scholarly journals Becoming a (male) foundation phase teacher: A need in South African schools?

2014 ◽  
Vol 4 (3) ◽  
pp. 13 ◽  
Author(s):  
Nontokoza Mashiya
Keyword(s):  
Teacher Education ◽  
South African ◽  
Male Students ◽  
Focus Group Interviews ◽  
Young Learners ◽  
Self Confidence ◽  
Group Interviews ◽  
Preparedness To Teach ◽  
Over Time

This paper reports on a case study of male foundation phase pre-service students who were among the first cohort to specialise in the foundation phase since the inception of the programme at one South African university. The students reported on their experiences of teaching in a female-dominated field and their views about their preparedness to teach in the field. This qualitative study is interpretive in nature. Using purposive sampling, eighteen students were sampled from a population of twenty. Data was generated through focus group interviews and then analysed and categorised. The patterns across categories showed that the pre-service teachers had faced an unwelcoming environment in the schools at the outset, but that this changed over time. Some parents were negative about male teachers in the foundation phase. However, the pre-service teachers were able to work hard and show that they can work with foundation phase learners. The study concluded that male students who enter foundation phase teacher education programmes need a lot of encouragement to boost their self-confidence and to realise the important role they can play in working with young children in a country where many young learners grow up in fatherless homes.

scholarly journals Digital storytelling as a tool for teaching: Perceptions of pre-service teachers

2015 ◽  
Vol 11 (3) ◽  
Author(s):  
Chantyclaire A. Tiba Publishing ◽  
Janet Condy ◽  
Agnes Chigona ◽  
Nyarai Tunjera
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Education Institution ◽  
Appropriate Technology ◽  
Focus Group Interviews ◽  
Extrinsic Factors ◽  
Self Confidence ◽  
Potential Benefits ◽  
Group Interviews

It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might  be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes  as well as being ill-equipped to integrate  technology  into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to  gain insight  into the  potential benefits of DST  for teaching and learning  and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre-service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote  voice/self-expression, and  (iii) promote collaborative learning and  acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also,  the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content.

scholarly journals Digital storytelling as a tool for teaching: Perceptions of pre-service teachers

2015 ◽  
Vol 11 (3) ◽  
Author(s):  
Chantyclaire A. Tiba ◽  
Janet Condy ◽  
Agnes Chigona ◽  
Nyarai Tunjera
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Education Institution ◽  
Appropriate Technology ◽  
Focus Group Interviews ◽  
Extrinsic Factors ◽  
Self Confidence ◽  
Potential Benefits ◽  
Group Interviews

It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes as well as being ill-equipped to integrate technology into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to gain insight into the potential benefits of DST for teaching and learning and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre- service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote voice/self-expression, and (iii) promote collaborative learning and acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also, the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content.

scholarly journals Digital storytelling as a tool for teaching: Perceptions of pre-service teachers

2015 ◽  
Vol 11 (1) ◽  
Author(s):  
A. Tiba ◽  
Janet Condy ◽  
Agnes Chigona ◽  
Nyarai Tunjera
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Education Institution ◽  
Appropriate Technology ◽  
Focus Group Interviews ◽  
Extrinsic Factors ◽  
Self Confidence ◽  
Potential Benefits ◽  
Group Interviews

It has been shown that teachers are reluctant to use technology despite the South African (SA) government’s huge expenditure on technological equipment. This might be the result of teachers being unable to select appropriate technology that will yield positive learning outcomes as well as being ill-equipped to integrate technology into their pedagogy. To this end, pre-service teachers at a University were trained on how to integrate digital storytelling (DST) effectively into their teaching. The aim of this study is to gain insight into the potential benefits of DST for teaching and learning and to determine factors that may prevent pre-service teachers’ uptake of DST during in-service practice. This is a qualitative study in which fifty pre-service teachers were divided into five groups for focus group interviews. Data were analysed, and the results show that pre- service teachers perceived DST to be beneficial in the classroom as it has the potential to (i) motivate and engage learners, (ii) promote voice/self-expression, and (iii) promote collaborative learning and acquisition of multiple skills. Pre-service teachers are of the opinion that a lack of resources, self-confidence and time owing to restrictive curricula may prevent uptake of DST during in-service teaching. It was recommended that school stakeholders create a balance between intrinsic and extrinsic factors that will promote the adoption and integration of DST into teaching. Also, the education institution concerned strives to balance all three strands of knowledge: technology, pedagogy and content.

scholarly journals A Qualitative Study on Employees’ Experiences of a Support model for Systematic Work Environment Management

2019 ◽  
Vol 16 (19) ◽  
pp. 3551 ◽  
Author(s):  
Therese Hellman ◽  
Fredrik Molin ◽  
Magnus Svartengren
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Work Environment ◽  
Work Groups ◽  
Comparative Method ◽  
Focus Group Interviews ◽  
Environment Management ◽  
Group Interviews ◽  
Over Time ◽  
Support Model

Background: The aim is to explore how an organisational work environment support model, the Stamina model, influences employees’ work situations and the development of sustainable work systems. Methods: It was a qualitative study with semi-structured, focus-group interviews, including 45 employees from six work groups. Eighteen focus group interviews were conducted over a period of two years. Data were analysed with constant comparative method. Results: The core category, shifting focus from an individual to an organisational perspective of work, illustrated how communication and increased understanding of one’s work tasks changed over time and contributed to deeper focus on the actual operation. These insights were implemented at different time points among the work groups during the two-year process. Conclusions: Our results indicate that working with the model engages employees in the work environment management, puts emphasis on reflections and discussions about the meaning and purpose of the operations and enables a shared platform for communication. These are important features that need to continue over time in order to create a sustainable work system. The Stamina model, thus seems to have the potential to promote productive and healthy work places.

scholarly journals Evaluating a methodology for assessing the strategic alignment of a mining company recruitment function

2009 ◽  
Vol 7 (1) ◽  
Author(s):  
Adelé Janse van Rensburg ◽  
Gerhard Roodt
Keyword(s):  
Best Practice ◽  
Strategic Alignment ◽  
Research Data ◽  
Focus Group Interviews ◽  
Bottom Line ◽  
Mining Company ◽  
Strategic Objectives ◽  
Emerging Themes ◽  
Group Interviews

In the human capital era, the strategic importance of measurement is unmistakable.  Therefore, the  objective  of  this  study  was  to  qualitatively  evaluate  a  methodology  for  assessing  the strategic alignment of a recruitment function. Persons working in the recruitment best practice community of a mining company were targeted as the case study for this research.  Individual (one-on-one) and focus group interviews were conducted to elicit the research data.  Thematic coding was used to identify the emerging themes from the research data.  The findings indicated that  this methodology can be used effectively  to determine  the alignment of  the  recruitment function with the strategic objectives of the company.  However, the bottom line contribution is still unclear.

scholarly journals Classroom inside writing activities from perspective of pre-service teacherÖğretmen adaylarının perspektifinden sınıf içi yazma çalışmalarının değerlendirilmesi

2017 ◽  
Vol 14 (2) ◽  
pp. 1534
Author(s):  
Seyit Ateş
Keyword(s):  
Student Teaching ◽  
Teaching Experience ◽  
Classroom Setting ◽  
Focus Group Interviews ◽  
Writing Practices ◽  
Research Findings ◽  
Group Interviews ◽  
Teachers Perspectives ◽  
Pre Service Teacher

Writing, which is defined as a statement of thoughts, emotions, and knowledge in a writing form, is an important skill used by any individual during lifelong. Due to this fact, writing skill have drawn more attention from educators and researchers and a number of empiric and theoretical researches have been conducted on how to acquire and develop this skill. Additionally, how this skill is transferred into classroom setting has an interest. The current research aimed to explore the writing practices in the classroom settings from the pre-service teachers’ perspectives. This research employed qualitative case study method and the data was collected though the structured observations and semi-structured focus group interviews. The fourth-year pre-service teachers studying at elementary school classroom teaching and their experienced teachers in their student teaching experience schools constituted the research sample. The data was analyzed by using descriptive techniques. The overall findings of the research showed that there was a relative lack of the practice used for developing writing skills in the classroom setting. While the grade level changed, the practices for writing di not differentiated. Based on the research findings, the recommendations were given. Extended English abstract is in the end of PDF (TURKISH) file. ÖzetZihindeki duygu, düşünce ve bilgilerin yazılı bir şekilde ifade edilmesi olarak tanımlanan yazma bireyin hayatı boyunca kullanacağı önemli bir beceridir. Bu nedenle yazma her zaman eğitimcilerin ve araştırmacıların ilgi odağı olmuş, bu becerinin kazanımı ve geliştirilmesiyle ilgili kuramsal ve uygulama temelli çok sayıda araştırma yapılmıştır. Bu araştırmaların sınıflara nasıl yansıdığı ise merak konusudur. Bu araştırmada öğretmen adaylarının perspektifinden sınıfta gerçekleştirilen yazma çalışmalarının betimlenmesi amaçlanmıştır. Araştırma nitel yaklaşımla gerçekleştirilmiş olup veriler yapılandırılmış katılımlı olmayan gözlemler ve katılımcılarla yapılan odak grup görüşmeler yoluyla elde edilmiştir. Sınıf öğretmenliği eğitimi son sınıf öğrencileri ve bu öğrencilerin staja gittikleri okullardaki öğretmenler araştırmanın çalışma grubunu oluşturmaktadır. Araştırmada gözlem ve görüşmelerden elde edilen veriler betimsel analizle çözümlenmiştir. Araştırmadan çıkarılan en genel sonuç ilkokul sınıflarında yazmanın geliştirilmesine yönelik uygulamaların yetersiz olduğu yönündedir. Sınıf düzeyinin değişmesine rağmen yazma öncesinde, yazma sırasında ve yazma sonrasında sınıflarda yapılan çalışmalar farklılaşmamaktadır. Araştırmada elde edilen sonuçlar doğrultusunda uygulamaya yönelik öneriler geliştirilmiştir.

scholarly journals The knowledge and perceptions of history students of South Africa’s Truth and Reconciliation Commission (TRC)

2014 ◽  
Vol 10 (1) ◽  
Author(s):  
M Oelofse ◽  
A Oosthuysen
Keyword(s):  
South Africa ◽  
South African ◽  
Research Method ◽  
Truth And Reconciliation Commission ◽  
Mixed Method Research ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Group Interviews ◽  
The University

Using the Truth and Reconciliation Commission of South Africa (TRC) and the concept of reconciliation as a case study, the article attempts to assess the knowledge and understanding of the registered undergraduate history students at the University of the Free State’s main campus about the TRC and the concept and process of reconciliation in the country at large. The research will firstly assess whether the younger generation of students, specifically students taking history as a subject, have any knowledge of such a significant and contemporary event in South African historiography as the TRC process. Secondly, in relation to the aims and recommendations of the TRC and against the background of reconciliation efforts in the country, to perceive the views and thoughts of undergraduate history students on the progress in reconciliation endeavours in South Africa. As a result, a sample of 128 undergraduate history students was randomly selected to complete a quantitative questionnaire. The questionnaire consisted of both closed and open-ended questions. Group interviews, as a qualitative research method, were added and used to conduct interviews with 16 undergraduate history students selected randomly and answers were recorded. Accordingly, an explanatory mixed- method research method approach was employed by implementing both the qualitative and quantitative method.

scholarly journals What Makes a Good Program? A Case Study of a School Admitting High Academic Achievers

2008 ◽  
Vol 8 ◽  
pp. 1027-1036 ◽  
Author(s):  
Ching Man Lam
Keyword(s):  
Administrative Support ◽  
Program Effectiveness ◽  
Focus Group Interviews ◽  
Program Success ◽  
Project Coordinator ◽  
Clear Vision ◽  
Tier 1 ◽  
Group Interviews

This paper reports the results of a qualitative study that explored the administration and implementation of the Tier 1 Program (Secondary 1 Curriculum) of the Project P.A.T.H.S. The case study method was used to explore perceptions of the teachers and the project coordinator of program effectiveness, and to identify various factors for program success. A school admitting high academic achievers was selected, and site visits, as well as individual and focus group interviews, were conducted with the program coordinator, social worker, and course teachers. The results suggested that clear vision and program goals, high quality of curriculum, helpful leadership, positive teacher attitude, and strong administrative support are factors for program success. Analyzing the data enables the researchers to understand the characteristics of a successful program as well as the interplay among factors for producing success.

scholarly journals Blended Learning Experience of Students Participating Pedagogical Formation Program: Advantages and Limitation of Blended Education

2016 ◽  
Vol 6 (1) ◽  
pp. 63 ◽  
Author(s):  
Fatih Saltan
Keyword(s):  
Online Education ◽  
Qualitative Case Study ◽  
Learning Experience ◽  
Teaching Profession ◽  
Face To Face ◽  
Arts And Sciences ◽  
Study Approach ◽  
Self Confidence ◽  
Group Interviews

The aim of this study was to investigate the learning experience of students studying pedagogic formation in blended design with regard to attendance, self confidence, and attitudes toward both Pedagogic Formation Program (PFP) and the teaching profession. In order to achieve this aim, a qualitative case study approach was carried out. The participants of this study consisted of 154 graduated Faculty of Arts and Sciences students who were enrolled in the first blended PFP in Turkey. A qualitative case study was conducted. Data were obtained through an open-ended questionnaire (n=154) and focus group interviews (n=8). The qualitative data were analyzed by using content analysis techniques. Overall, the results indicated that blended PFP was highly promising regarding professional development, self-confidence, accessibility and eliminating some disadvantages of distance education. Specifically, inherent problems of online education continued to take place in blended design but a balanced blended approach could minimize these weaknesses. Participants indicated that face-to-face sections were more applied, authentic and effective than the online part. On the other hand, most of the participants preferred to attend the online lessons regularly.  It was mainly because of availability concerns, travelling, and comfort of their home.

scholarly journals Using Simulation Training to Promote Nurses’ Effective Handling of Workplace Violence: A Quasi-Experimental Study

2019 ◽  
Vol 16 (19) ◽  
pp. 3648 ◽  
Author(s):  
Jin-Lain Ming ◽  
Hui-Mei Huang ◽  
Shiao-Pei Hung ◽  
Ching-I Chang ◽  
Yueh-Shuang Hsu ◽  
...  
Keyword(s):  
Workplace Violence ◽  
Simulation Training ◽  
Risk Group ◽  
High Risk Group ◽  
Focus Group Interviews ◽  
Self Confidence ◽  
Simulation Education ◽  
Quasi Experimental ◽  
Baseline Characteristics ◽  
Group Interviews

Background: Workplace violence in the health care sector has become a growing global problem. Research has shown that although caregivers comprise a high-risk group exposed to workplace violence, most of them lacked the skills and countermeasures against workplace violence. Therefore, through a quasi-experimental design, this study aimed to investigate the effectiveness of situational simulation training on the nursing staffs’ concept and self-confidence in coping with workplace violence. Methods: Workplace violence simulation trainings were applied based on the systematic literature review and the conclusions from focus group interviews with nursing staff. Data were obtained from structured questionnaires including: (1) baseline characteristics; (2) perception of aggression scale (POAS); and (3) confidence in coping with patient aggression. Results: The results revealed that training course intervention significantly improved the nursing staffs’ self-perception and confidence against workplace violence (p < 0.001). Conclusions: The “simulation education on workplace violence training” as the intervention significantly improved the workplace violence perception and confidence among nursing staffs in coping with aggression events.

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