UFS Publications Platform (Univ. of the Free State)
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Mathematics as a driver for sustainable development: Pre-service teachers’ perspectives on awareness, challenges, and implications for teacher training
Get PDFDespite mathematics being multidisciplinary, sustainability and mathematics education are largely under-researched and in an infant stage. In the Namibian context, previous research has investigated in-service teachers\u27 perceptions of education for sustainable development and teaching practices. Little is known about pre-service teachers\u27 perspectives on mathematics for sustainable development in terms of awareness, challenges, and how pedagogical modules can be enhanced to develop students\u27 pedagogical knowledge to integrate sustainability concepts in mathematics. The study uses a qualitative approach with an exploratory case study design. Eight third-year pre-service Mathematics teachers were conveniently sampled and completed an open-ended questionnaire. The researcher, informed by the Representations, Educational approach, Didactic tools, and Skills model, conducted a content analysis of participants\u27 awareness, challenges, and implications for training Mathematics teachers. In terms of awareness, the findings revealed that most of the pre-service teachers appear aware and knowledgeable of the role of mathematics in driving education for sustainable development. The study also found that the major challenges in incorporating ESD in the mathematics teaching and learning process are didactic tools and skills. Based on the study findings, teacher educators should develop student teachers\u27 pedagogical ESD knowledge to be able to link Mathematics to appropriate SD themes, design learning tasks and materials, and present lessons that incorporate SD. The findings of the study provide direction on components to be considered to enhance pedagogical modules for pre-service teachers. This study is limited to a case study of the chosen pre-service teachers and campus, thus cannot be extrapolated to a broader population
Exploring the potentials of ChatGPT for instructional assessment: Lecturers\u27 attitude and perception
Get PDFLecturers play a crucial role in the educational process, offering unique insights and perspectives within the classroom. The issue of credibility in educational assessment often rests on the shoulders of lecturers, who are responsible for evaluating students\u27 progress. The present study aimed to investigate lecturers\u27 attitudes and perceptions regarding the potential of ChatGPT for instructional assessment. A correlational research design was adopted, and purposive sampling was used to select 102 lecturers from Nigerian universities who had utilised ChatGPT for instructional assessment. Data was collected through an online structured questionnaire. The normality and homogeneity of variance assumptions were met, as evidenced by kurtosis and skewness values falling within acceptable thresholds. The lecturers employed the instructional assessment questionnaire utilising ChatGPT to gather and analyse the data, employing t-tests and ANOVA. The findings revealed a statistically significant difference between perception (F (3, 98) =7.168, p=0.001 <0.05) and lecturers\u27 years of experience in using ChatGPT for instructional assessment. The study indicated that lecturers held low attitudes and had poor perception levels when it came to exploring the potential of ChatGPT. However, it is recommended that training be provided to enhance lecturers\u27 attitudes and perception levels to fully exploit the potential of ChatGPT for instructional assessment
Navigating challenges and crafting solutions: Implementing CAPS for grade 7 natural sciences in rural South African schools
Get PDFThis qualitative study explores the implementation of the Curriculum and Assessment Policy Statement (CAPS) for Grade 7 Natural Sciences in two rural schools in the Eastern Cape, South Africa. The researcher uses semi-structured interviews and classroom observations with six teachers to investigate the challenges and adaptations in CAPS implementation within resource-constrained environments. The study reveals significant hurdles, including severe resource limitations, language barriers, and assessment difficulties. The findings highlight teachers\u27 remarkable creativity in adapting CAPS to rural contexts by using locally available materials and innovative teaching strategies. However, these adaptations often fall short of fully meeting curriculum requirements, which could potentially widen the educational gap between rural and urban learners. The study emphasises the need for context-specific professional development, flexible assessment guidelines, and tailored resources to support effective CAPS implementation in rural settings. It argues for a more nuanced approach to curriculum design and implementation that takes into consideration the unique socio-cultural and resource contexts of rural schools. This research contributes to our understanding of curriculum implementation in challenging contexts and provides insights for improving science education in rural South Africa
E-formative feedback in emergency remote learning: First-year student teachers\u27 experiences and challenges
Get PDFThis study examined the role of e-formative feedback in emergency remote teaching and learning for first-year student teachers. Numerous scholars have acknowledged the pedagogical value of formative feedback in teacher education. However, there is a pressing need for significant improvement in the quality and accessibility of e-formative feedback provided to student teachers in online learning environments. This study explored the nature of e-formative feedback, technological challenges, and pedagogical practices employed by teacher educators when implementing formative assessment in emergency remote learning contexts. The study is underpinned by Interactive Tutoring Feedback model as the theoretical framework. We utilised the interpretive paradigm and a qualitative approach, specifically employing a case study methodology as a means of inquiry. The empirical investigation involved 20 first-year student teachers selected purposively from a large public university in South Africa. Data were collected through semi-structured interviews and analysis of learning management system logs, with thematic analysis employed to analyse the data. The findings revealed that meaningful e-formative feedback could have been enhanced by addressing contextual factors such as limited internet connectivity and a lack of familiarity with online learning platforms. While student teachers valued the quality of e-formative feedback, they expressed concern regarding their ability to consistently access and engage with feedback to improve their learning in the isolated online environment. This paper recommends providing both student teachers and teacher educators with the necessary technological support and training to effectively utilise e-formative feedback and enhance student teachers\u27 academic achievement and professional development during emergency remote learning
In-service teacher training programmes that promote education for sustainable development: A review of emerging literature
Get PDFTeacher continuous professional development programs have been identified as important tools for integrating education for sustainable development (ESD) into teacher education in South Africa. Research studies have indicated that in-service training for secondary school teachers has been under-resourced and poorly implemented in terms of integrating ESD into teaching and learning in secondary schools. The literature also supports the claim that, in light of climate change and global warming, in-service programs for secondary school teachers do not adequately promote the integration of ESD in South African classrooms. Due to the absence of a suitable professional development program to support the implementation of ESD in secondary schools, efforts to resolve these deficiencies have not had the expected impact. This study examines the challenges in South Africa\u27s in-service teacher development program for integrating ESD. The in-service training program for sustainable development was researched using the systematic literature review methodology. The study argues that inadequate in-service training programs for secondary school teachers have hindered the implementation of ESD in South Africa. The literature also revealed the absence of a unified framework that can be used in South Africa to integrate ESD. As a result, it is recommended that combinations of frameworks or models be adopted when designing a unified in-service training program for teachers to promote ESD in South African classrooms
Leadership styles and organisational communication in selected public universities in Uganda
Get PDFThis study aimed to assess the impact of leadership styles on organisational communication in selected public universities in Uganda. Specifically, the study examined the influence of transformational and transactional leadership styles on organisational communication within these universities. The four public universities included in the study were Kyambogo University, Gulu University, Busitema University, and Mbarara University of Science and Technology. A correlational research design was employed, and data was collected from a sample of managerial staff, namely administrative and academic heads, using a self-administered questionnaire. Descriptive statistics and partial least squares structural equation modelling (PLS-SEM) were used to analyse the data using SmartPLS. The descriptive findings indicated that the organisational communication within the university was satisfactory, and the utilisation of transformational leadership styles by the leaders was high, while the use of transactional leadership styles was moderate. The findings from the Structural Equation Modeling confirmed that both transformational and transactional leadership styles had a positive and significant impact on organisational communication, while the passive-avoidant leadership style had a positive but insignificant impact. As a result, it was concluded that while transformational and transactional leadership styles are crucial for enhancing organisational communication in public universities, the passive-avoidant management/laissez-faire style is not. The study recommended that university leaders should emphasise the use of both transformational and transactional leadership styles to improve organisational communication. This study\u27s implication is that it identifies the leadership styles necessary for enhancing organisational communication in universities
Chapter 1: Collaborative teaching in classrooms
Get PDFChapter 1, titled "Collaborative Teaching in Classrooms", presents the concept of collaborative teaching, where multiple educators combine their expertise to create inclusive, interdisciplinary, and holistic learning environments. This approach leverages diverse teaching styles to meet varied classroom needs, fostering inclusivity and supporting intellectual, emotional, and social development among students. Collaborative teaching draws on Vygotsky’s sociocultural theory, emphasising the role of social interaction in cognitive growth. The chapter covers key benefits, such as increased student engagement, professional development for teachers, and enhanced diversity and inclusion. It also addresses challenges such as planning complexities, resource constraints, and potential misalignment between co-teachers. Additionally, it provides guidance on preparing collaborative classrooms, effective techniques, and strategies to avoid common pitfalls. Real-world case studies illustrate the practical application and impact of collaborative teaching across different subjects, underscoring its adaptability and effectiveness in modern classrooms
Chapter 16: Exemplification learning in the classroom
Get PDFChapter 16, titled “Exemplification Learning in the Classroom”, explores the potential of exemplification learning as an interactive, hands-on approach in higher education and training. It highlights the theoretical foundations and empirical evidence supporting this method, emphasising its practical applications and future directions. The chapter discusses benefits such as enhanced engagement and deeper understanding, alongside limitations like time constraints, restricted perspectives, and other contextual challenges. It also addresses the opportunities and obstacles to implementing exemplification learning, using case studies from the economic and management sciences and the natural sciences educational settings. Finally, the chapter underscores the importance of tangible examples in learning and provides reflective questions for practice to optimise this approach in higher education and training
Chapter 19: Imagery and visualised learning in classrooms
Get PDFChapter 19, titled "Imagery and Visualised Learning in Classrooms," explores the use of imagery and visual tools to enhance learning experiences across diverse educational settings. The chapter emphasises how visualised learning strategies, grounded in theories such as dual coding and constructivism, improve engagement, comprehension, and retention. Techniques described include ThinkBoards, diagrams, and digital resources (e.g., smartphones and QR codes), which are highlighted for their effectiveness in catering to various learner preferences. The chapter discusses both the advantages and challenges of visual learning, noting its capacity to simplify complex information and support higher-order thinking. Additionally, it offers practical guidelines for effectively implementing visual tools in lesson plans while addressing potential pitfalls. Real-world examples illustrate the benefits of visualised learning in promoting active participation and memory retention, ultimately preparing learners for a visually integrated, technology-rich educational environment
Chapter 4: Inquiry-based Instruction (IBI) as a teaching strategy.
Get PDFChapter 4, titled “Inquiry-Based Instruction (IBI) as a Teaching Strategy,” describes a type of instruction in which knowledge is generated to solve specific problems through consecutive steps to obtain results. In this method, the teacher does not deliver the subject matter in a traditional whole-class presentation but instead facilitates knowledge creation through problem-solving and a system of questions. Inquiry-based instruction is anchored in the constructivist theory of learning and is based on the foundations of the 5E inquiry-based instructional method. The five steps are Engage, Explore, Explain, Elaborate, and Evaluate. The scope of this chapter includes benefits such as effective written communication, accessing and analysing information, and preparing students for learning. However, the chapter also identifies some challenges: many timid and reserved students may experience issues due to a lack of confidence, and confusion may occasionally arise among students. Additionally, this chapter provides guidance on preparing an inquiry-based classroom, techniques for effective implementation, and its dos and don’ts. It incorporates a case study in which students are presented with a dilemma to solve in an actual setting.
Keywords: Inquiry-based instruction, teaching strategy, merits, demerits.