Raisuyah Bhagwan, Durban University of Technology, South Africa

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ABSTRACT

This paper makes a case to advance community service through teaching and learning at higher education institutions in South Africa. In particular, it highlights the benefits of student volunteerism as one pathway to engagement and promotion of social responsibility amongst students. The data are drawn from a qualitative, exploratory study undertaken with a sample of 14 students at Durban University of Technology, who participated in volunteering at different community organisations and schools during their undergraduate studies. The study found that students benefitted from this experience and believed that the university had a salient role to play in community engagement. The article concludes with an argument for academics to reconsider communities as learning spaces and to begin to advance community engagement in other ways through teaching.

Sharita Bharuthram, University of the Western Cape, South Africa

Martina van Heerden, University of the Western Cape, South Africa

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ABSTRACT

Peer and tutor feedback can play a significant role in developing self-regulated learners. It is generally

perceived that giving peer feedback is more useful to students. However, the extent to which peer

feedback is used is relatively under-researched. This paper examines the use of peer and tutor feedback by undergraduate students. Data were collected qualitatively by means of a student questionnaire. The results show that most students passively and uncritically implemented all the tutor feedback, mostly because they regarded the tutor as the expert. However, the validity of feedback from peers was questioned and challenged, implying that more engagement occurred when implementing peer feedback than tutor feedback. The results suggest that although using tutor feedback may have resulted in better quality essays, using peer feedback led to more critical engagement with the feedback and in so doing enabled greater self-regulated learning.

Natasha Engelbrecht, Rhodes University, South Africa

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ABSTRACT

This paper argues that the reductionist, and increasingly trivial, nature of foreign-language textbooks has an adverse impact on how German language, culture and society are represented and perceived by foreign-language learners in South Africa reframing German-speaking countries as ‘non-places’. Reflecting on a coursebook prescribed at a South African university, this paper posits further that coursebook users, especially learners, are decontextualised and perceived to be homogenous by publishers who are guided by a construct of the average learner. This paper maintains that teaching coursebooks without adaptation to incorporate students’ epistemologies and ontologies endorse a ‘non-place’ classroom. Such practice perpetuates alienating conditions lamented in discourses common to higher education (HE) institutions

which are facing calls for transformation. The paper examines the non-place representation of Germanspeaking contexts in German Foreign Language (GFL) coursebooks and its creation of a non-place classroom. Following a consideration of the disciplinary aims of German courses in South African HE, the paper advocates a curriculum which fosters a critical engagement with coursebook content. Finally, it argues that by cultivating learner-responsiveness in language courses, and by localising content, one can

withstand a foreign language classroom which is devoid of place and belonging.

Muhammad Ahmad, Government College University, Faisalabad, Pakistan

Ali Raza Siddique, Government College University, Faisalabad, Pakistan

Amna Arshad, Government College University, Faisalabad, Pakistan

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ABSTRACT

This study investigated Teacher Talk (TT) quantity, TT quality, teacher questions and feedback to determine whether the teacher-student interaction practices in a Pakistani language classroom align with ESL (English as a Second Language) principles or not. For this purpose, two lessons in a Pakistani secondary level ESL classroom were recorded and analysed through conversation analysis (CA). TT was observed to dominate in the classroom. The teacher used display questions more than deferential questions. There was a slight use of second language (L2) in the classroom that was limited to the use of key terms in the lessons.

Feedback was romantic in nature. All of these practices were observed as less effective teacher-student interaction practices. Therefore, the study concluded that teacher-student interaction did not align with ESL classroom management principles. Since TT, teacher questions and feedback were the important forms of teacher-student interaction in an ESL classroom, this study suggested to manage TT, teacher questions and feedback in the  Pakistani ESL classroom for effective L2 teaching.

Elize C. du Plessis, University of South Africa, South Africa

Mantekana Jacobine Letshwene, University of South Africa, South Africa

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ABSTRACT

The ongoing crisis in South African education and constant curriculum changes puts strain on school

teachers. This article focuses on the challenges confronting teachers in the South African schooling context. The methodology of grounded theory has great potential to contribute to our understanding of challenges within particular substantive contexts. In order to understand the key challenges experienced in South African schools, a qualitative research approach was employed as the best option for the collection of relevant data. Multiple case studies were undertaken, using semi-structured individual interviews with 12 heads of departments and six focus group interviews with teachers. Results revealed inter alia challenges such as curriculum change, medium of instruction, overcrowded classrooms, discipline and lack of resources. Implications for stakeholders regarding support and the implementation of any new curriculum

were pointed out.

Piera Biccard, University of South Africa, South Africa

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ABSTRACT

The need to grow mathematics teacher practices and improve learning in classrooms is an important avenue for research. The aim of this article is to present results of a Lesson Study-based professional development programme that endeavoured to capture and understand the concept of teacher-noticing in two South African primary school mathematics teachers. Since teacher-noticing is a precursor to teacher decision-making, the question of how  Mathematics teacher-noticing develops was the focus of this study. A professional development programme set within teachers’ own classrooms (where they played the role of noticers) was designed and implemented. Two Grade 6  Mathematics teachers volunteered to take part in the study. The researcher and participant Teachers collaboratively planned lessons that were taught by the researcher. Teachers took notes of their noticing during each of the four researcher-taught lessons to discuss during the reflective sessions after the lessons. These sessions were recorded and transcribed. The transcriptions were coded for emerging and developing themes in teacher-noticing using a teacher noticing framework. It was found that teacher-noticing remained at lower levels during traditional direct instruction lessons while teachers developed extended noticing from lessons that were structured and planned along a problem-centred or modelling approach and that involved extensive pair work.

Thuthukile Jita, University of the Free State, South Africa

Paul Nwati Munje, University of the Free State, South Africa

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ABSTRACT

The ability of information and communication technologies (ICTs) to improve teaching and learning explains its inclusion in policy prerogatives in countries around the world. Efforts to realise ICT’s potential in the teaching of science across the world are ongoing. In this qualitative study, we purposively sampled six beginning teachers with up to two years’ teaching experience to unpack the enablers and constraints they encounter when using ICTs to teach science in South African schools. The participants responded to semi-structured interviews, wherein they narrated their experiences on the teaching of science using ICTs. We used a thematic mode of analysis. Findings indicate a range of enablers and constraints that influence beginning teachers’ abilities to teach science using ICT tools. Despite exposure and competence, beginning teachers are unable to integrate ICTs effectively in teaching as indicated in the country’s education policies due to certain constraints. The paper recommends, among others, that the Department of Basic Education (DBE) should activate its monitoring and evaluation mechanisms that would assist in identifying context specific challenges. In addition, it is recommended that the government relook its budget allocation to schools in the domain of technology to enhance school capacity to purchase internet data on a regular basis and to repair broken computers timeously. These findings call for more interdisciplinary studies to provide additional information relating to the use of ICTs by beginning teachers to teach science across

a variety of classroom contexts.

Wilhelm Rothman, Cape Peninsula University of Technology, South Africa

André de la Harpe, Cape Peninsula University of Technology, South Africa

Johannes Cronjé, Cape Peninsula University of Technology, South Africa

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ABSTRACT

Many educational departments are losing the battle against inefficient mathematics education. The Annual National Assessments (ANA) and World Economic Forum reports tell a story that performance is declining annually among learners in South Africa. The study was conducted among Grade 9 learners at a private high school in the Western Cape to establish a framework for computational thinking. The problem statement reads that it is not clear how high school learners’ computational thinking (CT) may be enhanced or improved at a cognitive level of formal operations. The research question posed is, ‘How can CT be enhanced, among high school learners, using a PL aligned to Action-Process-Object-Schema (APOS) theory?’ The research methodology was based on an interpretivist philosophy. The ontological underpinning of the study is subjective and the epistemological stance accepts opinions of learners through written, spoken and visual attributed meanings. The axiology of the researcher is that of a practising educator in programming, a teaching and learning expert and a certified Java-Alice-Greenfoot instructor through Oracle. The research strategy was based on educational design research as a validation study through interventions. Findings show that CT at a cognitive level of formal operations can be enhanced among learners through Greenfoot PL with APOS theory as lens. The support and recognition of the headmaster or line manager towards those involved in programming language (PL) and learning management system (LMS) education, determine the success of the roll-out.

Nyarayi Chinyama, University of Fort Hare, South Africa

Symphorosa Rembe, University of Fort Hare, South Africa

Octavia Sibanda, University of Fort Hare, South Africa

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ABSTRACT

The study sought to find the strategies used by peer-led groups in the provision of Psychosocial Social Support (PSS) to vulnerable children in secondary schools in Amathole West Education District, Eastern Cape, South Africa. The psychosocial Support interactive model of 1982 by Merriam and Darkenwald informed this study. A qualitative approach with a case study research design was used as a method of inquiry and was underpinned and framed by the interpretive paradigm that guided the researchers as they generated the data. The target population was all the schools in Amathole West Education District.

Four secondary schools were chosen as multiple case studies because they had functional peer-led groups. A sample of 41 participants made up of four peer leaders, four learner support agents, four principals, four Life Orientation (LO) teachers, one district offocial and 24 learners in focus groups was purposively selected because they were directly involved with the peer-led groups. A thematic text analysis was used and the study revealed that peer-led groups employed four strategies: counselling, referrals, partnerships and circles of friends. The study concluded that vulnerable learners who were identified could not be effectively assisted due to a shortage of resources such as counselling rooms and transport as well as lack of training of the peer leaders. The study recommends that peer-led programmes should be part of the large school curriculum with a specific budget to meet the requirements of such programmes.

Siphe Potelwa, University of Fort Hare, South Africa

Emmanuel Olusula Adu, University of Fort Hare, South Africa

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ABSTRACT

In countries worldwide, creative art education for incarcerated adult females has been greatly improved and is recognised as making a valuable contribution to rehabilitation. Despite this recognition, some countries refuse to recognise such an art programme. Very few qualitative studies have explored creative art education for adult female offenders in correctional centres. This study explored how a creative art education programme can play an important role in helping female offenders escape emotions and bad experiences in confinement. The participants for this study were four incarcerated adult females. The data collection was generated from a Medium-C correctional centre in East London, Province of Eastern Cape, South Africa. Adult female offenders were organised by the correctional centre management. A thematic analysis was performed to explore the aspects of creative art education as expression that influenced the correctional centre to support and recognise the art programme for rehabilitation of adult female offenders by allowing them to develop their skills of creative independence. The findings included that the creative artworks of adult female offenders were seized as punishment. Creative art education programmes are perceived as a harmless advantage for offenders in terms of discipline, self-expression and personal transformation. Data gathered from offenders resulted in greater understanding of their lifestyle and expression through their creative artworks. The use of observation, interviews and a focus group was an excellent qualitative approach that provided meaning to data collected. This study suggested that the Department of Correctional Services should attract qualified creative art education professionals to reduce boredom, conflicts, recidivism, and to promote self-expression and opportunities among female offenders.The study sought to find the strategies used by peer-led groups in the provision of Psychosocial Social Support (PSS) to vulnerable children in secoIn countries worldwide, creative art education for incarcerated adult females has been greatly improved and is recognised as making a valuable contribution to rehabilitation. Despite this recognition, some countries refuse to recognise such an art programme. Very few qualitative studies have explored creative art education for adult female offenders in correctional centres. This study explored how a creative art education programme can play an important role in helping female offenders escape emotions and bad

experiences in confinement. The participants for this study were four incarcerated adult females. The data collection was generated from a Medium-C correctional centre in East London, Province of Eastern Cape, South Africa. Adult female offenders were organised by the correctional centre Management. A thematic analysis was performed to explore the aspects of creative art education as expression that influenced the correctional centre to support and recognise the art programme for rehabilitation of adult female offenders by allowing them to develop their skills of creative independence. The findings included that the creative artworks of adult female offenders were seized as punishment. Creative art education programmes are perceived as a harmless  advantage for offenders in terms of discipline, self-expression and personal transformation. Data gathered from offenders resulted in greater understanding of their lifestyle and expression through their creative artworks. The use of observation, interviews and a focus group was an excellent qualitative approach that provided meaning to data collected. This study suggested that the Department of Correctional Services should attract qualified creative art education professionals to reduce boredom, conflicts, recidivism, and to promote self-expression and opportunities among female offenders.ndary schools in Amathole West Education District, Eastern Cape, South Africa. The psychosocial Support interactive model of 1982 by Merriam and Darkenwald informed this study. A qualitative approach with a case study research design was used as a method of inquiry and was underpinned and framed by the interpretive paradigm that guided the researchers as they generated the data. The target population was all the schools in Amathole West Education District. Four secondary schools were chosen as multiple case studies because they had functional peer-led groups. A sample of 41 participants made up of four peer leaders, four learner support agents, four principals, four Life Orientation (LO) teachers, one district offocial and 24 learners in focus groups was purposively selected because they were directly involved with the peer-led groups. A thematic text analysis was used and the study revealed that peer-led groups employed four strategies: counselling, referrals, partnerships and circles of friends. The study concluded that vulnerable learners who were identified could not be effectively assisted due to a shortage of resources such as counselling rooms and transport as well as lack of training of the peer leaders. The study recommends that peer-led programmes should be part of the large school curriculum with a specific budget to meet the requirements of such 

 programmes.