Do Educators in the Free State Province of South Africa Engage Learners Via Outcomes Based Teaching Styles?

Enhancing teachers' competencies on learner-centred approaches through learning study in Tanzanian schools

“…These constraints which hinder the effective adoption of LCA in classroom transactions were also found in Namibia (Yandila, Komane & Moganane, 2007), Botswana (O' Sullivan, 2004), South Africa (Alexander, Roux, Hlalele & Daries, 2010), Bangladesh (Kalugula, 2004) and Turkey (Yilmaz, 2009). As a result, Namibia was prompted to formulate a new education framework (NIED, 2003), which adapted LCA to the Namibian school context.…”

“…As a result, Namibia was prompted to formulate a new education framework (NIED, 2003), which adapted LCA to the Namibian school context. Similarly, South Africa initiated the Outcome-Based Education (Alexander et al, 2010). In Bangladesh, large classes have been viewed as unavoidable, and as such the government capitalises on enabling teachers to adopt appropriate pedagogies that enhance student learning.…”

“…A number of studies have shown that implementing a sound teacher professional development programme is important in enhancing teachers' professional competencies, changing their beliefs and practices, as well as enhancing student learning (Alexander et al, 2010;Darling-Hammond, 1999;Kitta, 2004;Lieberman & Pointer Mace, 2008;Putnam & Borko, 2000;Sargent & Hannum, 2009;UNESCO, 2003;Yilmaz, 2009). In their study, Borko and Putnam (1995, p.55), for example, have shown that professional development can help change teacher's classroom practices as well as enhance student learning:…”

“…The LCA involves learners in programme development, deployment of high student involvement methods in the teaching and learning processes, use of learning materials and assessment practices that develop inquiry learning (Alexander et al, 2010; Mushi, 2004; O'Neill et al, 2005Yilmaz, 2009). LCA also extends to the student's choice of what is to be learnt and how it is to be assessed (Alexander et al, 2010;Burnard, 1999;Gibbs, 1995;Lea et al, 2003). In the same vein, Mushi (2004, p.35) argues:…”

Problem-Based Learning to Foster Deep Learning in Preservice Geography Teacher Education

“…Some of these studies included the use of games and simulations to foster critical thinking and solving problems (Rowntree and Fox 2008;Davidson et al 2009), the implementation of issue-based enquiry at South African schools (Wilmot and Norton 2004), the implementation of problem-based learning in science education at school level (Van LoggerenbergHattingh 2003) and geography in teacher education (Golightly and Muniz 2013). Although Schultze (2003) found that most teachers in South Africa seemed to be willing to move towards more meaningful deep learning, it is clear that traditional teaching that promotes surface learning still prevails (Rambuda and Fraser 2004;De Waal and Grösser 2009;Alexander et al 2010). A possible reason for this is that formal education in South Africa has a background of many years of teaching via rote learning and according to subject requirements.…”