Humanising pedagogy: An alternative approach to curriculum design that enhances rigour in a B.Ed. programme

Geduld, Deidre; Sathorar, Heloise

doi:10.18820/2519593x/pie.v34i1.4

Cited by 8 publications

(10 citation statements)

References 8 publications

(8 reference statements)

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“…The concept of responsiveness depends on the purpose, place, and time [4], is a complex debate [5] and has multiple facets [6]. For this reason, a myriad of definitions of responsiveness in education abounds [7][8][9][10][11][12][13][14][15][16][17][18]. Thus, if there is no single discourse nor grand narrative of the concept of responsiveness [9], then curriculum evaluation requires an exhaustive approach that works from the ground.…”

Section:  Issn: 2252-8822mentioning

confidence: 99%

The responsiveness of Bachelor of Elementary Education curriculum: An illuminative evaluation

Cahapay

2020

IJERE

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As higher education institutions are pressured to evaluate the responsiveness of their curriculum programs, there is a challenge of first order to define responsiveness. This challenge, however, is compounded by the paucity of a tested evaluation model that addresses it. Thus, this paper aimed to evaluate the responsiveness of the Bachelor of Elementary Education curriculum by attempting the applicability of the model called “illuminative evaluation.” Following the stages and components within the social anthropological framework of the model, multiple methods such as interviews, document reviews, and surveys were employed. The main data analysis technique used was the thematic analysis. The results revealed that illuminative evaluation contextually defined the concept of responsiveness and it effectively uncovered concealed aspects that indicate discrepancies within the curriculum. Thus, given these research outcomes, this work contributes new knowledge to the tradition of evaluation theory and provides practical evidence for the improvement of the curriculum under evaluation. The recommendations are offered at the end of the study.

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Section:  Issn: 2252-8822mentioning

confidence: 99%

The responsiveness of Bachelor of Elementary Education curriculum: An illuminative evaluation

Cahapay

2020

IJERE

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“…Teacher education is expected to produce teachers who can improve the quality of teaching and learning in schools (Geduld & Sathorar, 2016). This can be achieved when higher education institutions produce committed, professional, and well-qualified teachers (Du Toit, 2011).…”

Section: Teacher Education and Quality Of Teaching And Learningmentioning

confidence: 99%

“…Bachelor of Education programmes should respond to societal needs and address education challenges (Du Toit, 2011). Bachelor of Education programmes include pedagogical content knowledge, practical, fundamental, and situational knowledge to achieve teacher effectiveness in the classrooms by acquiring and applying different knowledges in a cohesive manner (Geduld & Sathorar, 2016). The study focused on a four-year Bachelor of Education qualification for student teachers following both academic and professional requirements at the same time and specialising in economics teaching.…”

Section: Initial Teacher Education In South Africamentioning

confidence: 99%

“…Similarly, involvement of teachers in curriculum development is key for achieving effectiveness at schools (Alsubaie, 2016). Students' involvement is also key in curriculum design (Du Toit, 2011) to ensure that curriculum is student-focused (Geduld & Sathorar, 2016). The study conducted by Sosibo (2012) found that collaborations and networks between the university and the department of education helps to ensure that the content taught in teacher education at universities is relevant to school curriculum content.…”

Section: Bachelor Of Education Curriculum Design and Developmentmentioning

confidence: 99%

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Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers

Msimanga

2020

IJLTER

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This study explored how the curriculum structure of the Bachelor of Education in economics teaching qualification at one South African university impacts on content knowledge of economics student teachers. Document analysis was undertaken on the university’s Faculty of Education prospectus. Due to meetings restrictions during lockdown, email focus group interviews were conducted. Ten fourth year economics student teachers participated in the study. The study adopted social transformation theory as a theoretical framework. Data was thematically analysed. Data revealed that economics student teachers study the subject content that is meant for economists and other economics related careers. The subject content that is not relevant to school curriculum economics negatively affects content knowledge needed during work-integrated learning and in in their teaching career. For this reason, the curriculum is unfairly structured. To strengthen the content knowledge of economics student teachers, the study recommends that a relationship between economics content in academic major modules and school curriculum economics content be formed. Secondly, economics academic major modules should expose economics student teachers to an introduction in economics content as a way of advancing their subject content knowledge but the focus should be more on school curriculum economics content.

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“…For this investment to become a practical reality through teachers, teacher educators need to model strategies that show love, respect, justice, dignity and honour; strategies that allow each student teacher to feel valued as a member of his/her class. Furthermore, one of the aims of teacher preparation is to aid in the improvement of the quality of teaching in schools; thus, student teachers need to learn more than the technicalities of teaching; they need to learn skills that extend beyond the classroom and help them understand themselves and their practice in relation to society (Geduld and Sathorar, 2016;Freire, 2001). Teaching strategies that allow for imagination, self-reflection, collaborative learning and self-expression must be favoured over strategies that require regurgitation of content.…”

Section: Rethinking Teacher Preparation Curriculum For Social Responsibility Agencymentioning

confidence: 99%

Schooling, teachers in Jamaica and social responsibility: rethinking teacher preparation

Roofe

2018

SRJ

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Purpose In a context where standardized testing and achievement scores have become the hallmark of accountability frameworks, the issue of social responsibility is not given much attention in schools in Jamaica. This has led to a continuous decline of the moral and spiritual dimension of schooling in the country. This is evidenced through an increase in school violence and other disparities among students. This paper aims to explore teachers’ perception of how they are prepared for their role as agents of social responsibility. Design/methodology/approach Through interviews of 16 in-service teachers, this research sought to explore teachers’ perception of how they are prepared for their role as agents of social responsibility. Each participant in the study was interviewed using a structured interview schedule comprising six questions. Data collected were transcribed and analyzed by sorting and identifying codes. Pattern codes were established which were then interpreted to form themes. Three themes emerged which are used to present findings. Findings Findings revealed that teachers had a shared understanding of social responsibility; they felt that they were prepared for this role through ad hoc curriculum encounters, were not adequately prepared for their role and social responsibility required a belief in the idea first before it can be taught. Research limitations/implications The findings from the research are used to present arguments in the paper for emphasis on preparing student teachers to be agents of social responsibility and for a rethinking of teacher preparation curriculum in Jamaica. The paper also presents strategies that can be used to guide the re-thinking of teacher preparation programmes. Practical implications Teacher preparation programmes represent the avenue through which teachers can be prepared to develop their social consciousness, so that they can in turn help students. The results of this paper are means of helping teacher educators understand this. Originality/value This paper is one of the first since the early 1990s to discuss social responsibility as a key component of teacher preparation in Jamaica. It also fills the void of scarcity of research in Jamaica on teacher education on a whole and social responsibility in teacher education in particular.

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Humanising pedagogy: An alternative approach to curriculum design that enhances rigour in a B.Ed. programme

Abstract: The minimum requirements for teacher education qualifications (MRTEQ)

Cited by 8 publications

References 8 publications

The responsiveness of Bachelor of Elementary Education curriculum: An illuminative evaluation

The responsiveness of Bachelor of Elementary Education curriculum: An illuminative evaluation

Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers

Schooling, teachers in Jamaica and social responsibility: rethinking teacher preparation

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