

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"Guidelines for a relevant education curriculum at teachers' training colleges." Thesis, 2014. http://hdl.handle.net/10210/8923.

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"Die bestuur van voordiensopleiding van tegniese onderwyspersoneel aan sekondêre skole." Thesis, 2015. http://hdl.handle.net/10210/14237.

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Janse, van Rensburg Annette. "Training student teachers for roles as mentors of pupils." Thesis, 2015. http://hdl.handle.net/10539/16909.

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Graven, Mellony Holm. "Mathematics teacher learning, communities of practice and the centrality of confidence." Thesis, 2015. http://hdl.handle.net/10539/17941.

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Pawson, Petrone. "A travel and tourism curriculum for the training of secondary school teachers." Thesis, 2002. http://hdl.handle.net/10500/702.

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"An interactive video system for the training of Black mathematics teachers." Thesis, 2014. http://hdl.handle.net/10210/12655.

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Whitby, E. "Racism and teacher training : a curriculum study." Thesis, 2014. http://hdl.handle.net/10210/10288.

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Molefe, Maseabata Rose Mary. "Developing teachers expertise of assessment for learning." 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001811.

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D. Tech. Education<br>The study explores the experiences of 23 primary school teachers who participated in a nine-month professional development that focused on assessment for learning. The study addresses questions about teachers knowledge of assessment for learning and their capacity to learn and implement the techniques; to describe teachers beliefs and practices of assessment for learning before their participation in the teacher professional development programme, discover how reflective practices can influence teachers to enhance knowledge of assessment for learning, and to explore the d

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Fern, Leslie. "Curriculation as a component of a teacher training programme." Thesis, 2014. http://hdl.handle.net/10210/11448.

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Voigt, Philip Hendrik Morkel. "Die opleiding van swart onderwysers in die vakdidaktiek van rekeningkunde." Thesis, 2014. http://hdl.handle.net/10210/12842.

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Lottering, Francois Barend. "Die professionele ontwikkeling van die beginner-onderwyser." Thesis, 2014. http://hdl.handle.net/10210/12656.

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Moonsamy, Evlena. "What keeps teachers motivated? An exploration of teachers' desire to learn and develop in their professional practice." Thesis, 2011. http://hdl.handle.net/10413/6176.

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During this explorative journey, I investigated what keeps teachers motivated to learn and develop in their professional practice. I employed Bell and Gilbert’s (1994) model which encapsulates and examines the personal, professional and social aspects of teachers’ development. Within this interpretive paradigm, I offered an understanding of what the impetus for change entailed - from their personal and professional self on their practice and what sustains teachers to continue to negotiate the changes in their daily work. Employing participatory methodology as my methodological research approac

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Rhodes, Basil Godfrey. "Heurostentics and subject didactic skills in the training of biology teachers." Thesis, 2014. http://hdl.handle.net/10210/11666.

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Bennett, AnnNoelle. "Unit standards in music : guidelines for non-specialist teachers in training in Botswana and the SADC region." Thesis, 2001. http://hdl.handle.net/2263/22919.

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This study details the growth of education in Botswana, with specific reference to the lack of development of Music as a subject. One of the main obstacles to the development of Music in schools has been the theoretical bias in the Colleges of Education, which generally ignore practical and instrumental work, including traditional instruments. This observation was noted during the pilot project of the draft Music syllabus in Botswana, which began in 1999 and continues until the end of 2001. What the teachers in training are taught bears little relation to the syllabus they are expected to teac

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Maluleke, Samuel Maselesele. "The role of Tivumbeni College as a centre of professional development of educators in the Ritavi District between 2000 and 2002." Thesis, 2003. http://hdl.handle.net/10386/2006.

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Alkenbrack, Betsy. "Materials development training for ABET workers." Thesis, 2014.

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The aim of this study was to develop a high-quality, experience-based, accredited training course that would bring black literacy workers into the ABET materials writing field. The report begins by setting the context of ABET in South Africa, then describing the literature on a wide variety of materials development projects in South Africa and other developing countries, some of which can be used as models for the proposed course. Training courses in fields outside ABET also inform the study. Through a combination of questionnaires and interviews, the study explores the needs of institu

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Thamaga, Junius Sebata. "Professional support for teachers in primary school of Konekwena area, Limpopo." 2012. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001272.

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M. Tech. Education<br>Transformation in the education system of South Africa brought new trends in education on policies, curriculum and teacher education. The educational reforms resulted in the negative implications to all role players in the teaching profession, as well as quality of teaching and learning programmes. Quality support services, at all levels of the new educational system, were, and continue to be in great demand for sustainability and development. This research provides an analysis and critique of the role of school management support teams with respect to the professional su

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Wagenaar, Melanie. "Student teachers' experiences of practice teaching." Thesis, 2005. http://hdl.handle.net/10530/523.

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Research project submitted in partial fulfillment for the requirements of the Degree of Master of Educational Psychology at the University of Zululand, 2005<br>Practice teaching is of paramount importance in the vocational training of student teachers. It is this immersion into the real world of school that prepares the student in making the transition from trainee to professional. The motivation for this study arose from the researcher's own experience of practice teaching as well as protracted contact with student teachers in a professional capacity. This research project attempted to exp

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