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Theses and dissertations (Arts and Design)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/8

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Start date: 2023Subject: search.filters.subject.Student teachers

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    The role of pedagogical content knowledge in preservice teachers’ choice of examples to create opportunities for learning analytical geometry in KwaZulu-Natal multilingual classrooms
    (2023-11) Zulu, Sibongile; Brijlall, Deonarian; Thamae, Mamothibe
    The study set to respond to calls for research in multilingual mathematics teacher training classrooms with the intention to advance the quality of mathematics preservice teachers (PSTs) content knowledge and improve mathematics education for school learners. In this qualitative study, the pedagogical content knowledge (PCK) of PSTs in one of the universities in the KwaZulu Natal Province in South Africa was explored. This was to understand how it guides their choice of examples for teaching analytical geometry in multilingual classrooms. Grade 11 analytical geometry lesson plans of 21 PSTs who had been given an analytical geometry test were analysed. The test was to investigate the PSTs content knowledge, which is a basis for PCK, and the lesson plans were analysed to examine the PSTs PCK from the way they structure their lesson objectives and choice of examples. Semi-structured verification interviews were conducted to follow up on both the test responses and lesson plan content, mainly the choice of examples. The domains and subdomains of the Shulman’s PCK born Mathematics Teacher’s Specialised Knowledge (MTSK) model and patterns of variation from the variation theory were used as the theoretical framework, which also guided the analytical framework. The study established that the PSTs had limited content knowledge, and PCK for teaching analytical geometry at Grade 11. The limited knowledge was seen in the way the PSTs relied on procedures for problem solving rather than conceptual understanding, and for this reason they chose procedural examples for teaching the topic. The study also found that the language of learning and teaching affects the PSTs ability to explain concepts in their problem solving, and this also affects their examples choice. Interview responses confirmed that the PSTs are not cognizant of the use of language in their example choice. Therefore, PSTs in multilingual teacher training must be explicitly taught to choose examples and consider learners in multilingual classrooms.
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    Investigating attitudes of student teachers towards using corporal punishment in Eastern Cape schools
    (2023-10) Ngubane, Nontuthuzelo Nonkosi; Land, Sandra; Mabade, Avhurengwi Samson
    The study investigated attitudes of student teachers towards using corporal punishment in Eastern Cape schools where the practice continues even though it became illegal in 1996. Qualitative and quantitative research methods were used with purposive sampling. The study was based on the 2021 final year Postgraduate Certificate in Education (PGCE) students who were about to start teaching. A mixed method approach was used, adopting three data collection methods: an online questionnaire, focus groups, and semi-structured interviews. Bronfenbrenner’s ecological systems theory complemented by the theory of planned behaviour provided the theoretical framework for this study. These theories allowed the researcher to look at how various social contexts impact and influence an individual’s attitudes and practices. Findings showed that student teachers experience a dilemma towards using corporal punishment as a discipline strategy due to various factors such as school context, student teacher personality traits, power relations between the students and teachers who mentored them and the quality of training at institutional level. Furthermore, findings showed that understanding attitudes of student teachers towards using corporal punishment as a discipline strategy despite the ban is a complex issue. 75,5 % of the student teachers are sure of the value of using corporal punishment despite its illegality and have continued using it during teaching practice. Some student teachers are in a dilemma in seeing corporal punishment as necessary and a last resort discipline strategy. 24,6% of the student teachers indicated having a negative attitude towards using corporal punishment. Based on the evidence shown the study concludes that some student teachers are going to use corporal punishment, some may use it, therefore it is likely for corporal punishment to be used by student teachers despite the ban.