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- Volume 8, Issue 1, 2013
The Independent Journal of Teaching and Learning - Volume 8, Issue 1, 2013
Volume 8, Issue 1, 2013
Author Dolina DowlingSource: The Independent Journal of Teaching and Learning 8, pp 3 –4 (2013)More Less
Africanisation has been at the forefront of debates in higher education at various times especially since 1994 with the advent of the first democratically elected government in South Africa. In the early stages of the debate the focus was on advocacy; why there should be Africanisation. There was the expected outcry from the more conservative quarters of the Academy. A refrain being that it would nullify research that had previously taken place or at least impact negatively on research agendas as well as make obsolete the teaching and learning programmes being offered. This showed inter alia a misunderstanding about the meaning of the term. However, in subsequent years there were signs of acceptance and in some cases an embracing of the notion of 'Africanisation' in the higher education institutions. Now practically two decades later the debate has matured from whether there should be Africanisation to how best to Africanise our higher education institutions and thereby the curriculum.
Author Tebello LetsekhaSource: The Independent Journal of Teaching and Learning 8, pp 5 –18 (2013)More Less
Forming part of post-colonial discourse, Africanisation is often described as a renewed focus on Africa and entails salvaging what has been stripped from the continent. Applied to higher education it can be viewed as a call to adapt curricula and syllabuses to ensure that teaching and learning are adapted to African realities and conditions. Given the decontextualised state of curricula and dependent nature of knowledge production and dissemination in South African higher education, the concept of 'Africanisation' may be worth revisiting. This article reviews the literature in the debate on the Africanisation of higher education highlighting the strengths and weaknesses in the discourse; the paper also makes a case for endogenisation as an alternative to indigenisation.
Author Jacky LumbySource: The Independent Journal of Teaching and Learning 8, pp 19 –28 (2013)More Less
Though formal quality assurance procedures have their place, meaningful long-term school improvement is founded on a shift in the cultures that underlie the surface operations of a school. The article outlines four cultural arenas with which leaders and teachers must engage in order to accomplish real change; global cultural pressures brought about by international trends, the cultures of local families and communities external to the school, the internal organisational culture of the school and, finally, the subcultures of teachers and learners. Avoiding the allure of homogenised so-called world-class practice, aligning school and community cultures, and working long term to adjust teachers' socialised culture in order to change pedagogy are the keys to improving education for all children.
Author Elize Du PlessisSource: The Independent Journal of Teaching and Learning 8, pp 29 –43 (2013)More Less
Effective mentoring is pivotal to the development of student teachers. In this study, the researcher focused on the experiences of the University of South Africa (Unisa) distance education students who are enrolled for the Bachelor of Education qualification, who are in their fourth year of study, and who have already completed three cycles of teaching practice. This study evaluates mentoring practices using a five-factor mentoring model as a theoretical framework. Quantitative data were collected and supported by additional information provided by open-ended questions. The findings indicate inter alia that student teachers need to be placed at schools that will provide constructive learning environments and that more training should be provided to mentoring teachers. Mentors need to provide student teachers with emotional support and opportunities to develop their own identities as teachers, and to create challenging and complex environments in which to learn. Partnerships between schools and the university need to be improved. There should be greater clarity on the who, what and how of mentoring during teaching practice in order to increase the quality and quantity of mentoring for enhancing student teachers' practices. The findings of this study may have implications for other programmes that use work-integrated learning (WIL), beyond teacher education in a distance learning environment.
A managerial perspective of the role of secondary school learners in the development and implementation of a code of conductAuthor C.F. SteinmannSource: The Independent Journal of Teaching and Learning 8, pp 44 –53 (2013)More Less
This study investigated the rights of learners on the Representative Council of Learners (RCL) in secondary schools to develop and implement a code of conduct for learners through their participation on the school governing body (SGB). The study attempted to determine how active involvement of learners on the SGB is perceived by both the RCL and School Management Teams (SMTs). The problem was investigated by means of a literature review and qualitative inquiry. Individual interviews were held with RCL members and chairpersons, school principals and a chairperson of one SGB in three secondary schools in Tshwane, South Africa. Findings indicated barriers to the roles of learners in developing and implementing a code of conduct.
Adolescents' gender stereotypes, differences and other aspects of behaviour in the Eastern Cape Province, South AfricaAuthor Tuntufye MwamwendaSource: The Independent Journal of Teaching and Learning 8, pp 54 –70 (2013)More Less
While in metropolitan countries gender stereotypes has been a topic of extensive research, this has not been the case in African countries including South Africa. Such a deficit served as a motivation for investigating the extent to which gender stereotypes among adolescents prevail in the Eastern Cape Province of South Africa. The sample was based on 599 Junior Secondary School students in grades 7-9 in Mthatha Eastern Province, South Africa. A questionnaire on gender stereotypes consisting of ten statements was administered to 239 girls and 360 boys drawn from five Junior Secondary Schools participating in the study. A chi square was used for statistical analysis. Based on the entire sample, the responses for each one of the ten statements in the questionnaire, early adolescents scored statistically significant on gender stereotypes. Further analysis based on gender showed statistically significant differences in gender stereotypes. The findings confirmed the findings of researchers in gender stereotypes in metropolitan countries. As reported in the literature, South African early adolescents experience gender stereotypes as observed in other cultures. Such results have implications for children, parents, teachers, educational institutions and society at large.
Good policy, bad results : an investigation into the implementation of a plagiarism policy in a faculty at a South African university : practitioners' cornerAuthor Esrina MagaisaSource: The Independent Journal of Teaching and Learning 8, pp 71 –85 (2013)More Less
This paper reports on an investigation into the implementation of a plagiarism policy and the perceptions of plagiarism among lecturers in the Faculty of Social Sciences and Humanities at a university in South Africa. A questionnaire was administered to explore these perceptions and a total of 52 completed questionnaires were collected. Unstructured interviews were also conducted in a faculty board meeting and a total of 16 written responses were collected, bringing the total number of responses to 68. The findings indicate that despite the existence of a plagiarism policy there is no comprehensive and integrated approach to addressing plagiarism. Although many lecturers admitted to being familiar with the policy, most did not implement the actions and processes suggested in the policy. To be more effective in addressing plagiarism, the author makes a number of recommendations.