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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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    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.
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    Student teachers’ conceptions and experiences of pedagogical practices in mathematics education in teacher training colleges in Zimbabwe
    (2021-10) Manyadze, Constance; Mukeredzi, Tabitha; Preece, Julia
    Conceptions about mathematics are crucial as they are conscious formations that convey personal meanings towards mathematics. They are critical for teaching and learning and need to be addressed in teacher education. Many student teachers who enter teacher education struggle to pass the national O level mathematics examinations, sitting at least twice to gain entry into teacher training. Such experiences may shape their conceptions regarding mathematics, and consequently influence learning and teaching of mathematics when they qualify as teachers. This study sought to understand student teachers’ conceptions of and experiences during mathematics pedagogical practices in mathematics education in teacher training. It was those student teachers who struggled to pass O level mathematics to gain entry into teacher training colleges in Zimbabwe who were investigated in this study. This qualitative study was located in the interpretive paradigm, and adopted a multiple-site case design where data were generated from 40 student teachers and four lecturers. Sampling of participants involved convenience and purposive selection for student teachers and self-selection for lecturers. A questionnaire served as the springboard to determine the number of sittings for purposive sampling of the student teachers and data were generated through focus group discussions, individual face-to-face interviews and lecture observations. Data analysis employed manual, eight-step open coding. Theoretical frameworks: Conceptions about mathematics (Dionne 1984) and Socio-constructivist theory (Vygotsky 1978; Kim 2001) guided the study. Findings showed that the student teachers held traditionalistic conceptions about mathematics, but conceived interactive, student-centred pedagogies as crucial during mathematics pedagogical practices. However, student teachers across the four colleges explored were only exposed to the lecture method where there was no student engagement during mathematics pedagogical practices, and only experienced interactive strategies in research. Drawing on the conceptions theory, I argue that student teachers were exposed to traditionalist classrooms (Dionne 1984) where they passively received mathematical knowledge during pedagogical practices. Findings also revealed that these student teachers who struggled to pass mathematics at O level were exposed more to pedagogical knowledge than to mathematics content knowledge which they needed. Private colleges were grossly structurally and materially under-resourced and students did not experience use of technology during lectures. The student teachers explored, who struggled to pass O level mathematics to enter teacher education still struggled with the subject in teacher training. Their conceptions and prior experiences strongly influenced their cognitive and behavioural engagement during mathematics pedagogical practices. They feared mathematics and only studied it because they had to, given that primary school teachers were required to teach all curriculum subjects to the primary school child. The student teachers viewed mathematics as a difficult subject, meant for ‘a select few’. The study recommends bridging programmes for student teachers who struggled to pass mathematics at O level to enter teacher education, and adoption of constructivist pedagogies with active ‘noisy’ classrooms in mathematics education, contrary to the dominant lecture method. The study further recommends provision of adequate physical and material resources in private colleges to ensure student comfort, and enhance learning effectiveness and engagement, during mathematics pedagogical practices. In relation to the theoretical framework (Dionne 1984) my argument is that the framework provides a useful generic, analytical tool for thinking through conceptions about mathematics in pedagogical practices in mathematics education. However, on its own it does not provide a complete lens to make sense of the variations in students teachers’ learning experiences. The thesis therefore argues for an additive model to Dionne’s conceptions theory that may expand the framework and deepen its applicability specifically, in trying to understand issues around student teacher conceptions and experiences during pedagogical practices in mathematics education. The thesis therefore suggests the need for more studies, drawing on the framework and developing it to determine its applicability beyond this particular inquiry.