Preparing pre-service teachers as emancipatory and participatory action researchers in a teacher education programme

Esau, Omar

doi:10.15700/201412171327

Cited by 15 publications

(8 citation statements)

References 19 publications

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“…Dialogization can be seen to be coterminous with reflection and thus provides an understanding of what it means to help participants engage in deeper reflection. Deep reflection goes beyond a reductive focus on technical efficiency in the preparation of teachers (Dewey, 1933) to encompass the emancipatory and moral dimensions of reflection (Brookfield, 1995;Cochran-Smith and Lytle, 1999;Esau, 2013) which focus on the "origin and consequences" of one's actions as teachers (Zeichner, 1983, p. 7). Learning, development, and change involve encountering new experiences, which are controversial or uncertain in nature, and consequently, having to make difficult judgments.…”

Section: Hybridization In the Third Spacementioning

confidence: 99%

Provocation to Dialog in a Third Space: Helping Teachers Walk Toward Equity Pedagogy

Ratnam¹

2020

Front. Educ.

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This study examines the conceptual basis of how teachers learn, including, importantly, how they learn to relate to social concerns of equity in their teaching, and makes this understanding experientially accessible using a live case of the “practical” (Schwab, 1969). The conceptual understanding emerges from questioning the assumptions behind the valorization in teacher education of “theory” over “practice” that has led to the “theory into practice”/“input–output” model of teacher education. An examination of the constraints posed by this monolithic model of teacher education to teacher learning, development, and change has provided the impetus to work toward a more pluralistic view of knowledge and the new understanding of the nature of teacher learning which ensues. This alternative formation, which is informed by insights from the sociocultural perspectives of Lev Vygotsky and Mikhail Bakhtin among others, has helped in constructing a view of teacher learning as taking shape in authentic social interaction in a “third space” through hybridization of diverse voices. Most importantly, the paper considers its implications for teacher education by abstracting from experience the nature of mediation that facilitates hybridization.

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Section: Hybridization In the Third Spacementioning

confidence: 99%

Provocation to Dialog in a Third Space: Helping Teachers Walk Toward Equity Pedagogy

Ratnam¹

2020

Front. Educ.

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“…Further, these identified stressors and challenges may also influence the teachers' professional identity (Schoeman & Mabunda, 2012). The identified stressors also have a bearing not just on how teachers practise their profession but they also affect aspects of their own professional development (Esau, 2013). This places importance within the teaching profession in South Africa on not only monitoring but addressing those issues that affect the teacher's level of functioning and flourishing (Redelinghuys & Rothmann, 2020).…”

Section: The Teaching Profession In South Africamentioning

confidence: 99%

The effects of work resources and career adaptability on employee health: A case of sample of teachers in South Africa

Shava

Chinyamurindi

2021

SA Journal of Industrial Psychology

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Orientation: There is a rise in health-related challenges within the confines of the organisation. Strategies are needed not just from a human resources practitioner but also a theoretical basis in finding solutions to such challenges.Research purpose: Firstly, to determine the effects that work resources have on employee health and its two facets of physical and mental health. Secondly, to determine if career adaptability moderates the relationship between work resources and employee health.Motivation for the study: Studies exist in the literature that focus on the intersection of individual and organisational factors on health constructs such as mental health. Further, such studies continue to be an issue of inquiry especially within the public service professions such as teaching.Research approach/design and method: A quantitative research approach utilising a survey data collection technique was utilised. Simple linear regression and a hierarchical regression were performed to analyse the data.Main findings: Work resources do predict employee mental and physical health. Further, career adaptability does not moderate the relationship between work resources and employee health among teachers.Practical/managerial implications: Based on the findings, recommendations are made that assist not just teachers but also those engaged in creating a context in which teachers can thrive from a management perspective.Contribution/value-add: The findings help us focus on the notion that in rural high schools of South Africa, a supportive work environment for assisting teachers to utilise work resources for organisational functioning, in a manner that is friendly to their mental and physical health is needed.

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“…The author positioned this paper by using critical emancipatory research (CER) as the theoretical lens (Haigh, Kemp & Bazeley, 2019), based on its ability to advocate peace, hope, equality, team spirit, and social justice (Hutton, 2020;Nkoane, 2012). CER, as used in this paper, requires being committed to enabling people to question their status and the injustices prevalent in their communities (Duckworth & Tett, 2019;Esau, 2013;Hlalele, 2014), while liberating them, meeting the needs of real-life and raising self-consciousness (Adebola, Tsotetsi & Omodan, 2020;Makoelle, 2013). In pursuance, CER served as an emancipatory experience and provided the participants' space to contribute ideas freely through the encouragement of cordial relationships, tolerance of individual ideas, common consensus, love, and hope (Andrew& Baker, 2020;Tshelane, 2013).…”

Section: Critical Emancipatory Researchmentioning

confidence: 99%

Pathways to Mitigate Challenges of Learner Academic Performance in a Grade 10 Economics Class in South Africa

Molise

2021

RESSAT

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This paper aims to explore the pathways to mitigate challenges of learner academic (LAP) performance in a Grade 10 economics class in South Africa. The challenge of poor LAP has ushered a myriad of predicaments in schools globally. These predicaments include lack of teacher inclusion in decision making, inability to work cooperatively together, and lack of professional development opportunities geared towards LAP. The study was qualitative, with 15 participants chosen through purposeful sampling from one rural school in the Thabo-Mofutsanyane education district. This paper is couched in critical emancipatory research with emphasis on the emancipation of the teachers regarding pathways they can self-develop to mitigate the challenges of LAP. The focus group discussions were used to gather information regarding pathways to mitigate the challenges of LAP in schools. The study revealed that teachers possess a very equivocal and varying experience regarding the pathways to use to mitigate the challenges of LAP. The findings suggest that for successful implementation of pathways to mitigate the challenges of LAP, schools need to invest in training teachers for team-teaching and avail the necessary resources (both human and physical) to ensure effective quality teaching and learning exist in the school. The article recommends that schools should develop policy frameworks, together with relevant stakeholders, to guide novice teachers on the strategies they can use to mitigate the challenges of LAP in their classes.

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Preparing pre-service teachers as emancipatory and participatory action researchers in a teacher education programme

Cited by 15 publications

References 19 publications

Provocation to Dialog in a Third Space: Helping Teachers Walk Toward Equity Pedagogy

Provocation to Dialog in a Third Space: Helping Teachers Walk Toward Equity Pedagogy

The effects of work resources and career adaptability on employee health: A case of sample of teachers in South Africa

Pathways to Mitigate Challenges of Learner Academic Performance in a Grade 10 Economics Class in South Africa

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