Theses and dissertations (Arts and Design)

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The dynamics of pre-service teacher entry into teacher education : student teacher selection into teacher training colleges in Zimbabwe
(2022-08-11) Berejena, Bernard; Mukeredzi, Tabitha Grace; Abraham, Jose
The world over, selecting pre-service teachers for training represents a critical stage of teacher education. The process is meant to ensure that suitable candidates join the teaching profession, strengthen the teaching workforce and enhance education quality. However, discourse on student teacher selection into teacher training worldwide has raised numerous questions regarding whom to select and how to select. To date, there seems to be no consensus on selection criteria, mediational tools and rules for student selection into initial teacher education. This study sought to understand student teacher selection into four selected teacher training colleges in Zimbabwe. Through a multiple-site case study involving the selected teacher training colleges, a qualitative approach within an interpretive paradigm was adopted. A multi-modal approach to data generation which involved focus group discussions, interviews and observations of live student selection interviews was employed. Data were transcribed and manually analysed inductively utilising open coding. Drawing on the Cultural Historical Activity Theory (CHAT) and the Funnel Theory to unpack, understand and describe data, I argue that pre-service teacher selection into teacher training programmes involves many complex and convoluted processes. The findings suggest that mediational tools used in student teacher selection into teacher education in Zimbabwe combine psychological (language, knowledge, experiences and signs), and material tools (databases, SMS, written tests, interview schedules, interviews, print media, social media and word of mouth). The rules that guide student teacher selection into the four selected teacher training colleges include college guidelines, minimum requirements, academic performance, student teacher attributes, Public Service Regulations and quality assurance. Stakeholders respond to the demand for vacancies in various ways. Prospective students apply and attend selection interviews, and some unsuccessful candidates pay fees without the offer of vacancies. Government officials respond by submitting lists, while Responsible authorities, politicians, chiefs and community members also submit lists and demand quotas and lecturers threaten to strike if their relatives are not considered. This study further discovered that colleges invite too many candidates – more than 8 000 competing for approximately 500 to 600 vacancies – using a 20-25 minutes interview as the selection tool. In the absence of Ministry policy, colleges adopt diverse tools and rules for student selection. This study argues for an additive model which combines selection tools, guided by clearly laid down Ministry policy for student selection to provide standardisation across colleges and make the process more robust. The thesis suggests a need for further research into enhancing student teacher selection into teacher training colleges. In relation to CHAT, my argument is that the framework provides a useful generic, analytical tool for thinking through the interactions and relationships between human, non-human and social elements on how student teacher selection happens in the activity system – the teacher training college. However, on its own, CHAT does not provide a complete lens to make sense of what happens in the stage-by-stage movement of the prospective student on the selection journey. The thesis, therefore, argues for an additive model to CHAT, which includes a complementary lens – Funnel theory – to expand the framework and deepen its applicability, specifically in trying to understand student teacher selection processes. The thesis suggests the need for more studies, drawing on the framework and developing it to determine its applicability beyond this particular inquiry.
Exploring the role of lesson study on educators′ pedagogical content knowledge in teaching mathematics
(2022-09) Dhlamini, Sikhumbuzo Sithembiso; Abraham, Jose
Findings from local, sub-Saharan and international assessment conducted with South African learners at both primary and secondary levels indicate that South African learners perform poorly in mathematics. Although there are numerous explanations for learners′ poor performance, one of the most important explanations is that educators lack pedagogical content knowledge of mathematics. This study examines the role of lesson study in educators′ pedagogical content knowledge in teaching mathematics. Lesson study is a professional development method for educators that has been used in Japan for decades. In the current study, lesson study seeks to answer 3 research questions: i) What do educators need to enhance their pedagogical content knowledge of teaching numeric and geometric patterns? ii) How does educators′ participation in lesson study enhance their pedagogical content knowledge about teaching of numeric and geometric patterns? iii) What are the educators′ views about the lesson study when teaching numeric and geometric patterns? The investigation of the role of lesson study was conducted through a thematic analysis and a qualitative method. The study focused on 2 of 5 accessible Professional Learning Communities in the Ilembe District of KwaZulu-Natal Province, South Africa, to conduct this research. The reason for selecting these 2 Professional Learning Communities had a total of 7 schools, with Professional Learning Community 1 having 3 schools and 10 educators and Professional Learning Community 2 with 4 schools and 13 educators while other Professional Learning Communities have less number of educators. Participants in the 2 Professional Learning Communities participated in the lesson study process for 9 months. In each lesson study cycle, participants were required to plan, discuss, teach, observe and reflect on lessons together. Due to various constraints, both Professional Learning Communities completed 2 lesson study cycles at the end of this study. Multiple sources of data were collected through group discussions, observations, reflections, semi-structured interviews, and participants′ diary entries. The findings of this study highlight the role of lesson study in improving educators′ pedagogical content knowledge in teaching mathematics. Analysis of the qualitative data revealed that lesson study as a professional development activity provided educators with an encouraging opportunity. Moreover, lesson study became a vehicle for participants to collaborate, discuss and share their teaching knowledge and experiences. Consequently, participants expressed the view that their pedagogical content knowledge was enhanced by participating in the lesson study. However, the extent of enhancement depends on each participant′s attitude and commitment to the teaching profession. The findings underscore the need for lesson study as an educator-led and bottom-up approach to innovative professional development. It became clear that educators′ pedagogical content knowledge is critical to good mathematics teaching and learner understanding. The findings are consistent with the literature on lesson study that show educators need lesson study to enhance their pedagogical content knowledge for teaching numeric and geometric patterns: their mathematical pedagogical knowledge, mathematical content knowledge, and contextual knowledge. Subsequently lesson study offers an alternative, innovative and effective approach to educator professional development that ultimately impacts instruction, therefore, lesson study needs to be promoted in the South African educational context. Although lesson study is a model of educator-led professional development, the involvement of policy makers to promote lesson study in the early stages is still important and relevant. This research recommends collaboration with curriculum specialists to gain insight and expert ideas. Educators need more support from School Management Teams, who are a great help in managing and planning lesson study. All in all, there is a need to foster a culture of lesson study that helps generate enthusiasm and commitment to learning in the lesson study among educators.
The psychosocial effects of poverty on the academic performance of secondary school learners from child-headed households in Manicaland Province, Zimbabwe
(2023-11) Chidhumo, Vincent; Abraham, Jose; Kufakunesu, Moses
ABSTRACT This phenomenological study, which was based on an interpretive research paradigm, was conducted in Zimbabwe's Chimanimani District in the Manicaland Province with the purpose of examining the psychosocial effects of poverty on the academic performance of secondary school learners from child-headed homes. The psychological theory of Erikson and the ecological systems theory of Bronfenbrenner were used as the theoretical frameworks. Data collection methods included focus groups, interviews, and document analysis. Participants were carefully chosen, and there were 32 secondary school learners, teachers, administrators, and members of the School Development Committees. In the data analysis, themes and content were looked at. The study established that a large number of learners from child-headed homes lacked access to a healthy diet, high-quality education, school uniforms, fees, knowledgeable staff, resources, and support from the school, which had a detrimental effect on their health as well as their psychological growth and academic success. It is suggested that stakeholders help kids from childheaded homes to lessen the psychosocial effects of poverty on their academic performance based on the findings of the current study. To help learners from low-income households, the government ought to prioritize financing for BEAM expansion. The Ministry of Higher and Tertiary Education, Science and Technology Development must examine the curriculum offered by teachers' colleges to train guidance and counseling school instructors. The Ministry of Primary and Secondary Education should adequately staff and resource the School Psychological Services in order for it to effectively fulfill its mandate of treating learners with psychological, social, and emotional issues. In addition, school administrators should give priority to incomegenerating initiatives that would help disadvantaged populations, particularly learners from families with secondary school learners. The study created a diamond child-headed home intervention model based on the literature review and research findings, which can be used in the development and implementation of programs to address the welfare and educational help of learners from child-headed households.