scholarly journals Towards the Development of the Decolonized Pedagogy for Higher Education in South Africa: A Students’ Perspective

2021 ◽  
Author(s):  
Mamsi Ethel Khuzwayo
Keyword(s):  
South Africa ◽  
Deductive Reasoning ◽  
Research Question ◽  
Problem Statement ◽  
Pedagogical Content ◽  
Video Clips ◽  
Verbal Data ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
And Training

This chapter presents views, opinions, and perceptions about the curriculum theories that propagate educational perspectives of social injustice, cultural exclusion, supremacy, socio-economic inequality, and inequity. The data collection method was question and answer and deductive reasoning conducted in small groups in education studies classes. Pieces of information recorded in video clips during the COVID-19 lockdown were analysed through qualitative procedures, transcribing verbal data, and sorting coded categories of data. First, the frequencies of statements indicating trends in thoughts form themes classified as convergent and divergent perspectives. The interpretation of themes identified during data analysis seeks to address the problem statement in this chapter, which is the paradigm shift for a conceptualised decolonised curriculum in South Africa. Thus, the research question asked in the study is “what principles should underpin pedagogical content knowledge (PCK) of pre-service teacher education and training?” The source of data was interviews and document analysis. The synthesis of the results drawn from the raw data was based on the theoretical and conceptual framework established from the works of scholarship researchers on decolonised education. The interpretation of the findings addressing the problem statement and the research question was presented through convergent and divergent perspectives that characterise the beliefs and thoughts of students about curriculums for decolonised education in South Africa. The study highlights uncertainties about the concepts, divergent conceptual stances on decolonised education, and the lack of uniformity in the perceptions of philosophical principles or foundations of perspectives on decolonised education.

An Analysis of Readiness of Education Students in the Use of Technology at Mississippi State University

2013 ◽  
Vol 4 (1) ◽  
pp. 75-87
Author(s):  
Vahid Motamedi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Research Question ◽  
Mississippi State University ◽  
State University ◽  
Major Question ◽  
Use Of Technology ◽  
Pre Service Teacher Education ◽  
Teacher Education Graduates ◽  
Pre Service Teacher

The purpose of this study was to analyze the readiness of pre-service teacher education graduates at Mississippi State University (MSU) in the use of technology. The design of this study was a survey approach. Data from the completed survey instruments was coded onto data sheets and was entered into the Statistical Package for the Social Sciences. Description statistics were used initially on the data to answer the research question. Chi-square was selected as a statistical tool because the data for the study was nominal and ordinal. The focus of the study promoted one major question and three sub-questions. The major question was: Are undergraduate teacher education graduates at MSU adequately prepared to teach with technology? The three sub-questions were: (a) which students seem to be the most and the least prepared to use technology in the classroom? (b) what are the differences between students who are prepared and those who are not? and (c) which experiences do the most prepared students have that the others do not? The analyses of the data indicated that students with a higher skill level had been exposed to teachers/instructors who used technology in teaching, whether in student teacher placement, practicum placement, or during the last two years of classes. The analyses of the data showed the courses student teachers took did not seem to make them more proficient in the use of technology. The study showed that there were student teachers who did not have exposure to the use of technology in courses they took. The findings of this study indicated that pre-service teacher education graduates were inadequately prepared in the use of technology.

scholarly journals The impact of educators' skills and training on the delivery of music in the learning area Arts and Culture within two districts of the Gauteng province of South Africa

2008 ◽  
Vol 25 (1) ◽  
pp. 57-75
Author(s):  
Christopher Klopper
Keyword(s):  
South Africa ◽  
School Environment ◽  
Quantitative Methods ◽  
Research Question ◽  
Gauteng Province ◽  
Significant Relationships ◽  
Arts And Culture ◽  
The Impact ◽  
And Training ◽  
Learning Area

This article is the documentation of a sub-research question of a larger empirical study that employed quantitative methods to identify variables that are impacting on the delivery of music in the learning area Arts and Culture in South Africa extrapolated from questionnaires. Analysis of the data revealed that educators lack specialisation in music and have limited training in any of the art forms. Significant relationships were established between the educator and involvement in music activities within and outside of the school environment.

A Student Teacher's Personal Pathway to Education for Sustainability

2008 ◽  
Vol 24 ◽  
pp. 23-33 ◽  
Author(s):  
Julie Kennelly ◽  
Neil Taylor ◽  
Tom Maxwell
Keyword(s):  
Teacher Education ◽  
Teacher Education Program ◽  
School Teacher ◽  
Early Career ◽  
Education For Sustainability ◽  
Primary School Teacher ◽  
Pedagogical Content ◽  
Pre Service Teacher Education ◽  
Personal Reflections ◽  
Pre Service Teacher

AbstractIncreasing attention is being given to the inclusion of Education for Sustainability in pre-service teacher education. However, there is little research to explain why and how early-career teachers include Education for Sustainability in their work, or how teacher education providers can encourage and support them to do this. Through analysis of two interviews this paper examines the way in which a pre-service primary school teacher interprets her role in Education for Sustainability. Her personal reflections on the manner in which her life experiences, including her own schooling, have influenced her intentions as teacher are explored. Her university teacher education program in Education for Sustainability and her teaching internship experience also appear to have influenced her teaching goals. The profile presented in this paper outlines her intentions and sense of identity as teacher and how that has developed and is expressed. Conclusions centre on the relevance of her reflections for education for sustainability in pre-service teacher education. In particular, her example demonstrates how the development of pedagogical content knowledge relevant to Education for Sustainability during the pre-service years can play an integral part in an individual's decision-making when teaching.

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