Teaching and Learning

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Educators’ perceptions about implementing a road safety education programme in the context of curriculum change
(The IIE, 2017) Combrinck, Martin; Govender, Jeannie
This study’s aim was to explore the perceptions of the teachers to the implementation of the road safety education programme in five primary schools in the Pietermaritzburg Region, South Africa. The Department of Transport in collaboration with the Department of Basic Education implemented a road safety programme in primary schools. The study was done by using a qualitative research methodology framed by an interpretive paradigm. Through semi-structured teacher interviews, the researchers were able to answer the two critical questions of the study. Five teachers from five different schools were selected for the study. The data were qualitatively analysed and six themes identified. The findings indicated that teachers were positive about the road safety education programme but that they did not always have the necessary support from colleagues and resources necessary for implementing the programme successfully. They also did not have any feedback/reflections on the programme from management, colleagues or learners to help them improve the implementation process. It is recommended that schools provide resources for the implementation of the programme. The Principals must also provide an environment where discussion and reflection on the implementation process is encouraged.
Good teacher education – an exploratory study
(The IIE, 2017) Venter, Elza
Good or effective education of prospective teachers in traditional higher education settings seemingly differ from educating them in Open Distance Learning (ODL). The literature was reviewed with reference to ‘good teacher education’ in traditional higher education and that in ODL contexts. Content analysis was done with the responses to two open-ended questions, e-mailed to staff members of the Department of Teacher Education in the College of Education at an ODL institution, namely ‘What is good teacher education?’ and ‘What is good teacher education in ODL?’ Since the researcher is part of the College of Education, she made use of convenience sampling. In comparing literature with the empirical findings it seems that good teacher education contains many of the same elements in ODL and traditional higher education settings. The context in ODL teacher education is different, but all student teachers need particular generic skills and competences. Interactive digital communication technologies are, however, more extensively used in ODL. Recommendations on how teacher education in both settings can be improved are made.
Student-centred problem-based learning as a transformative approach to legal education
(The IIE, 2017) Koraan, Rene Hilary Cheryl-Anne
The quality of LLB graduates is causing an outcry among members of the legal profession. Concerns that law graduates are poorly prepared to meet the demands of practice and do not possess the legal skills expected of them have surfaced throughout the legal profession. Problem-based learning (PBL) is an instructional method that provides students with the knowledge and skills suitable for problem solving. Student-centred problem-based learning (SPBL) is a combination of problem-based and reiterative problem-based learning. In this paradigm students aim to understand and resolve a problem with which they are faced. Confronting students with practical scenarios and placing them in an appropriate environment (like a mock trial) may result in the students remembering and applying in practice what they have learnt in theory. This could arguably make for a law graduate with the skills required for practice. This paper discusses the LLB dilemma and the impact thereof on the legal profession. It describes the relevant pedagogical approach, which entails that the students continue to learn throughout the rest of their personal and professional lives. It also explores the use of mock trials (as a SPBL method) as a transformative approach to enhancing the development of the skills needed for practice.
Identity, ideology and discourse: Classroom spaces for deconstructions and reconstructions
(The IIE, 2017) Luck, Jacqueline; Rudman, Sharon
South African student identity, constructions of the other and experiences in higher education have been the subject of many studies and examine how students are making sense of their past, present and future. Student-led actions have played a leading role in South Africa’s democratisation and their social movements continue to shake their elders out of inertia on issues of inclusion in higher education. In response to concerns of inclusion, this study examined the potential foregrounding of ideology through theory and practicals to uncover the workings of language and discourse. Using a qualitative methodological case study of first-year students, the workings of ideology and discourse are made explicit through lectures, tutorials, individual and multi-lingual group narratives. With this background students are prompted to make explicit, and start critically examining the validity of common assumptions of particular language groups. This study shows that when students are given opportunities to make their assumptions of identities explicit in a safe space, they largely remain reflective of apartheid ideological assumptions. The paper argues that such a first step, of foregrounding assumptions, then creates a basis for class work on ideologies and their workings, thus providing students with tools for critical deconstructions of assumptions.
Transforming primary school teachers’ perceptions of the ‘place’ of teaching reading: the role of Reading to Learn methodology
(The IIE, 2017) Mgqwashu, Emmanuel Mfanafuthi; Makhathini, Bheka
This paper reports on the interventionist study on the role that Rose’s (2005) Reading to Learn methodology plays in transforming primary school teachers’ perceptions of the role of explicit teaching of reading for educational success. Located within the qualitative case study design, the study used semi-structured interviews and the reading literacy intervention called Reading to Learn methodology to generate data. The study was conducted in grades 3 and 6 classrooms in a rural primary school in KwaZulu-Natal province, South Africa, and the research site and study participants were selected purposively. Research findings reveal that the Reading to Learn methodology has the potential to undo classroom practices that favour the elite and marginalise the majority, and transform teachers’ perceptions of the ‘place’ of teaching reading explicitly within formal education. With sufficient exposure to this pedagogy, learners across class lines have the opportunity to experience education for all, epistemological access, and education for success.
The classrooms as learning communities
(The IIE, 2017) Maphalala, Mnecidisi Christian
Classrooms are sites in which learning takes place through interactions with others and learners are given opportunities to construct knowledge, and to acquire skills, values and attitudes. Classrooms in which learners and teachers learn together and contribute to knowledge construction are called ‘learning communities’. Learning communities as an area of study have been under researched despite the fact that there is a body of research that indicates that learning is a collaborative activity rather than an individual exercise, which brings with it significant benefits. This paper argues that effective learning takes place in a collaborative learning environment in which both teachers and learners work together to construct knowledge, and proposes ways in which classrooms as learning communities can function.
The assessment of environmental education concepts and skills in Grade 10 Geography
(The IIE, 2017) Ferreira, Johanna, G; Molala, Khosi.N.I
Sustainable development and environmental crises have been recognised globally as relevant to education and teaching. This research explores opportunities and challenges to assess environmental education content, skills and values in the latest Grade 10 Geography curriculum policy document in South Africa. Geography has been lauded as the ideal vehicle to raise awareness and to sensitise learners to environmental issues. The subject’s curriculum contains the best opportunities to address environmental and sustainability issues. However, it is unclear whether teachers develop and assess the skills and values needed by learners to identify environmental issues and to solve them. Qualitative research was undertaken with data collected through document analysis and interviews were held with purposively selected participants. The findings reveal that though there are ideal opportunities to develop environmental skills and competences through assessment, these are not realised in practice. The teachers involved in the research have inadequate knowledge of the concept ‘environment’ and limited familiarity with appropriate pedagogical approaches. Recommendations are made to address the identified shortcomings.
An evaluative study on the effect of entrepreneurial education curriculum on students at the University of Venda, South Africa
(The IIE, 2017) Musetsho, Takalani Radson; Lethoko, Mankolo Xaverine
This study was conducted amid wider recognition and adoption of the idea of entrepreneurship education within the broader school curriculum. Policymakers, economists and academics’ agendas across the globe emphasise entrepreneurial culture and foster entrepreneurial intentions and attributes as mechanisms that provide self-employment which helps re-educate unemployment particularly for vulnerable youth graduates. A survey was conducted amongst 46 out of 69 final year entrepreneurship students from the University of Venda whose data were captured through self-administered questionnaires and interviews. Data were analysed using descriptive statistics and content analysis. Findings thereof revealed that the majority of the respondents had a significantly high entrepreneurial intention and attributes to start their own business within two years from their graduation. In addition, the majority of the students indicated that the course delivery should be practical and be learnt through business activities or application of practical cases instead of learning ‘about’ business. In order to strengthen the delivery of the curriculum, it is recommended that the content, teaching approaches, assessment, etc., be better adjusted to the original intention of entrepreneurship education. Furthermore, a tracing system is recommended in order to follow students’ progress over two successive years from their graduation.
Project Based Learning for professional identity: A case study of collaborative industry projects in Marketing
(The IIE, 2017) Vande Wiele, Philippe; Morris, Darren; Ermine, Jean-Louis
Assuming that higher educational institutions give credence to the goal of employability of its graduates, the adoption of effective Teaching & Learning methodologies towards such an objective is vital to its purposefulness. Problem Based Learning (PBL) has been proposed as an effective option in this regard, yet the literature is divided around whether this effectiveness carries through in terms of transitioning learners of business degrees into the workplace. This paper outlines a detailed case study describing the Associate Consultant (AC) approach used in the capstone course of an undergraduate Marketing qualification. The AC approach shows that it triggers and develops professional behaviours and self-reflection towards the formation of professional identity (PI) by embedding it in the curriculum through an appropriately benchmarked expectation around engagement and the use of a consulting firm as the overarching context to the PBL capstone course. An address of the whole self, collective dialogue, challenging self-perception, abandonment of performance for grades and high interaction with a real client are found to be highly conducive to PI formation. The findings of this paper strengthen the use of a PBL methodology in capstone business courses and it recommends the AC approach as a viable option to transition learners effectively into the world of work.
Selected factors that influence successful strategic planning in South African higher education
(2017) Bosire, Samuel, M
The objective of this investigation is to examine selected factors that contribute to successful strategic planning in Higher Education Institutions (HEIs) in South Africa. Organisations, including HEIs, that wish to achieve their objectives in the current fast-changing operating environment should formulate and implement strategic plans. The King III Report on corporate governance stresses the need for leaders to take responsibility for defining the strategies of their organisations. Existing literature has identified some factors that influence the success or failure of strategic planning. However, the extent to which these factors influence - if at all - strategic planning in South African HEIs remains unclear. The importance attached to these factors in South African universities is compared with their international counterparts. In carrying out this investigation, online questionnaires were completed and returned by 108 participants comprising Registrars and Information Managers at 23 South African HEIs and Information Managers in selected international higher education institutions. Data analysis entailed both descriptive and inferential statistics. Correlational analysis of the results confirmed that factors such as management buy-in and the availability of Business Intelligence (BI) reports were positively related to effective strategic planning and vice versa. Similarly, a strong correlation was observed between the presence of reporting guidelines and strategic planning. Other factors that strongly emerged as being positively related to successful strategic planning include: consultation during the strategic planning process as well as visible and strong leadership.
The interplay between theory and practice: Mathematics pre-service teachers’ learning experiences at a teaching school
(The IIE, 2017) Spangenberg, Erica
South Africa has insufficient pedagogies in teacher education that integrate pre-service teachers’ experiences of theory at universities with their practical experiences in teaching schools (TSs). This paper examines mathematics pre-service teachers’ learning experiences at a TS converging on the interplay between theory and practice. A three-level model proposed by Korthagen (2010), consisting of a gestalt-, schema- and theory-level, which built on the situative perspective, was used to frame the study. A case study using a qualitative research design was adopted with two data collection methods, namely, interviews and reflection reports. A sample of five mathematics pre-service teachers (PTs) enrolled for a Postgraduate Certificate in Education (PGCE) qualification, was purposefully selected. The results indicate most PTs could act and reflect on gestalt-driven experiences, however, an appropriate theory-level was not reached. At the gestalt-level most PTs viewed mathematics as abstract, theoretical and complex, and considered the teaching and learning of mathematics to be skill-driven. At the schema-level three PTs applied mathematics to real-life activities and reflected and acted intentionally in the teaching-and-learning process. At the theory-level all PTs coherently arranged some of their knowledge and considered the impact of their teaching on learners. The study contributes by providing a context to investigate the interchange between theory and practice.
A tale of two faculties: Exploring student experiences of e-portfolio implementation as a vehicle of reflective learning at Stellenbosch University
(2017) Strydom, Sonja; Barnard, Magda
This paper explores two cases within the Faculty of Education and Faculty of Economic and Management Sciences at Stellenbosch University with the aim of highlighting the opportunities and challenges associated with e-portfolio implementation. The two cases represent a pilot group of postgraduate education students and a first-year industrial psychology student cohort. While differing in the selection of platform and training and support provided, in both cases e-portfolios were implemented to enhance student reflective practices and an application of knowledge and skills. By adopting a qualitative approach, data were collected by means of two focus group interviews with students in the Faculty of Education and open- ended questions with students in the Faculty of Economic and Management Sciences. The findings suggest that the choice of platform, the establishment of an online community of practice and the derived value students place on the use of e-portfolios should be considered during e-portfolio implementation. Despite the value in demonstrating learning and to showcase achievements and skills development, it is clear that role players should pay attention and develop a deeper understanding to underlying aspects within the South African context that contribute to the successful implementation of such initiatives.
Graduate employability skills within the public service: A South African case
(The IIE, 2017) Jonck, Petronella
The article reports on an evaluation of graduate employability skills as determined by public service officials within the Free State Province of South Africa. The sample included human resource management officers, directors and chief directors (n=253). A quantitative research methodology was implemented using an unabridged measuring instrument, with a reliability coefficient of 0.97 and inter-item correlation of 0.41. Results indicated that macro-vision skills are the skill set with which respondents were least satisfied followed by research skills as well as technological and environmental literacy. The graduate attributes respondents were least satisfied with were academic skills. Furthermore, the model predicted graduate employability 100%. Pursuant to the results, it is recommended that the study be extended nationally, and that results should be used to inform skills development interventions especially related to public service training.
Are teachers facilitators or are they mediators? Piaget, Vygotsky and the wisdom of the teacher
(The IIE, 2016) Selepe, Cecilia
There is an ongoing debate about whether teaching is better understood as ‘facilitation’ or ‘mediation’. The debate can be framed in relation to three different theoretical accounts of these concepts: (i) teaching as facilitation, as rooted in the genetic epistemology of Jean Piaget; (ii) teaching as mediation, as rooted in the cultural historical psychology of Lev Vygotsky; and (iii) teaching as the seamless incorporation of both facilitation and mediation in the deliberative practice of teachers. The first two frames, as formal theories of cognitive development and learning, suggest a clear analytic distinction between facilitation and mediation as teaching strategies. The last frame foregrounds the pragmatic sense that teachers have of facilitation and mediation as shifting moments in pedagogy. In debating the various framings, it becomes clear that both formal and pragmatic theories make sense of teachers’ classroom pedagogy.
Using the capabilities approach for strengthening the sense of professionalism of teachers deeming themselves surveilled through a Panopticon
(The IIE, 2016) Potgieter, F.J.; Van der Walt, J.L.; Wolhuter, C.C.
According to some teachers practising their profession in some of the most advanced and privileged schools in widely different parts of South Africa, they are not allowed by their superiors to work (optimally) as professionals. As a first step towards searching for a solution to this problem, we consider whether Jeremy Bentham’s and Foucault’s Panopticon metaphor might not explain the problem in greater depth. Based on our conclusion that the metaphor, having been developed initially as a solution to the problem of improving supervision and surveillance in penitentiaries, does not seem to typify fully the situation that some teachers are experiencing in their schools, we attempt to address the problem by suggesting to school managements to draw on the capabilities theory of Nussbaum, Sen and others for strengthening teachers’ sense of professionalism.
Challenges of academic literacy for in-service teachers
(The IIE, 2016) Roy, Irene, J.; Van Wyk, Jaqueline, M.
The teaching and facilitation of academic literacy skills in English second language for in-service teachers presents a challenge in the light of the increased enrolment of un- and under-qualified teachers on the National Professional Diploma in Education (NPDE). The course aimed to up-skill teachers to meet the minimum standards as required for the profession. Fundamental Literacy, a core module on the NPDE course, was designed to support and equip in-service teachers as students, with sufficient academic literacy skills to complete the teaching qualification successfully. This qualitative study explored the academic experiences of part-time in-service teachers in the fundamental literacy module. The collected data was analysed thematically to understand in-service teachers’ experiences of the module and the support needed to ensure academic success. Findings suggest that adult learners experience anxiety upon entering the higher education environment. Factors outside the educational sphere (i.e. home and work) presented major obstacles to their success as students. In-service teachers are oriented to more social ways of learning as opposed to an individualised and autonomous method of studying. Teamwork and scaffolding techniques accommodated the unique linguistic and cultural needs of this mature learner cohort. It is recommended that a more innovative and collaborative approach to learning is considered with in-service teachers.
An analysis of secondary school heads’ perception of their supervisory role in Nyanga District: Zimbabwe
(The IIE, 2016) Chigudu, Daniel
The main focus of this paper is an analysis of heads’ perception of their supervisory roles in the context of rural day secondary schools. A survey research design was used to describe the variables. Heads are seen as head teachers, heads of departments, deputy head teachers and senior teachers who are involved in supervision. The paper argues that supervisors in day secondary schools are usually relatively young and overburdened with work. There is role conflict between teaching and supervision and as a result there is a low pass rate. There is a need for establishing other causes of ineffective supervision which are crippling the supervisory system. The investigation seeks to provide solutions to facilitate supervision and improve pass rates. The paper views the concept of supervision from a more recent perspective - the human resources approach. The study reveals that most supervisors are overburdened with administrative work. Nevertheless, they have a positive perception of their roles despite the confounding constraints at a rural day secondary school.
Lessons learnt in applying automated code plagiarism detection in an introductory programming module
(The IIE, 2016) Haskins, Bertram; Pieterse, Vreda
This paper investigates automated code plagiarism detection in the context of an introductory programming module. Three methods for detecting plagiarism are compared to determine whether these systems yield differing results. These methods are the use of MD5 hashes and the application of two plagiarism detection systems, namely MOSS and NED. The same set of solutions to the same problem was evaluated, using each of the three methods. This set was selected as a representative sample as it was characteristic of most other data sets submitted by students in the introductory programming module over the course of four years. The discrepancies in the results obtained by these detection techniques were used to devise guidelines for effectively detecting code plagiarism.
The preparation for principalship in the Mpumalanga Province (South Africa)
(The IIE, 2016) De Wet, Corene
This paper reports on findings from a qualitative implementation evaluation study on the Advanced Certificate in Education: School Management and Leadership (ACE:SML) 2013-2014 programme presented by the School of Open Learning (SOL) of the University of the Free State for serving and aspiring school leaders in Mpumalanga Province (MP). Utilising Patton’s (2002) research guidelines for qualitative implementation evaluation studies, the aim of the study was to investigate how students experience the programme under investigation; the services provided to the students; as well as how the programme was organised. Based on thematic data analysis and evaluative studies on the preparation for principalship in South Africa, findings from this study shed light on factors influencing principals and aspiring principals’ decision whether to enrol for the ACE:SML programme. The study found that students’ experience of the ACE:SML programme was mostly positive. Their negative experiences may be attributed to factors both inside and outside the direct influence sphere of SOL. The SOL provided well-organised academic, administrative, mentorship and ICT services, as well as network opportunities to all the students.
Changing mental models and developing global mind-sets of business students through international study modules
(The IIE, 2016) Human, Cailin; Ungerer, Marius
The fast-changing interdependent global context and the accompanying need to teach capabilities required in the global marketplace led to the implementation of international global modules for business management students. The study explored students’ perceptions about their learning experiences on international modules to BRIC (Brazil, Russia, India, China) countries abroad. The findings suggest that a module abroad encouraged a broader vision outside of their own mental representations and contributed to the development of students’ mental models and global mind-sets. The module exposed them to foreign ways of thinking and behaving in diverse contexts and in so-doing disturbed current thinking. The global educational experience enhanced experiential learning, stimulated reflection, and contributed to the development and transfer of deep knowledge. This article provides insight into the experienced value of international global modules, and it proposes a reflection framework on improving the learning outcomes of such modules abroad.

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