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Journal articles on the topic 'Teachers, training of, africa'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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1

Onaolapo, Akinlolu Ademola, Sekitla Daniel Makhasane, and Oyinlola Omolara Adebola. "Rethinking Teachers’ Training Process: Preservice Teachers’ Experiences of Teaching in South African Rurally Located Schools." Journal of Educational and Social Research 13, no. 4 (2023): 178. http://dx.doi.org/10.36941/jesr-2023-0100.

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For Africa to meet its teaching demands, especially in South Africa, there is a need to improve the quality process of recruiting teachers. If this is not improved, the quality of teachers' output is questioned and affects the teaching process in the country. This poses a question about the process of training young teachers in South African schools and the hiccup that has deterred the motive of the training. The pre-service teachers’ challenges have been noted in literature and researchers’ experience with pre-service teachers in the field of evaluations. This study aims to get into pre-servi

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Olawumi, Kayode Babatunde, and Mzuyanda Percival Mavuso. "In-service teacher training programmes that promote education for sustainable development: A review of emerging literature." Interdisciplinary Journal of Education Research 6 (September 14, 2024): 1–20. http://dx.doi.org/10.38140/ijer-2024.vol6.35.

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Teacher continuous professional development programs have been identified as important tools for integrating education for sustainable development (ESD) into teacher education in South Africa. Research studies have indicated that in-service training for secondary school teachers has been under-resourced and poorly implemented in terms of integrating ESD into teaching and learning in secondary schools. The literature also supports the claim that, in light of climate change and global warming, in-service programs for secondary school teachers do not adequately promote the integration of ESD in S

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de Wit, Monique, and Nicola Ann Plastow. "Recommendations to Improve the Usability of Mobile Learning for Preschool Teachers in Africa: A Systematic Scoping Review." International Journal of Learning, Teaching and Educational Research 20, no. 11 (2021): 461–75. http://dx.doi.org/10.26803/ijlter.20.11.25.

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Poor quality preschool teacher training is a significant contributor to children not achieving school readiness. With technological development, electronic and mobile learning offer accessible and affordable options for this training, however, there is a lack of design evidence for the African context. This interdisciplinary education- and computer-science study aims to provide evidence-based recommendations for improving the usability of mLearning modules for preschool teachers in Africa. A scoping review guided by Arksey and O’Malley’s framework, the PRISMA reporting guidelines for scoping r

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Tarisayi, Kudzayi Savious. "Twitter as a catalyst for transforming geography teacher education." Educenter : Jurnal Ilmiah Pendidikan 3, no. 2 (2024): 102–9. http://dx.doi.org/10.55904/educenter.v3i2.890.

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This study explored the potential of Twitter to transform and enrich geography teacher education in South Africa for the digital age. This mixed methods study utilized content analysis of tweets from selected geography education Twitter handles and focus group discussions with South African student teachers using Twitter. The research design involved training student teachers on using Twitter for curriculum purposes over eight weeks, followed by focus groups to capture their experiences and perspectives. Findings suggest Twitter offers valuable opportunities for networking, accessing resources

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Agumba, Hellen Ochuot, and Nazreen Dasoo. "Economic and Management Sciences Teachers’ Experiences of Teaching Financial Literacy: Implications for Teacher Training." International Journal of Learning, Teaching and Educational Research 23, no. 8 (2024): 532–55. http://dx.doi.org/10.26803/ijlter.23.8.27.

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This paper reports on economic and management sciences (EMS) teachers’ experiences of teaching the financial literacy component in this learning area. It also provides a holistic understanding of their challenges and professional development needs in this integrated field. A qualitative case study approach was used to allow for an in-depth understanding of EMS teachers’ views and experiences. Data were collected through open-ended questionnaires and semi-structured interviews. Purposive sampling was used to select information-rich participants from selected government secondary schools in Gaut

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Fourie, Ina, and Kirstin Krauss. "Information literacy training for teachers in rural South Africa." Journal of Systems and Information Technology 13, no. 3 (2011): 303–21. http://dx.doi.org/10.1108/13287261111164871.

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Mphahlele, Ramashego Shila, Mmapeu Margret Manyaka, and Patricia Ouma Nomsa Moshaba. "Challenges in Using African Languages as the Language of Learning and Teaching (LoLT) for Mathematics in Rural Schools: Foundation Phase Teachers’ Perspectives." Journal of Mathematics Education at Teachers College 13, no. 2 (2022): 19–27. http://dx.doi.org/10.52214/jmetc.v13i2.9451.

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The South African Language in Education Policy (LiEP) advocates using African languages in the Foundation Phase (FP) which is the first phase of formal schooling in South Africa. This paper seeks to identify the challenges in implementing the language provisions prescribed in the LiEP in South Africa and within the region. Using the challenge-based learning (CBL) approach, this paper provides a glimpse into the challenges that 50 FP teachers based in six rural schools in South Africa face when using African languages as LoLT when teaching mathematics. Data collected through questionnaires, foc

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Nakidien, Toyer, Marcina Singh, and Yusuf Sayed. "Teachers and Teacher Education: Limitations and Possibilities of Attaining SDG 4 in South Africa." Education Sciences 11, no. 2 (2021): 66. http://dx.doi.org/10.3390/educsci11020066.

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As we enter the last ten years leading to the realisation of the Sustainable Development Goals in 2030, African countries are still plagued with poverty and underdevelopment. For most children in Africa, the attainment of Sustainable Development Goal (SDG) 4 will remain elusive. Drawing from two interrelated empirical studies, one focusing on citizenship and social cohesion at high school level and the other on the implementation of assessment for learning at primary school level, it was found that not only are schools not equipped to provide the quality education as set out in SDG 4, but teac

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Mampane, Motlalepule Ruth. "The Contribution of Educational Psychology to South African Preservice Teacher Training and Learner Support." Education Sciences 13, no. 10 (2023): 1047. http://dx.doi.org/10.3390/educsci13101047.

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Teacher education programmes are developed around the theoretical and practical understanding of child development, learning, assessment, behaviour management and motivation, which are areas of expertise in educational psychology. This paper aims to (a) critically investigate the contribution of educational psychology in the training of preservice teachers at South African universities and (b) understand the distribution of educational psychologists in public schools to support teaching and learning. A narrative literature review and email requests for unpublished documents from four education

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Soares, Diana, Betina Lopes, Isabel Abrantes, and Mike Watts. "The Initial Training of Science Teachers in African Countries: A Systematic Literature Review." Sustainability 13, no. 10 (2021): 5459. http://dx.doi.org/10.3390/su13105459.

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This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, p

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Zascerinska, Jelena. "TVET TEACHER TRAINING IN SOUTH AFRICA: LITERATURE REVIEW." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 19, 2022): 295–304. http://dx.doi.org/10.17770/sie2022vol1.6816.

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In the light of the annually increasing TVET learners’ enrolment numbers,TVET lecturers are central in TVET institutions. However, TVET teachers’ training in South Africa is under-explored.The research aim is to analyse literature on TVET teachers’ training in South Africa underpinning the elaboration of directions of further research. Literature review served as the research method was implemented in November-December 2021. The obtained data were structured in accordance with the previously established criteria. Summarising content analysis was performed. The conclusion is that the research d

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Zinn, Bernd, Kevin Raisch, and Jennifer Reimann. "Analysing training needs of TVET teachers in South Africa: An empirical study." International Journal for Research in Vocational Education and Training 6, no. 2 (2019): 174–97. http://dx.doi.org/10.13152/ijrvet.6.2.4.

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Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions.Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted.Findings: The classification of the results is conducted in line with

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Kocasaraç, Hüseyin, and Nokulunga Sithabil. "A Comparison of Innovative Education Perceptions of Teachers Working in Turkey and South Africa." International Journal of Education and Literacy Studies 12, no. 3 (2024): 225–35. http://dx.doi.org/10.7575/aiac.ijels.v.12n.3p.225.

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This study explored and compared metaphorical perceptions of “Innovative Education” among 100 in-service teachers from Turkey and South Africa during the 2020-2021 academic year. A phenomenological research design was adopted for this qualitative investigation. Teachers accessed an online platform to complete the open-ended prompt: “Innovative Education is like a ……because……”. The data was categorized through content analysis into four themes: vision, value, novelty, and process. Rogers’ Diffusion of Innovation theory provided a framework for interpreting the findings. The results revealed tha

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Ajani, Oluwatoyin Ayodele. "Teacher professional development activities in Africa." International Journal of Research in Business and Social Science (2147- 4478) 12, no. 8 (2023): 493–503. http://dx.doi.org/10.20525/ijrbs.v12i8.2898.

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The significance of professional development in the educational system cannot be overstated as it has a direct impact on the quality of teaching and learning. Furthermore, it has the potential to shape the classroom practices and performances of teachers. Teachers participate in diverse professional development endeavours to enhance their instructional methodologies. The efficacy of said activities is contingent upon their influence on pedagogical practices within the classroom. The process of selecting three department heads and five teachers from a pool of eight public high schools in the Ki

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Ireen, Bwembya, Ebby Mubanga, Beatrice Machaka Botha, Harrison Daka, and Benny Mukonde. "Amplifying Teachers' Voices: Advancing Teacher Education and Professionalism Through Competency-Based Curricula in Africa." International Journal of Advanced Multidisciplinary Research and Studies 5, no. 3 (2025): 374–81. https://doi.org/10.62225/2583049x.2025.5.3.4237.

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The evolving landscape of 21st century education, highlights the need for a teacher-centered approach to curriculum reform. "Amplifying Teachers’ Voices: Advancing Teacher Education and Professionalism through Competency-Based Curricula (CBC) in Africa" explores the critical role of teachers in shaping and implementing CBC to improve educational quality, inclusivity and professionalism. This paper examines how CBC reforms impact teacher education, professional development and classroom practices across Africa, emphasizing the importance of valuing teachers' voices in curriculum design, impleme

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Zondo, Sindiswa Silindokuhle, and Emmanuel Olusola Adu. "Dynamics of teaching practice in South Africa: A nexus between theory and practice." Interdisciplinary Journal of Education Research 6 (March 2, 2024): 1–14. http://dx.doi.org/10.38140/ijer-2024.vol6.06.

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Teaching practice is organized to prepare student-teachers by providing skilled supervision, practical experience, mentoring and support, collaborative learning, and insightful practice. However, it has been found that when student teachers embark on teaching practice, they find it hard to put into practice the theoretical knowledge they have acquired in teacher training institutions. The study aimed to explore how this program is organized to equip student-teachers with skills for handling learners' academic needs in schools, the challenges encountered by student-teachers during teaching prac

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Marange, Israel Yeukai, and Benjamin Tatira. "In-service mathematics teachers’ perceptions of GeoGebra integrative training materials: The case of geometry teaching." Eurasia Journal of Mathematics, Science and Technology Education 21, no. 2 (2025): em2588. https://doi.org/10.29333/ejmste/15958.

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The further education and training phase curriculum and assessment policy statement of South Africa expects mathematics teachers to integrate educational technologies into their teaching. However, the importance of technology integration and adoption has not been fully implemented in schools. In-service mathematics teachers’ perceptions of GeoGebra integrative training materials and their impact on the artefacts of teachers’ professional development were explored in this study. The study adopted two adult learning theories, namely andragogy and transformational learning. These theories were in

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Solomon, Ailwei, and Sizwe Blessing. "Exploring Teachers' Views on Code-Switching as a Communicative Technique to Enhance the Teaching of Mathematics in Grade 4." International Journal of Educational Methodology 7, no. 4 (2021): 637–6478. http://dx.doi.org/10.12973/ijem.7.4.637.

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<p style="text-align: justify;">The teaching and learning of mathematics in South Africa are conducted through the authorised Language of Learning and Teaching (LoLT). South Africa has eleven official languages, and English is a Language of Learning and Teaching (LoLT) from the Intermediate and Further Education and Training (FET) Phase. This study explores teachers' views on code-switching as a communicative technique to enhance teaching mathematics in Grade 4 in selected primary schools in South Africa. This qualitative single case study employed the interpretivist paradigm and social

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Van der Rheede, Lucia, and Lorna Dreyer. "Experiences of Early-Career Teachers in Inclusive Education: Lessons Learnt in South Africa for Teacher Training Programmes." International Conference on Education Research 1, no. 1 (2024): 348–55. http://dx.doi.org/10.34190/icer.1.1.2743.

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Higher education institutions are increasingly challenged to prepare student teachers for a socially and culturally diverse learner population. Inclusive education is an international imperative but remains a contentious issue in education. Early career teachers enter the profession with passion and anticipation to transition from theory-based learning to practical implementation. However, they soon face many contextual challenges, especially in low socio-economic settings. This research investigates the experiences of early career Foundation Phase teachers in implementing learning support wit

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Swart, Estelle, Petra Engelbrecht, Irma Eloff, and Raine Pettipher. "Implementing inclusive education in South Africa: teachers’ attitudes and experiences." Acta Academica: Critical views on society, culture and politics 34, no. 1 (2002): 175–89. https://doi.org/10.38140/aa.v34i1.674.

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The central argument is that the creation of inclusive schools will require more than merely the implementation of new policies. Practising teachers are the key to the successful implementation of an inclusive system and they will need time, ongoing support and in-service training. Real change therefore requires a long-term commitment to professional development. This article presents a comparative analysis of the findings of three independent studies aimed at identifying and describing teachers’ attitudes to and experiences in implementing inclusive education in South Africa. The main themes

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Danilova, Larisa N. "Teacher training in Ivory Coast." Alma mater. Vestnik Vysshey Shkoly 2023, no. 12 (2023): 108–13. http://dx.doi.org/10.20339/am.12-23.108.

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In recent years, there has been a significant reinforcement of mutually beneficial cooperation between Russia and African countries on the broad agenda. Russia builds these relations, taking into account new African realities and on the principles of sovereignty respect, national interests and equality. Today, the African agenda actively reflects in political meetings, economic forums, and scientific conferences, where the most famous is the Russia-Africa Forum of 2019 and 2023. In Ivory Coast, a diplomatic mission first appeared 7 years after gaining sovereignty, but then the ties were severe

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Blyth, Carmen, and Rouxnette Meiring. "A posthumanist approach to environmental education in South Africa: implications for teachers, teacher development, and teacher training programs." Teacher Development 22, no. 1 (2017): 105–22. http://dx.doi.org/10.1080/13664530.2017.1327883.

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Achuthan, Krishnashree, Vysakh Kani Kolil, and S. N. Jyothy. "Effectiveness of Virtual Laboratory Teacher Training Workshops: A Kirkpatrick Model Analysis." International Journal of Emerging Technologies in Learning (iJET) 18, no. 15 (2023): 225–39. http://dx.doi.org/10.3991/ijet.v18i15.40037.

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Performing laboratory experiments is an integral and unavoidable part of STEM education. The teaching efficacy of laboratory experiments can be optimized by integrating ICT-based tools into the curriculum. As teachers are the key facilitators in practical lessons, it is imperative that they adopt the latest teaching technologies, such as virtual laboratories (VLs). To achieve optimal student learning outcomes, teachers ideally undergo adequate training programs that equip them with relevant knowledge and skills to utilize VLs. As myriad training workshops and self-learning tools are available

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Friedman, Sharon. "Provisioning Western Cape Schools in South Africa with Effective Dance Educators: Posing the Challenges." Congress on Research in Dance Conference Proceedings 41, S1 (2009): 6–16. http://dx.doi.org/10.1017/s2049125500000844.

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This paper problematises the training of dance teachers in post-apartheid South Africa. The provisioning of the state primary and secondary schools that offer dance studies as part of the Learning Area, Arts and Culture, with effective teachers is crucial to the delivery of satisfactory dance education in South Africa, where the Revised National Curriculum Statement is specifically intended to meet the diverse demands of the post-apartheid arts environment. The paper proposes that the training of dance educators is further complicated due to the tensions created by the gaps between post-aparth

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Adu, Emmanuel Olusola. "Economics Teachers' Content Knowledge and Teaching Strategies Used to Teach Economics in Selected South African Schools." Journal of Curriculum and Teaching 12, no. 4 (2023): 1. http://dx.doi.org/10.5430/jct.v12n4p1.

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Economics is a subject offered at the Further Education and Training (FET) section in South Africa, the subject has recorded performance that is not impressive, and the low enrolment and statistics of pass rate are of major concern. Therefore this paper explores the teachers’ content knowledge and strategies used to teach Economics in some selected schools in South Africa. The paper adopts a qualitative approach to phenomenological research design. Purposive sampling techniques were used to select 12 teachers from six schools, two teachers from each school in Buffalo City Municipality in East

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Adesanya, Lydia Omowunmi, and Marien Alet Graham. "Promoting formative assessment practices in senior phase mathematics classrooms using meaning equivalence reusable learning objects." South African Journal of Education 43, no. 3 (2023): 1–21. http://dx.doi.org/10.15700/saje.v43n3a2245.

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South African mathematics teachers in the Senior Phase (Grades 8 and 9) were introduced to the pedagogical tool, meaning equivalence reusable learning objects (MERLO), as a formative assessment (FA) strategy to promote and support teachers’ professional growth in using FA practices in the classroom. The cultural-historical activity theory (CHAT) and meta-didactical transposition (MDT) were used to frame the evolution process of teachers’ praxeologies. In this study we used qualitative participatory action research that encompassed 3 phases: pre-MERLO phase, MERLO workshop and post-MERLO phase.

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Teane, Florah Moleko. "Partnership as a strategy to overcome the difficulties associated with policy implementation: South African teachers’ views." South African Journal of Education 43, no. 2 (2023): 1–10. http://dx.doi.org/10.15700/saje.v43n2a2125.

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The purpose of the study reported on here was to investigate the role of partnerships in helping in-service teachers overcome the difficulties associated with performing practical work prescribed in the Life Sciences Curriculum and Assessment Policy Statement (CAPS), an educational policy intended to transform the South African school curriculum in the wake of the apartheid years. CAPS is the latest of a plethora of educational policies that have been introduced in post-apartheid South Africa. However, teachers have lamented the lack of skills and resources necessary for its effective implemen

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Ajani, Oluwatoyin Ayodele. "Technological pedagogical content knowledge for twenty-first century learning skills." International Journal of Research in Business and Social Science (2147- 4478) 13, no. 4 (2024): 468–76. http://dx.doi.org/10.20525/ijrbs.v13i4.3355.

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The advent of Industry 5.0 marks a pivotal moment in global industry, characterized by the fusion of advanced technologies and human-centred approaches. Embedding Technological Pedagogical Content Knowledge (TPACK) into teacher training becomes imperative in Africa, where the demand for skilled professionals is burgeoning. This study delves into the transformative potential of TPACK for African educators, emphasizing its role in equipping them with skills to prepare students for Industry 5.0 demands. Through a systematic literature review spanning from 2000 to 2024, this research examines TPAC

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Berger, Iris. "Cold War Sisterhood: The Women's Africa Committee, 1958–1968." Journal of Women's History 36, no. 1 (2024): 37–57. http://dx.doi.org/10.1353/jowh.2024.a920128.

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Abstract: During the late 1950s, prompted by the US State Department, an interracial group of national leaders of women's organizations in the United States formed the African Women's Committee to reach out to their African counterparts in the wake of successful independence movements throughout the continent. After consulting with numerous African women and leading experts on Africa, the committee initiated a program that brought groups of African women to the United States for short training programs designed to strengthen their leadership skills through both coursework and immersion in wome

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OLAWUMI, Kayode, Mzuyanda Percival MAVUSO, Xolani KHALO, Babalwa KAFU-QUVANE, and Busiswa MZILIKAZI. "Implementation of Teacher Development Program for Integrating Climate Change Education: Natural Sciences Teachers View." International Journal of Environmental, Sustainability, and Social Science 4, no. 3 (2023): 788–98. http://dx.doi.org/10.38142/ijesss.v4i3.534.

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The devastating effect of climate change (CC) on the environment all over the world has been a worrisome phenomenon. The effort by the government and other stakeholders at integrating climate change education (CCE) into the school curriculum in South Africa has not yielded the desired result because of the lack of teacher professional training programs for teaching CCE in the classroom. Using the pedagogical content knowledge (PCK) theory as lenses, this qualitative study investigated the implementation of the in-service teacher development programs and their role in enhancing the integration

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Olawale Olatunji, Saheed. "Teacher-Child Relationships and Their Impact on Emotional Growth and Academic Outcomes." Porta Universorum 1, no. 3 (2025): 262–84. https://doi.org/10.69760/portuni.010322.

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Teacher–child relationships are increasingly recognized as crucial determinants of children’s emotional development and academic success. This study investigates these relationships in Sub-Saharan African primary schools, where unique challenges such as overcrowded classrooms, limited social-emotional learning (SEL) training for teachers, and cultural norms around discipline may influence interaction quality. Adopting a mixed-methods approach, we collected quantitative survey data on relationship quality, emotional well-being, and academic performance from students and teachers in Kenya, Niger

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Kaljee, Linda, Kelvin Munjile, Anitha Menon, et al. "The ‘Teachers Diploma Program’ in Zambian Government Schools: A Baseline Qualitative Assessment of Teachers’ and Students’ Strengths and Challenges in the Context of a School-Based Psychosocial Support Program." International Education Studies 10, no. 2 (2017): 92. http://dx.doi.org/10.5539/ies.v10n2p92.

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In Zambia, as elsewhere throughout sub-Saharan Africa, orphaned and vulnerable children (OVC) face multiple physical, emotional, social and psychological challenges which often negatively affect opportunities for educational attainment. REPSSI (Regional Psychosocial Support Initiative), in collaboration with, the University of Cape Town and other African academic institutions, developed the Teachers’ Diploma Program as part of the Mainstreaming Psychosocial Care and Support into Education Systems to provide teachers and school administrators with the knowledge and skills to provide needed supp

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Ajani, Oluwatoyin, and Sithabile S. Ntombela. "Inclusive education for pre-service teachers in South African rural universities." International Journal of Business Ecosystem & Strategy (2687-2293) 6, no. 3 (2024): 225–33. http://dx.doi.org/10.36096/ijbes.v6i3.531.

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This systematic literature review investigates the integration of inclusive education within pre-service teacher training programmes at rural universities in South Africa, focusing on the nexus between theoretical underpinnings and practical applications. The study aims to synthesise existing research to understand how inclusive education principles are adapted and applied in the preparation of teachers in rural settings, where educational resources and support mechanisms may differ significantly from urban centres. The review used the Preferred Reporting Items for Systematic Reviews and Meta-

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Filita, Naledi, and Thuthukile Jita. "Teachers’ perspectives on the use of ICT in the teaching of a South African home language, Sesotho." Journal for Language Teaching 55, no. 2 (2022): 219–41. http://dx.doi.org/10.4314/jlt.v55i2.9.

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The study sought to unpack teachers’ perspectives of teaching one South African language, Sesotho, as a home language using information and communication technology (ICT) in secondary schools in South Africa. Teachers were recruited to participate in the study by providing lesson plans for analysis. From the analysis, four teachers were selected to participate in semi-structured interviews. The Technological Pedagogical Content Knowledge (TPACK) framework guided the study. The following findings emerged from our analysis of data in the study. Firstly, regardless of having limited ICT resources

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Hansen, Astrid Hedwig. "A Path Unexpected. A memoir by Jane Evans." South African Journal of Occupational Therapy 52, no. 2 (2022): 68–69. https://doi.org/10.17159/2310-3833/2022/vol52n2a8.

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A Path Unexpected, a memoir, follows the life of Jane Evans and her founding of the Ntataise training programme for early childhood teachers in the rural areas of South Africa. The memoir, which also serves as an account of early childhood development in South Africa, follows Evans's life and activism during Apartheid and beyond.

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Hansen, Astrid Hedwig. "A Path Unexpected. A memoir by Jane Evans." South African Journal of Occupational Therapy 52, no. 2 (2022): 68–69. https://doi.org/10.17159/2310-3833/2022/vol52no2a8.

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A Path Unexpected, a memoir, follows the life of Jane Evans and her founding of the Ntataise training programme for early childhood teachers in the rural areas of South Africa. The memoir, which also serves as an account of early childhood development in South Africa, follows Evans's life and activism during Apartheid and beyond.

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Mabejane, Maseqao Regina, Thabiso Nyabanyaba, Dimitris Koliopoulos, and Konstantinos Ravanis. "The probable causes for the espoused inadequacies in science student teachers' practice teaching in schools at the National University of Lesotho." Journal of Subject Didactics 2, no. 1 (2018): 1–19. https://doi.org/10.5281/zenodo.1238616.

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Abstract The observed and reported pervasive inadequacy with both pre-service and in-service teachers in classroom teaching still abounds despite the various efforts made in many countries to improve teacher education and teacher preparation programs. This study has been conducted in Lesotho, a small mountainous landlocked country in the Republic of South Africa with a population of about 2 million. In Lesotho there are currently only two teacher training institutions, the National University of Lesotho and the Lesotho College of Education. The purpose of this study was to explore where the sh

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Ndwandwe, Ntokozo Dennis. "The Journey Starts Now: Infusing Peace Education into LO Teaching in South African Secondary Schools." Research in Educational Policy and Management 6, no. 2 (2024): 136–53. http://dx.doi.org/10.46303/repam.2024.27.

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Peace education as part of the school curriculum can transform school functioning by equipping learners with conflict resolution skills. Currently peace education is not part of the existing curriculum in South Africa. Literature indicates that peace education can be appropriately integrated into the compulsory subject, Life Orientation (LO), in South African secondary schools. Informed by Danesh’s integrative peace theory and the extant literature on peace education, a qualitative study explored the possible integration of peace education into LO to assist learners develop conflict resolution

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Barnett, Emma Priscilla, and Kevin Teise. "Initial Teacher Education for Social Justice in South Africa: A Higher Education Policy Perspective." Research in Educational Policy and Management 6, no. 1 (2024): 72–89. http://dx.doi.org/10.46303/repam.2024.5.

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The Constitution of the Republic of South Africa envisions a socially just society where all citizens enjoy fundamental human rights. Education is regarded as significant in realizing social justice (SJ). Hence, South African education policy is underpinned by the conviction that teachers are drivers of societal change and instrumental in creating a socially just society. It is therefore expected that initial teacher education (ITE) programs to train prospective teachers will be infused with knowledge, competencies, values and attitudes to develop the dispositions that would facilitate social

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Venketsamy, Roy. "Exploring the Challenges: Teacher Reluctance in Implementing Comprehensive Sexuality Education in South Africa's Foundation Phase." Al-Athfal: Jurnal Pendidikan Anak 9, no. 2 (2023): 81–92. http://dx.doi.org/10.14421/al-athfal.2023.92-01.

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Purpose – This study explored why South African Foundation Phase teachers are reluctant and anxious to teach Comprehensive Sexuality Education (CSE) content to young learners. The unit of analysis was Foundation Phase teachers in public schools. Design/methods/approach – Adopting a qualitative, interpretive approach, the study conducted semi-structured interviews with six teachers from primary schools in Gauteng Province. The study used thematic analysis to understand teachers' perceptions and attitudes toward CSE. The data was analysed using Creswell’s six steps of data analysis. Findings – F

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Adelabu, Folake Modupe, and Jogymol Alex. "Online Baseline Assessment in Mathematics: Initial Teacher Education Entry-Level Student Performance." Academic Journal of Interdisciplinary Studies 11, no. 1 (2022): 68. http://dx.doi.org/10.36941/ajis-2022-0006.

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This article describes a part of an online and technological intervention at a rural South African Higher Education Institution focused at improving the mathematical knowledge of first-year Senior Phase and Further Education Training (SP& FET) Bachelor of Education student teachers. As part of the interventions in an ICT integrated Mathematics Education and Research Centre, the student teachers were subjected to write an online baseline assessment on the content knowledge in Grade 7 mathematics, which is the first year in Senior Phase in South African Schools. A total of 193 student teache

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Ohei, Kenneth, Evangelos Mantzaris, Bhekabantu Alson Ntshangase, and Enitan Olumide Olutade. "Incorporating new technologies into teaching in South Africa." International Journal of Research in Business and Social Science (2147- 4478) 12, no. 6 (2023): 286–95. http://dx.doi.org/10.20525/ijrbs.v12i6.2715.

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The constantly evolving technology landscape inevitably calls for technological integration in learning and education. It is essential in the world we live in today for every learning method to include the use of new technologies. The study's primary goal is to examine strategies to integrate modern technologies into teaching in South Africa. The paper strives to understand the state of education in South Africa; the government’s contribution to education so far; teachers’ attitudes and competencies; as well as, and the benefits that new technologies can offer the education system in South Afr

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Dwarika, Veronica Melody. "Positive Behavior Supports in South Africa: Training Teachers to Implement a Systemic Strategy." Intervention in School and Clinic 55, no. 3 (2019): 192–96. http://dx.doi.org/10.1177/1053451219842212.

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Given that behavioral challenges contribute to learner exclusion in schools, there is a demand for behavior support strategies and practices that (a) extend beyond punitive measures, (b) aid the development of school customs and mores, (c) are based on nonviolence, and (d) promote positive self-discipline. This column explores behavior management practices in South African schools and emphasizes the value of teacher agency and enabling to support the argument that the outcomes of challenging learner behavior need not result in the exclusion of learners.

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Sartor Harada, Andresa, Juliana Azevedo Gomes, Oscar Ulloa Guerra, Roberto Ruiz, and Rubén Calderón. "Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countries." South African Journal of Education 42, no. 3 (2022): 1–11. http://dx.doi.org/10.15700/saje.v42n3a2063.

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The United Nations Educational, Scientific, and Cultural Organization (UNESCO) highlights the relevance of using information and communications technology (ICT) in education for improving the quality of education. To achieve this goal, it is necessary to extend research on digital competences in education. To advance the development of digital competencies it is necessary to take account of how teachers perceive these. In addition, systematic reviews of the literature on ICT and education show an imbalance regarding the amount of research from Africa compared to other regions of the world. In

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Nkwadipo, Letlhoname Boitumelo, and Msebenzi Rabaza. "Pedagogical Challenges in the Teaching of N-Level 4 Economics." International Journal of Learning, Teaching and Educational Research 20, no. 9 (2021): 272–86. http://dx.doi.org/10.26803/ijlter.20.9.16.

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The lack of relevant Teacher Education Training Programme (TETP) specifically for economics teachers in Technical Vocational Education and Training (TVET) colleges globally, including South Africa has posed many challenges for teachers. This study reports on the pedagogical challenges of Economics teachers with Postgraduate Certificate (PGCE): Further Education and Training (FET) phase teaching N-level 4 economics in Technical and Vocational Education and Training colleges. The study investigated the pedagogical challenges experienced by economics teachers during the teaching and learning of N

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Nkwadipo, Letlhoname Boitumelo, and Msebenzi Rabaza. "Pedagogical Challenges in the Teaching of N-Level 4 Economics." International Journal of Learning, Teaching and Educational Research 20, no. 9 (2021): 272–86. http://dx.doi.org/10.26803/ijlter.20.9.16.

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The lack of relevant Teacher Education Training Programme (TETP) specifically for economics teachers in Technical Vocational Education and Training (TVET) colleges globally, including South Africa has posed many challenges for teachers. This study reports on the pedagogical challenges of Economics teachers with Postgraduate Certificate (PGCE): Further Education and Training (FET) phase teaching N-level 4 economics in Technical and Vocational Education and Training colleges. The study investigated the pedagogical challenges experienced by economics teachers during the teaching and learning of N

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Masunungure, Appolonia, and Mbulaheni Maguvhe. "Strategies to enhance the inclusion of culturally and linguistically diverse learners in Gauteng schools: Teachers’ perspectives." South African Journal of Education 44, no. 3 (2024): 1–7. http://dx.doi.org/10.15700/saje.v44n3a2367.

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The inclusion of culturally and linguistically diverse learners in schools remains a global challenge and South African schools are no exception. The increasing number of national and international immigrants and refugees contributes to cultural and linguistic diversity (CLD) in classrooms. Teachers thus grapple with the inclusion of CLD learners. In this study we explored the perspectives of teachers on strategies that could enhance the inclusion of CLD learners in secondary schools. We contend that the inclusion of CLD learners has not been fully addressed in South African schools. A qualita

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Nxasana, Sizwe Errol, Juebei Chen, Xiangyun Du, and Mahmood Ahmed Hasan. "Teachers’ Pedagogical Beliefs in a Project-Based Learning School in South Africa." Education Sciences 13, no. 2 (2023): 140. http://dx.doi.org/10.3390/educsci13020140.

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Pedagogical beliefs serve as important drivers for teachers’ approaches to implementing innovative learning methods. To promote change in education processes, understanding teachers’ perspectives of their teaching roles and beliefs and how they change in the shift from traditional teaching to constructivist learning in diverse learning contexts, is essential. This study provides an overview of various traditional and constructivist beliefs held by teachers in a South African K-12 institution where project-based learning has been applied at the institutional level. The results indicate that ped

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Isabirye, Anthony Kiryagana, and Kholeka Constance Moloi. "Exploring Teacher Learning Experiences in one Open University in South Africa: a Training Framework." Journal of Education and Vocational Research 7, no. 4(V) (2017): 12–20. http://dx.doi.org/10.22610/jevr.v7i4(v).1505.

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Abstract: This paper explores how academics in one South African Open University, experience learning in order to hasten the impact of their innovative teaching and student learning. It also aims at the formulation of a training framework to guide teacher learning. A qualitative phenomenological research design as advocated by Giorgi and Giorgi (2009) was adopted for this study. The research questions posed were: How do academics experience academic development and which teacher learning framework could be used to enhance academic development for ODL teachers to teach innovatively? The study f

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J. Jez, Rebekka. "Effective Teacher Training on Inclusive Practices: Using Needs and Interests to Design Professional Development and Follow-Up Support in South Africa." Asian Journal of Inclusive Education 06, no. 01 (2018): 21–47. http://dx.doi.org/10.59595/ajie.06.1.3.

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Research has found effective teacher training should be sustained, intensive, collaborative, experiential, research-based, and relevant. Since White Paper #6 (2001), South Africa has invested in teacher training on inclusive practices. Two-hundred-twenty-five educators from three provinces in South Africa were surveyed on how effectively they believed they were trained in inclusive environments, how confident they were in working with diverse learners, and what adaptations and supports they used. In this mixed-method study, the quantitative analysis indicated pre-service teachers perceived the

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