9 research outputs found
Teaching Reflections of Secondary Mathematics Final-Year Student Teachers
No full textUniversities have the sole responsibility of producing teachers in most countries including South Africa. Part of teacher education involves school based experiences where student teachers seek to integrate theory and practice. The purpose of this study was to explore how final year secondary mathematics student teachers’ reflect on their school based experiences. The three step guided reflection conceptual framework was used to frame this study. A case study design was adopted with the self-reflection report as the data source. The participants were 39 teacher candidates registered for a final year school-based experiences course majoring in mathematics and another science subject. The results indicated that guided reflection was appropriate to unravel instructional challenges and successes that student teachers went through in the six month period. Moreover, student teachers perceived school based experiences as impactful on their future teaching career, as an opportunity to gain teaching experience and to put theory into practice under the guidance of experience mentors. However, student teachers significantly encountered negative attitudes towards mathematics which complicated their efforts of instruction in all the topics. With low motivation levels to study mathematics, all topics were difficult to the learners and student teachers had to come up with new instructional strategie
Teachers’ perceptions towards practical work in chemistry teaching: A case of selected high schools in South Africa
No full textThis study examines how physical sciences teachers in South African high schools perceive the use of practical work in chemistry instruction. The study is grounded in the framework of social constructivism. Qualitative research methods, including semi-structured interviews and classroom observations, were employed to gather insights from a purposively selected sample of four high school chemistry teachers, each from a different high school. The aim was to explore their perspectives on the incorporation of practical work in chemistry teaching. Thematic analysis of the data revealed a range of insights into teachers\u27 perceptions. The findings indicate that teachers recognise the value of practical work in engaging students and reinforcing theoretical knowledge. However, they also face several challenges that hinder its effective implementation, such as inadequate laboratory facilities, limited access to resources, time constraints, and insufficient teacher training. Despite these obstacles, teachers demonstrate a strong commitment to integrating practical work into their teaching and employ innovative strategies to overcome these barriers. They highlight the need for increased support from educational authorities in terms of resource provision, professional development opportunities, and curriculum alignment. The study provides recommendations for educational policymakers, curriculum developers, and teacher training institutions to address these perceived challenges and enhance the quality of chemistry teaching and learning in South African high schools
Visualising mathematical concepts through dual digital and non-digital teaching tools on preservice teachers\u27 pedagogical content knowledge
No full textThis chapter explores how dual digital and non-digital visualisation tools contribute to the formation of robust pedagogical content knowledge (PCK) in PSTs, enhancing their PCK and ability to teach mathematics effectively in diverse classroom settings. Grounded in the TPACK framework, the study examines the influence of these tools on PSTs\u27 PCK. An interpretive qualitative approach was adopted, focusing on a cohort of 20 third-year PSTs from one class. Initially, their PCK was assessed using observational tools and focus group discussions during their microteaching sessions. Thereafter, design-based interventions were implemented during lectures, allowing PSTs to explore, develop, and integrate digital and non-digital tools in teaching Grade 10 mathematics topics (functions, measurements, and analytical geometry) over a semester. In the post-intervention phase, their PCK was re-evaluated as they integrated digital and non-digital tools into their microteaching. The same observational tools and focus group discussions were utilised to assess any changes in their PCK. Finally, semi-structured interviews were conducted to gather their reflections. Data were collected through observational tools, focus group discussions, and semi-structured interviews. The data were analysed using the TPACK framework as the analytical tool, intertwined with thematic analysis. The findings show that integrating digital and non-digital teaching tools to visualise mathematics concepts can significantly enhance PSTs’ PCK and their ability to teach mathematics effectively. Therefore, this chapter recommends that mathematics teacher education programmes highlight the need for a balanced integration of diverse instructional tools to better prepare teachers for the challenges of contemporary mathematics education
Enhancing TPACK: Preservice mathematics teachers' experiences with digital and non-digital visualisation tools
No full textThis paper investigates how pre-service mathematics teachers interact with both digital and non-digital tools to visualize mathematical concepts and develop their technological pedagogical content knowledge (TPACK). Based on the TPACK framework, this study explores how preservice mathematics teachers (PSMTs) transformed their teaching approaches when visualization tools were adopted, along with the respective challenges and affordances involved. An interpretivist qualitative phenomenological design was employed, which included semi-structured interviews, reflective journals, and pre- and post-microteaching observations of six third-year Bachelor of Education students. The intervention focused on delivering graduate-level mathematics content using GeoGebra and physical manipulatives. Results demonstrate a significant difference in PSMT’s technological knowledge (TK), technological pedagogical knowledge (TPK), and technological content knowledge (TCK) before and after the intervention. Participants teaching practices shifted from from being traditional, teacher-centered to modern, student-centered approaches. Challenges such as limited technical proficiency and infrastructural barriers were initially evident; however, exposure and support during the intervention improved confidence, tool fluency, and pedagogical adaptability. The study emphasizes the importance of embedding a TPACK-based teaching approach into mathematics teacher training programs to enhance PSMTs readiness for technology-integrated instruction. Consequently, the study contributes to the growing scholarship on visualization in mathematics education and highlights the pedagogical shifts necessary to prepare future teachers for 21st-century learning environments
Roots and Wings: Understanding What Derails Learners' Performance in Life Sciences in Rural Schools in South Africa
No full textThis study aims to explore the factors that affect learner performance of grade 10 life sciences learners in selected schools in Chris Hani East District of South Africa. The study was framed within the roots and wings concept as a compelling metaphor for understanding the educational journey in life sciences education The study was based on the theoretical framework of social constructivism. The data was collected using interpretivist qualitative case study methods. The focus of this study was on both life sciences teachers and learners. Four schools in the Chris Hani East district were selected using purposeful sampling. Four life sciences teachers were purposefully chosen from the sample schools (schools A, B, C, and D), and twelve learners were chosen randomly from the selected schools. The interview schedule served as the primary tool for data collection. Thematic analysis was employed to analyse the data and identify themes. The study found that multiple interrelated factors, including resource limitations, language barriers, socioeconomic challenges, and ineffective teaching methods influence the performance of Grade 10 life sciences learners. The study suggests enhancing life sciences education through continuous professional development programs, effective teaching strategies, curriculum delivery, and adoption and implementation of innovative technology in life sciences classroom
Enhancing Pre-Service Teachers' Resilience to Overcome Chemistry Anxiety: Self-Determination Theory Approach
No full textThis study investigates the influence of Self-Determination Theory (SDT) as a construct to help pre-service teachers mitigate chemistry anxiety as they build resilience in the subject. The study was framed within the three key sub-constructs of autonomy, competence, and relatedness under SDT as a theoretical lens. The study employed sequential mixed methods research approaches and sampled pre-service teachers from two South African universities, one university being in the urban area and the second university in the rural area. Whole-class interventions were employed in each institution where the researchers incorporated a resilience toolkit over a semester. Questionnaires and interviews were the main instruments used to collect data. The data was analysed using descriptive statistics and thematic analysis. The study found that pre-service teachers generally experienced anxiety in chemistry, and that female pre-service teachers displayed statistically significant anxiety scores compared to males (p = 0.018); whereas the location of the university had no statistically significant influence on anxiety scores (p = 0.896). The study further found that the interventions improved emotional regulation, competence, and intrinsic motivation while fostering supportive peer networks. The study recommends integrating resilience-building strategies into science teacher training programs to equip pre-service teachers with skills to manage science anxiety effectively
Voices from the Field: Pre-Service Teachers’ First Time Experiences of Teaching Physical Sciences during School-Based Experience
No full textSchool-Based Experience, commonly known as teaching practice, is widely acknowledged as an essential component of teacher education in institutions around the world. This study explored second-year pre-service teachers’ first-time experiences of teaching physical sciences during teaching practice. We contextualised the study within Dewey’s Theory of Experience to understand pre-service teachers’ experiences at a place of practice. The study utilised a qualitative phenomenological research design with 10 purposively and conveniently sampled pre-service teachers randomly chosen from a higher education institution in the Eastern Cape Province of South Africa. Data from interviews, observations, journal reflections and document analysis were triangulated and analysed using thematic content analysis. Thestudy found benefits and drawbacks that pre-service science teachers experienced during their first time on teaching practice, which provided important clues to understanding differences in what pre-service teachers appear to learn during teaching practices. The study has implications for faculties of universities that are engaged in teacher training to help pre-service teachers balance experiences of doing and undergoing as they progress through a teacher education programme. The study therefore recommends that universities establish partnerships with theDepartment of Basic Education to train all in-service teachers on specific expectations of pre-service teachers at schools during teaching practice
Anticipating And Guarding Against Academic Dishonesty in A Fast-Changing Learning Environment in The Context of Covid-19
No full textAcademic integrity is a shared value in all institutions of Higher Learning. The rationale underpinning this value is that it recognises scholarship as it should be and acknowledges the work of others. Academic dishonesty, on the other hand, occurs when academic integrity policy is violated. While this has been a growing concern in most institutions of Higher Learning, the advent of the Covid-19 pandemic and the momentary shift by most institutions to remote learning has made this problem escalate to unimaginable heights. Previous studies have basically focused on the issue of plagiarism in a context where students relied heavily on in-person assessments and partially on online learning. This paper examines the extent to which academic dishonesty has increased under an emergency remote learning system compared to an intentionally designed online learning platform. A quantitative survey was carried out in the last quarter of the 2020 academic year with a sample of 150 students out of a population of 165 students from an institution of Higher Learning in South Africa. Descriptive and inferential statistics were used in data analysis and presentation. The findings indicate that the current, unusual learning environment has forced most students to focus on performance over mastery. Furthermore, students went beyond plagiarism to engage in dishonest practices in the submission of assignments due to stress and pressure. It is, therefore, recommended that institutions of Higher Learning invest in remote test monitoring software, encourage the use of applied learning as well as adopt the backward design instructional approach to guard against academic dishonesty among students
Creation of Innovative Teaching Spaces with Gamma Tutor: A Techno-Blended Model for Rural Mathematics Teaching
No full textInnovative techno-blended teaching methodologies are needed for 21st-century classrooms. This paper reports on the introduction of a techno-blended device for mathematics teaching in South African senior secondary classrooms. The research sample included 12 third-year mathematics education student teachers from a rural university. A qualitative case study design was employed. Participants were purposively selected. Data collection methods included non-participatory observation and in-depth individual interviews. The TPACK model and the Mathematical Knowledge for Teaching Framework guided the analysis of the data. The study found that the mathematics student teachers successfully implemented GammaTutor in their classrooms, thus demonstrating their proficiency and aptitude in utilising technology in the learning environment. The GammaTutor device also aided in teaching and learning mathematics by simplifying mathematical ideas for learners. Furthermore, it enabled the development of learner discourse as a crucial component for developing learners' problem-solving skills. Since the mathematics student teachers engaged the learners with a variety of mathematical exercises using the GammaTutor technology, the integration of GammaTutor in the mathematics classroom exhibited learner-centred provisioning. The study proposes a teaching model for creating innovative teaching spaces in rural schools in South Africa
