Student teachers’ perceptions of a Wits rural teaching experience project: What to learn and improve

Nkambule, Thabisile

doi:10.20853/31-1-901

Cited by 8 publications

(3 citation statements)

References 17 publications

(15 reference statements)

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“…There is an anthology (Berger, 2013;Brodie, 2014;Gcasamba, 2014;Mudaly & Mpofu, 2019), focusing on many aspects of mathematics teaching at different levels of schooling generally. However, there is sparse research that has explored the actual practice of mathematics teaching within rural and farm areas (Nkambule, 2017;Mbhiza, 2019). Equally, as far as it can be determined, research on the teaching of algebraic functions at South African secondary schools is rare, particularly within rural schools setting.…”

Section: Sparse Mathematics Education Research In Rural Schoolsmentioning

confidence: 99%

Rural Teachers’ Teaching of Algebraic Functions Through a Commognitive Lens

Mbhiza

2021

IJRCS

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Rural contexts and their schools have continuously been overlooked by researchers of mathematics education in South Africa. This is despite the assumption that the educational landscape may vary markedly in rural areas compared to urban and township areas which have been solely researched in the post-apartheid dispensation. To address the dearth of mathematics education research located within South Africa's rural contexts, the study explored five Grade 10 rural mathematics teachers' discourses and approaches of teaching algebraic functions with five teachers from five different school sites. This qualitative multiple case study, using Sfard's commognitive theory, draws attention to rural mathematics teachers' classroom practices and views about the teaching of algebraic functions which is unexamined in the South African context. Three data generation tools were used to gain insight into teachers' discourses and approaches while teaching the topic. These are individual semi-structured interviews, classroom observations and Video-Stimulated Recall Interviews (VSRI). Research findings focus primarily on the data generated through classroom observations. To analyse the data, I use Sfard's commognitive theory to give meaning to teachers' classroom practices. Focusing on the distinction between two tenets of commognitive theory, ritual and explorative routines, the findings demonstrate that four participating teachers acted in an extremely ritualised way. The other teacher was more explorative in her classroom observable actions. The findings illuminate that teachers need to move more towards the participationist approach during teaching to enable them to think, observe, and communicate about mathematical objects that commognitively link more with explorative routines.

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Section: Sparse Mathematics Education Research In Rural Schoolsmentioning

confidence: 99%

Rural Teachers’ Teaching of Algebraic Functions Through a Commognitive Lens

Mbhiza

2021

IJRCS

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“…According to Nkambule (2017), student teachers need to experience different school contexts in order to become aware of various contextual issues. During WIL, student teachers learn about the practices and procedures of the school and classroom and compare them to other schools.…”

Section: The Value Of Wil For Student Teachersmentioning

confidence: 99%

Remodelling work-integrated learning experiences of Grade R student teachers

Bouwer

Venketsamy

Bipath

2021

SAJHE

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There is a high demand by the Department of Basic Education (2011) to develop competent, flexible and knowledgeable teachers with bolstered attitudes and beliefs about their profession.Work Integrated Learning (WIL) is a crucial part in the Diploma in Grade R programme at a Private Higher Education Institution (PHEI) to prepare Grade R teachers. To prepare student teachers for the profession, they need quality experiences of WIL to apply their theoretical knowledge into authentic contextual situations. This study aimed to explore Grade R student teachers' experiences of WIL and their ability to transfer their knowledge and experiences into practice.Purposeful sampling was used to identify four student teachers as participants for this study. A qualitative case study research design, using in-depth interviews, observations and documentation was conducted. Data was analysed thematically through the lens of the situated learning theory by Jean Lave and Etienne Wenger (1991). Findings showed that Grade R student teachers experienced positive and negative aspects associated with their WIL practice. Their experiences related to the need for remodelling the WIL experience, which would entail moving from the periphery to full participation in classrooms, at least in the final year of their diploma programme. The use of Community of Practices (CoPs) in a WIL model would enhance practical experiences. Collaborative, comprehensive and critically constructive discussions after lessons are taught during WIL, would mould future Grade R teachers to embrace their working careers with competence and confidence.

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“…As a result, the employment of the needs-based model has partly contributed to failure of the Department of Education to address teacher development challenges. A growing body of literature (Myende, 2015;Myende & Hlalele, 2018;Nkambule, 2017;Venter, 2010) shows that rural communities and their schools have various forms of capacities, abilities, talents, skills and resources as their assets. Basing strategies for development on the assets already existing in the community, entails allowing local people to invest their strengths and capacities towards improving themselves.…”

Section: Introductionmentioning

confidence: 99%

Assets teachers identify for the teaching of Accounting Education in a rural secondary school in KwaZulu-Natal

Ngwenya

2020

PiE

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This paper explores the resources Accounting teachers draw on and how they use the identified resources in the teaching of Accounting in a rural school. The study adopted an interpretive qualitative case study and employed semi-structured individual interviews to collect data from the Accounting teachers. Thematic analysis revealed that Accounting teachers used capacities, skills and resources from the school, neighbouring schools and wider community outside the school to improve their teaching practices. Despite the continuous curriculum changes, the nature of the discipline of Accounting and the school's context, Accounting teachers were able to identify and utilise assets at different levels, starting from the talents and capacities of learners. The paper concludes that instead of using the deficits as a starting point in development of Accounting teachers, development must build upon the capacities and strengths that exist within the school community.

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Student teachers’ perceptions of a Wits rural teaching experience project: What to learn and improve

Cited by 8 publications

References 17 publications

Rural Teachers’ Teaching of Algebraic Functions Through a Commognitive Lens

Rural Teachers’ Teaching of Algebraic Functions Through a Commognitive Lens

Remodelling work-integrated learning experiences of Grade R student teachers

Assets teachers identify for the teaching of Accounting Education in a rural secondary school in KwaZulu-Natal

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