Mosenodi - Volume 6, Issue 1, 1998
Volume 6, Issue 1, 1998
Pedagogical styles as paradigms : towards an analytical framework /or understanding classroom practice in BotswanaAuthor Richard TabulawaSource: Mosenodi 6, pp 3 –15 (1998)More Less
This paper argues that this technicist approach to the problem of pedagogical change is simplistic and inadequate since it disregards fundamental questions relating to the value assumptions inherent in the two pedagogical paradigms-teacher-centredness and learner-centredness. These are informed by incongruent epistemological assumptions. To expect teachers and students to easily move from one to the other is necessarily to expect them to make a paradigm shift which is never easy.
Author Esther SeloilweSource: Mosenodi 6, pp 17 –25 (1998)More Less
This paper reports a grounded theory study that investigated family caregiving of psychiatric persons in Botswana. A convenience sample of thirty (N=30) caregivers (26females and 4 males; 16 urban and 14 rural) participated in in-depth interviews to explore their experiences, perceptions and demands in home care fort heir mentally ill relatives. In addition four family group studies were conducted to explore the contributions that members of family made in the care they provided. Data analysis was conducted by open and axial coding; grouping like data together through constant comparison. The interviews revealed a myriad of experiences and problems that families encountered in the provision of care. The caregivers' situation was perceived as difficult and burdensome due to lack of control over the situation and in adequate resources at both the family and community level.
Author Tonic MaruatonaSource: Mosenodi 6, pp 27 –39 (1998)More Less
This article assesses how the Freirean pedagogy can be used to combat the problems of poverty, unemployment, lack of political voice, economic deprivation and illiteracy besetting rural South Africans. The basic assumption is that the Freirean method can be used by underprivileged sections of any society to enhance their consciousness and transform their lives. This is more so in South Africa where people have been entrapped by apartheid for several decades. However, this will also depend to some extent on the commitment of the political leadership, non-governmental organisations and the private sector to transform rural South Africa. It is concluded that the South African context may be viewed as conducive because there are both governmental and non-governmental organisations that can facilitate the process of change and transformation among the rural people if they adopt this approach.
Source: Mosenodi 6, pp 45 –56 (1998)More Less
This research note presents an analysis of the outcomes of the 1998 Post-Graduate Diploma in Education Teaching Practice experience as measured by the current Teaching Practice regime at the University of Botswana. It was found that little professional development appears to occur during Teaching Practice, and that where this docs occur, it is in administrative and general professional competency areas rather than in the actual classroom teaching domain. Inter-subject differences with reference to assessment outcomes were also found. The fundamental problem identified is the use of a common, 'generalist' assessment instrument that is interpreted in various ways by assessing staff, and leads to score inflation that acts as a disincentive to students addressing areas of weakness that may be noted, particularly in the teaching skill domain. Recommendations include the adoption of competency-based skill evaluation and the systematic development of professional skills throughout Teaching Practice.