Research Projects: Faculty of Education
Permanent URI for this collection
Browse
Recent Submissions
Item AN EXPLORATION OF CLIFFORD MAVES'S "ARCHETYPAL REFLECTIVITY" AMONG EXPERIENCED HIGHER EDUCATION EDUCATORS(2022) Pridgeon, Sarah JosieDue to their role and purpose professionally and societally, teachers can potentially impact their students indefinitely within the educative process during one or more education phases (pre-primary, primary, secondary, and tertiary). The quality and depth of education impacts society at large, and education is optimal where it is holistic and purposeful. Educational processes “involve and shape the student and teacher in their depths” (Mayes, 2017: 26). The lack of this type of practice among educators impacts the purpose of education, which is to prepare and equip students in the best possible way for their future, post graduate life and subsequent career. Within Clifford Mayes’s archetypal pedagogy, archetypes are typically fundamental modes of human experience and reflection upon these modes supports teachers professionally and personally in the instrumental role they play within systems of education. Through the practice of archetypal reflectivity (AR), educators are able to better understand and explore their purpose, teaching practice and underlying factors that affect it. This interpretivist study explored AR among HE educators in the form of in-depth interviews followed by content analysis. Findings indicate that experienced educators sought to shape students positively, their teaching methods had changed significantly from when they first began teaching and the profession of teaching overlaps personally and professionally. Consequently, the practice of AR among educators was found to be valuable due to the rich insights gained from experienced educators in areas of self-knowledge, content knowledge and pedagogical knowledge.Item Student engagement amid oscillating delivery methods within a South African Private Higher Education Institution during a pandemic(The IIE, 2022-07-04) Kriel, MarnaThe COVID‐19 pandemic brought a whole new dimension to face‐to‐face Higher Education in South Africa through emergency measures of migrating students to Emergency Remote Learning environments to preserve health and continue the academic discourse. In this Exploratory research, the Qualitative approach focused on student engagement, personal stories and how students experienced the fluctuation between face‐to‐face and Emergency Remote platforms. Using the Community of Inquiry to inform the theoretical framework, data was collected through focus groups and interviews, through non‐probability, voluntary and spontaneous snowball sampling, capturing textual data, which was analysed through thematic coding. The most significant finding in this study was that participants did not realise the effect of the social presence and how much they needed social interaction, especially in a face‐to‐face context. Time management was another major theme, where students preferred having their schedules, being able to rest, and cutting down on commute and travelling costs. The emotional and psychological theme was primarily due to students being socially isolated, falling into mental health difficulties, or having to assist family members. The need for psychological support seems to go deeper than previously thought. A leniency hybrid delivery mode due was recommended for flexibility, time management, fewer time spending on commute, and limiting travelling cost.