Learning communities for the professional development of science teachers
- Authors: Pretorius, Erica Delores
- Date: 2015
- Subjects: Science teachers - Training of
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/64008 , uj:17140
- Description: Abstract: Professional development interventions in South Africa are not addressing teachers’ needs or resulting in improved student outcomes in science. Consequently, this empirical qualitative study focussed on a much needed new brand of comprehensive professional development in order to address the poor quality of science teachers and teaching in the country. Comprising three cycles of formative design-based research, the study addressed South African teachers’ learning of science and their emerging science pedagogy. The University of Johannesburg launched a unique project, titled ‘The A-team project - Excelling in Science Education’ in October 2010, focussing on development of the pedagogical content knowledge of science teachers using an inquiry-based learning approach. The aim of this longitudinal empirical and ethnographical study was to introduce teachers to new and exciting science experiences in a hybrid ecology of learning practice. In this intervention they experienced a wide range of different activities, and shared experiences at short monthly workshops and two longer workshops of between three to five days per annum. They could collaborate and scaffold each other in online communities and write online reflections. Many of these sessions included real-life experiences in science and computer laboratories in addition to the school visits and their online reflections. The overall design-based research method included three cycles of continuous improvement and resulted in the refinement of design principles for professional development interventions specifically for science teachers in a South African context. The hybrid group involved teachers from privileged private schools, ex-model C schools and previously disadvantaged schools in the greater Johannesburg area. This study employed a snowball method of sampling, following both a top-down and bottom-up approach for this particular intervention. We tapped into the overwhelming social capital resources of scientists, professors and the teachers themselves, sharing a wealth of experience and information. The multiple data collection methods included observations, interviews, questionnaires, teacher reflections, visual data such as photographs and videos, and other artefacts. After the first cycle of the intervention, teachers already expressed their delight with the approach: “We sacrificed a September holiday in 2010 and came back to school invigorated! Far better than any holiday!” Additional findings revealed that hands-on professional development activities in the continuing professional development of science teachers not only improved their technological pedagogical content knowledge but also motivated them to include inquiry-based teaching strategies in their classroom practices. Some made time to embark on further studies. , D.Phil.
- Full Text:
- Authors: Pretorius, Erica Delores
- Date: 2015
- Subjects: Science teachers - Training of
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/64008 , uj:17140
- Description: Abstract: Professional development interventions in South Africa are not addressing teachers’ needs or resulting in improved student outcomes in science. Consequently, this empirical qualitative study focussed on a much needed new brand of comprehensive professional development in order to address the poor quality of science teachers and teaching in the country. Comprising three cycles of formative design-based research, the study addressed South African teachers’ learning of science and their emerging science pedagogy. The University of Johannesburg launched a unique project, titled ‘The A-team project - Excelling in Science Education’ in October 2010, focussing on development of the pedagogical content knowledge of science teachers using an inquiry-based learning approach. The aim of this longitudinal empirical and ethnographical study was to introduce teachers to new and exciting science experiences in a hybrid ecology of learning practice. In this intervention they experienced a wide range of different activities, and shared experiences at short monthly workshops and two longer workshops of between three to five days per annum. They could collaborate and scaffold each other in online communities and write online reflections. Many of these sessions included real-life experiences in science and computer laboratories in addition to the school visits and their online reflections. The overall design-based research method included three cycles of continuous improvement and resulted in the refinement of design principles for professional development interventions specifically for science teachers in a South African context. The hybrid group involved teachers from privileged private schools, ex-model C schools and previously disadvantaged schools in the greater Johannesburg area. This study employed a snowball method of sampling, following both a top-down and bottom-up approach for this particular intervention. We tapped into the overwhelming social capital resources of scientists, professors and the teachers themselves, sharing a wealth of experience and information. The multiple data collection methods included observations, interviews, questionnaires, teacher reflections, visual data such as photographs and videos, and other artefacts. After the first cycle of the intervention, teachers already expressed their delight with the approach: “We sacrificed a September holiday in 2010 and came back to school invigorated! Far better than any holiday!” Additional findings revealed that hands-on professional development activities in the continuing professional development of science teachers not only improved their technological pedagogical content knowledge but also motivated them to include inquiry-based teaching strategies in their classroom practices. Some made time to embark on further studies. , D.Phil.
- Full Text:
Professional development of science teachers:the A-team hybrid ecology of learning practice
- Pretorius, Erica, De Beer, Josef, Lautenbach, Geoffrey
- Authors: Pretorius, Erica , De Beer, Josef , Lautenbach, Geoffrey
- Date: 2014
- Subjects: Science - Study and teaching (Graduate) , Science teachers - Training of , Science teachers - Inservice training , University of Johannesburg - Science and Technology Education
- Type: Article
- Identifier: uj:6151 , http://hdl.handle.net/10210/13721
- Description: Professional development interventions in South Africa do not always address teachers’ needs or necessarily result in better realisation of outcomes in science. South African teachers’ learning of science and their emerging science pedagogy need urgent attention and this issue can be addressed through focused continuing professional teacher development (CPTD) programmes. The University of Johannesburg launched a unique CPTD project named the A-team project – Excelling in Science Education in October 2010. This project focused mainly on developing the science teachers’ inquiry-based teaching approaches, advancing scientific process skills and enriching their pedagogical content knowledge in CAPS themes. The aim of this longitudinal empirical qualitative study was to introduce both primary and secondary school teachers to new (and exciting) science experiences in hybrid ecology of learning practice. In this intervention the hybrid group of science teachers experienced a wide range of different activities. As the project progressed, we tapped into the overwhelming social capital resources of scientists, professors and the Natural Sciences, Life Sciences and Physical Sciences teachers themselves sharing a wealth of experience and information. The findings of this study revealed that hands-on activities in real laboratories not only improved the science teachers’ technological pedagogical content knowledge but also motivated teachers to include inquiry-based teaching strategies in their classroom practices.
- Full Text:
- Authors: Pretorius, Erica , De Beer, Josef , Lautenbach, Geoffrey
- Date: 2014
- Subjects: Science - Study and teaching (Graduate) , Science teachers - Training of , Science teachers - Inservice training , University of Johannesburg - Science and Technology Education
- Type: Article
- Identifier: uj:6151 , http://hdl.handle.net/10210/13721
- Description: Professional development interventions in South Africa do not always address teachers’ needs or necessarily result in better realisation of outcomes in science. South African teachers’ learning of science and their emerging science pedagogy need urgent attention and this issue can be addressed through focused continuing professional teacher development (CPTD) programmes. The University of Johannesburg launched a unique CPTD project named the A-team project – Excelling in Science Education in October 2010. This project focused mainly on developing the science teachers’ inquiry-based teaching approaches, advancing scientific process skills and enriching their pedagogical content knowledge in CAPS themes. The aim of this longitudinal empirical qualitative study was to introduce both primary and secondary school teachers to new (and exciting) science experiences in hybrid ecology of learning practice. In this intervention the hybrid group of science teachers experienced a wide range of different activities. As the project progressed, we tapped into the overwhelming social capital resources of scientists, professors and the Natural Sciences, Life Sciences and Physical Sciences teachers themselves sharing a wealth of experience and information. The findings of this study revealed that hands-on activities in real laboratories not only improved the science teachers’ technological pedagogical content knowledge but also motivated teachers to include inquiry-based teaching strategies in their classroom practices.
- Full Text:
A short intervention programme to develop science teachers’ pedagogical content knowledge to teach for the affective domain
- Authors: Buma, Anastasia Malong
- Date: 2015
- Subjects: Science teachers - Training of
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/224058 , uj:22555
- Description: Abstract: Science education in South Africa is problematic, although this has been reported as a global phenomenon. This has placed tremendous demands on science teachers as they need to develop in learners the educational objectives as outlined in the Curriculum and Assessment Policy Statement (CAPS) for natural sciences, life sciences and physical sciences. Literature pertaining to research in this field shows that the affective outcomes seem to be the least addressed and could be considered a “missing link”. This study explores how in-service science teachers experienced a short learning programme and how it enhanced their pedagogical content knowledge (PCK) to teach for the affective domain. It also distils design principles for designing and implementing such programmes in future. This short programme was based on a humanistic socio-scientific issues instructional strategy and offered by the Department of Science and Technology Education of the University of Johannesburg. In order to investigate this issue, an extensive literature review was done to explore issues related to teaching for the affective domain as well as possible short intervention programmes to improve teachers’ PCK for teaching for the affective domain. The research design and methodology employed involved design-based research, consisting of two cycles of short learning programmes, where findings from the first programme which took place at the University of Johannesburg and continued at the schools where lessons were observed, informed the second short learning programme which took place in a public high school in Johannesburg South. Data was collected through a set of pre- and post-intervention questionnaires, in-depth one-on-one and focus group interviews, evaluation forms, visual materials (photographs) and observation protocols (e.g. The Reformed Teacher Observation Protocol) for the lessons observed at the various schools. This study employed a predominantly qualitative method of data analysis involving Saldana’s code-to-theory coding model and some mathematical procedures involving Krathwohl’s taxonomy of the affective domain, which allowed the teachers to be profiled at its different levels based on how much they had or had not learned... , Ph.D.
- Full Text:
- Authors: Buma, Anastasia Malong
- Date: 2015
- Subjects: Science teachers - Training of
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/224058 , uj:22555
- Description: Abstract: Science education in South Africa is problematic, although this has been reported as a global phenomenon. This has placed tremendous demands on science teachers as they need to develop in learners the educational objectives as outlined in the Curriculum and Assessment Policy Statement (CAPS) for natural sciences, life sciences and physical sciences. Literature pertaining to research in this field shows that the affective outcomes seem to be the least addressed and could be considered a “missing link”. This study explores how in-service science teachers experienced a short learning programme and how it enhanced their pedagogical content knowledge (PCK) to teach for the affective domain. It also distils design principles for designing and implementing such programmes in future. This short programme was based on a humanistic socio-scientific issues instructional strategy and offered by the Department of Science and Technology Education of the University of Johannesburg. In order to investigate this issue, an extensive literature review was done to explore issues related to teaching for the affective domain as well as possible short intervention programmes to improve teachers’ PCK for teaching for the affective domain. The research design and methodology employed involved design-based research, consisting of two cycles of short learning programmes, where findings from the first programme which took place at the University of Johannesburg and continued at the schools where lessons were observed, informed the second short learning programme which took place in a public high school in Johannesburg South. Data was collected through a set of pre- and post-intervention questionnaires, in-depth one-on-one and focus group interviews, evaluation forms, visual materials (photographs) and observation protocols (e.g. The Reformed Teacher Observation Protocol) for the lessons observed at the various schools. This study employed a predominantly qualitative method of data analysis involving Saldana’s code-to-theory coding model and some mathematical procedures involving Krathwohl’s taxonomy of the affective domain, which allowed the teachers to be profiled at its different levels based on how much they had or had not learned... , Ph.D.
- Full Text:
The professional development of life sciences teachers’ pedagogical content knowledge and profile of implementation concerning the teaching of DNA, meiosis, protein synthesis and genetics within a community of practice
- Authors: Van Wyk, Grizelda
- Date: 2013-07-18
- Subjects: Life sciences - Study and teaching , Science teachers - Training of , Science teachers - In-service training , Biology - Study and teaching (Secondary)
- Type: Thesis
- Identifier: uj:7623 , http://hdl.handle.net/10210/8493
- Description: M. Ed. (Science Education) , South African Life Sciences teachers have been subjected to three policy changes during the past six years. The first new curriculum was implemented in 2006, and when it was found that this curriculum lacked sufficient botany content, a new version of the curriculum was implemented in 2009. Following this, a new curriculum was being implemented in 2012 in all subjects, leaving Life Sciences teachers fatigued as a result of all the professional development workshops they had to attend each year. One principle of the new curriculum was that teachers had to use a constructivist approach to teaching, but research had found that this was not the case in South African classrooms. Furthermore, research also showed that some South African teachers lacked the necessary content and pedagogical knowledge to teach science to grade 12 learners. The aim of this study was to see whether teachers’ pedagogical content knowledge could be improved by the use of communities of practice over a period of time. The content that was focused on was DNA, protein synthesis, meiosis and genetics, as these topics were flagged as problematic topics in the National Senior Certificate examinations in 2008. A generic qualitative design was used as this research was situated in an interpretive framework. The genre of the research was phenomenology with design based elements. Before the intervention started, teachers had to complete a questionnaire and this questionnaire had to be completed again after the intervention. Interviews and feedback tools were used to obtain teachers’ views on these communities of practice. The interviews also had a section that pertained to teachers’ pedagogical content knowledge. Structured classroom observations were used to see whether teachers were implementing a constructivist approach when teaching the content. It also served as a method to ascertain whether the activities done during the community of practice sessions were implemented into classroom practice. It was found that communities of practice are an effective way of developing teachers’ pedagogical content knowledge, but that it should be continuous and would be more v effective over a longer period of time. Teachers also enjoyed these meetings, shared resources and motivated each other. Another finding of this research was that teachers did not implement a constructivist approach to their teaching as required by the new curriculum, even though they indicated that they preferred this approach to teaching. A recommendation of this research is that teachers’ professional development should take place in an informal community of practice where teachers could share ideas and resources. A keystone species is required for these communities of practice to stay sustainable. These communities of practice should be implemented on a continuous basis in order to have a positive effect on teachers’ practice.
- Full Text:
- Authors: Van Wyk, Grizelda
- Date: 2013-07-18
- Subjects: Life sciences - Study and teaching , Science teachers - Training of , Science teachers - In-service training , Biology - Study and teaching (Secondary)
- Type: Thesis
- Identifier: uj:7623 , http://hdl.handle.net/10210/8493
- Description: M. Ed. (Science Education) , South African Life Sciences teachers have been subjected to three policy changes during the past six years. The first new curriculum was implemented in 2006, and when it was found that this curriculum lacked sufficient botany content, a new version of the curriculum was implemented in 2009. Following this, a new curriculum was being implemented in 2012 in all subjects, leaving Life Sciences teachers fatigued as a result of all the professional development workshops they had to attend each year. One principle of the new curriculum was that teachers had to use a constructivist approach to teaching, but research had found that this was not the case in South African classrooms. Furthermore, research also showed that some South African teachers lacked the necessary content and pedagogical knowledge to teach science to grade 12 learners. The aim of this study was to see whether teachers’ pedagogical content knowledge could be improved by the use of communities of practice over a period of time. The content that was focused on was DNA, protein synthesis, meiosis and genetics, as these topics were flagged as problematic topics in the National Senior Certificate examinations in 2008. A generic qualitative design was used as this research was situated in an interpretive framework. The genre of the research was phenomenology with design based elements. Before the intervention started, teachers had to complete a questionnaire and this questionnaire had to be completed again after the intervention. Interviews and feedback tools were used to obtain teachers’ views on these communities of practice. The interviews also had a section that pertained to teachers’ pedagogical content knowledge. Structured classroom observations were used to see whether teachers were implementing a constructivist approach when teaching the content. It also served as a method to ascertain whether the activities done during the community of practice sessions were implemented into classroom practice. It was found that communities of practice are an effective way of developing teachers’ pedagogical content knowledge, but that it should be continuous and would be more v effective over a longer period of time. Teachers also enjoyed these meetings, shared resources and motivated each other. Another finding of this research was that teachers did not implement a constructivist approach to their teaching as required by the new curriculum, even though they indicated that they preferred this approach to teaching. A recommendation of this research is that teachers’ professional development should take place in an informal community of practice where teachers could share ideas and resources. A keystone species is required for these communities of practice to stay sustainable. These communities of practice should be implemented on a continuous basis in order to have a positive effect on teachers’ practice.
- Full Text:
The empowerment evaluation of a grade 9 natural sciences teacher in shifting towards an inquiry-based pedagogy
- Authors: Makhubalo, Augustine Nceba
- Date: 2015
- Subjects: Science - Study and teaching (Secondary) , Science teachers - Training of
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/214679 , uj:21311
- Description: Abstract: In South Africa, the introduction of inquiry-based instruction has met with a lot of challenges, such as the poor training of teachers in the face of accelerated curriculum reform. Teacher training has been plagued with traditional “one-shot” approaches to professional development that are inadequate and do not provide teachers with opportunities for immediate and direct application of what they have learnt (Zakaria & Daud, 2009). I worked with a Grade 9 Natural Science teacher with the goal of improving the quantity and quality of inquiry-based instruction implemented in the classroom, by employing empowerment evaluation approach to teacher development. The professional development experience was informed by the 4Ex2 instruction model, which combines key components of inquiry instruction (Engage, Explore, Explain, Extend) with formative assessment and reflective practice integrated into each of the inquiry components. By employing the Electronic Quality of Inquiry Protocol (EQUIP) a classroom observation tool, I conducted six classroom observations, assessing the teacher on 19 indicators associated with inquiry spreading over four constructs: Instruction, Curriculum, Discourse and Assessment. The current study investigated conceptions the teacher held with regard to inquiry-based teaching and learning, and attempted to shift the Natural Sciences teacher’s instructional approach towards inquiry instruction, by employing the concept of empowerment evaluation. The data was collected using interviews and lesson observations with one teacher from a rural school setting. Findings from this study show that the teacher held positive views of the inquiry-based approach, but felt that its classroom practice suffered negatively from a number of challenges, primarily lack of teacher confidence due to poor training. The findings also reveal that through empowerment evaluation, teacher practices in the classroom can shift towards an inquiry-based approach. , M.Ed.
- Full Text:
- Authors: Makhubalo, Augustine Nceba
- Date: 2015
- Subjects: Science - Study and teaching (Secondary) , Science teachers - Training of
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/214679 , uj:21311
- Description: Abstract: In South Africa, the introduction of inquiry-based instruction has met with a lot of challenges, such as the poor training of teachers in the face of accelerated curriculum reform. Teacher training has been plagued with traditional “one-shot” approaches to professional development that are inadequate and do not provide teachers with opportunities for immediate and direct application of what they have learnt (Zakaria & Daud, 2009). I worked with a Grade 9 Natural Science teacher with the goal of improving the quantity and quality of inquiry-based instruction implemented in the classroom, by employing empowerment evaluation approach to teacher development. The professional development experience was informed by the 4Ex2 instruction model, which combines key components of inquiry instruction (Engage, Explore, Explain, Extend) with formative assessment and reflective practice integrated into each of the inquiry components. By employing the Electronic Quality of Inquiry Protocol (EQUIP) a classroom observation tool, I conducted six classroom observations, assessing the teacher on 19 indicators associated with inquiry spreading over four constructs: Instruction, Curriculum, Discourse and Assessment. The current study investigated conceptions the teacher held with regard to inquiry-based teaching and learning, and attempted to shift the Natural Sciences teacher’s instructional approach towards inquiry instruction, by employing the concept of empowerment evaluation. The data was collected using interviews and lesson observations with one teacher from a rural school setting. Findings from this study show that the teacher held positive views of the inquiry-based approach, but felt that its classroom practice suffered negatively from a number of challenges, primarily lack of teacher confidence due to poor training. The findings also reveal that through empowerment evaluation, teacher practices in the classroom can shift towards an inquiry-based approach. , M.Ed.
- Full Text:
Investigating pedagogical content knowledge of life sciences educators
- Authors: Van Biljon, Jannike
- Date: 2016
- Subjects: Science - Study and teaching , Science teachers - Training of
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/232371 , uj:23700
- Description: M.Ed. (Science Education) , Abstract: Studies (Shulman, 1987; Loughran, 2006; Parks and Olivier, 2008) have summarized that PCK is a combinational notion in which the different mixtures of elements influence the richness of the PCK of a teacher. The research has been concerned with trying to understand the various aspects of PCK rather than the complete representation of PCK. The changes in any of the elements inevitably influence structure of PCK are the perspectives in learning and teaching; the understanding of content; time; context; understanding of the learners; pedagogical practices; decision-making; reflections; and elements of knowledge of curriculum values and aims. To understand PCK well is to understand the mixture of interacting elements to help give insight into PCK. The aim of this study is to focus on various instruments that can be utilised to describe teachers’ PCK. The methodology employed in this research was a qualitative approach. The teachers were asked to complete a group of instruments, which served to describe the teachers’ PCK as well as their beliefs and practices towards Life Sciences teaching in general. Data collecting methods such as individual interviews; general conversations, document analysis, classroom observations, questionnaires and rubrics used to obtain data for from a small sample of Life Sciences teachers. It was obtained that the Life Sciences teachers experienced many problems with PCK development. Learner—centred activities, group work, facilitation, assessment tasks and lack of resources were but a few of the problems identified. The research evidence also showed a lack of teachers understanding of the nature of science. Our framing of PCK and its representation emphasises the importance of coherence and integration among the different elements of PCK for effective teaching...
- Full Text:
- Authors: Van Biljon, Jannike
- Date: 2016
- Subjects: Science - Study and teaching , Science teachers - Training of
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/232371 , uj:23700
- Description: M.Ed. (Science Education) , Abstract: Studies (Shulman, 1987; Loughran, 2006; Parks and Olivier, 2008) have summarized that PCK is a combinational notion in which the different mixtures of elements influence the richness of the PCK of a teacher. The research has been concerned with trying to understand the various aspects of PCK rather than the complete representation of PCK. The changes in any of the elements inevitably influence structure of PCK are the perspectives in learning and teaching; the understanding of content; time; context; understanding of the learners; pedagogical practices; decision-making; reflections; and elements of knowledge of curriculum values and aims. To understand PCK well is to understand the mixture of interacting elements to help give insight into PCK. The aim of this study is to focus on various instruments that can be utilised to describe teachers’ PCK. The methodology employed in this research was a qualitative approach. The teachers were asked to complete a group of instruments, which served to describe the teachers’ PCK as well as their beliefs and practices towards Life Sciences teaching in general. Data collecting methods such as individual interviews; general conversations, document analysis, classroom observations, questionnaires and rubrics used to obtain data for from a small sample of Life Sciences teachers. It was obtained that the Life Sciences teachers experienced many problems with PCK development. Learner—centred activities, group work, facilitation, assessment tasks and lack of resources were but a few of the problems identified. The research evidence also showed a lack of teachers understanding of the nature of science. Our framing of PCK and its representation emphasises the importance of coherence and integration among the different elements of PCK for effective teaching...
- Full Text:
- «
- ‹
- 1
- ›
- »