Mosenodi - Volume 5, Issue 2, 1997
Volume 5, Issue 2, 1997
Source: Mosenodi 5, pp 3 –13 (1997)More Less
Author Frank YoungmanSource: Mosenodi 5, pp 15 –27 (1997)More Less
The article considers the new approach to social development and assesses Botswana's situation and policy environment in relation to cultural diversity, gender equality, disability, participation and human rights. It then discusses the new socio-cultural approach to adult literacy and its links to social development. On the basis of the discussion, it concludes by outlining three principles necessary for the reconceptualisation and revitalisation of the National Literacy Programme.
Source: Mosenodi 5, pp 29 –48 (1997)More Less
This paper presents both a generalised model of induction and a prototype induction model specifically designed for the teaching profession in Botswana. During the two year probationary period, which is required of every teacher at all levels in Botswana, no structured procedures are laid down regarding their induction. Research has documented that teachers face many problems during these early years of teaching and that it is during this period that the Newly Qualified Teachers (NQTs), need support and guidance so as to gain confidence in the decision making processes and general professional matters. The proposed induction model is therefore intended to provide the necessary guidelines regarding the induction of NQTs in Botswana. The induction model was developed largely from a literature search on the induction of NQTs. Some piloting of the induction model items has been conducted and a validation study (pre-testing) of the model is in progress.
Author Ambrose B. ChimbgandaSource: Mosenodi 5, pp 49 –59 (1997)More Less
This paper discusses how microteaching is used at the University of Botswana as an experiential activity for English as Second Language (ESL) teacher preparation at the pre-service stage. The paper examines the philosophy which underpins the practice. A distinction is made between the traditional 'training' practice advocated by the 'applied science' school of thought which emphasises the development of discrete skills, and the 'reflective' model which regards teacher preparation as part of a holistic education process. The paper proposes that any successful ESL teacher preparation programme should focus on the fundamental pedagogic concepts such as 'task', 'skill' and 'strategy' in order to highlight those significant teaching skills which need to be given precedence for development. Various microteaching activities undertaken by the internees are considered to show that, notwithstanding the intended objectives, there are logistical problems which undermine the practice, The paper concludes by arguing that misplaced notions of 'common sense' and 'natural talent' in ESL teaching make every little contribution to the nurturing excellence.