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    Experiences of sport coordinators in a physical education professional development programme
    (2020) Zeller, D.; Roux, C. J.
    Physical education (PE) is an essential component of the school curriculum. However, studies show that many facilitators responsible for the delivery of PE in South African schools possibly lack the requisite specialist skills for effective PE delivery. Such facilitators can therefore be assisted with in-service training and professional development (PD) interventions to equip them with the relevant PE teaching skills. The purpose of this study was to analyse sport coordinators’ views about the attributes of effective development of non-specialist PE teachers or programme facilitators in South African schools. A qualitative interpretive paradigm was used to conduct a case study among 32 sport coordinators who taught Foundation Phase PE in 32 schools in the North-West Province of South Africa. The training model of PD was used to design the intervention, which included four different workshops held over one year. Data were obtained by using three semi-structured questionnaires, which were completed at different stages during the intervention and consequently analysed using the conventional content analysis approach. The most significant finding was that continuous training and support should not be considered as optional, but rather a necessity. Both the selection of content and pedagogy used to present the programme need careful consideration. Developing pedagogical content knowledge (PCK) experientially is critical. Modelling of practice and engaging the participants in carefully designed practical activities to demonstrate theoretical principles is preferable compared to the traditional lecture method. Thus, teachers should be assisted, not only to grasp concepts associated with PE as a learning area, but also to develop the pedagogic insight needed to adapt their teaching strategies to the instructional settings in which they find themselves.
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    Decolonial History teachers' charter: A praxis guide
    (2020) Dollie, A.; Ramjain, A.; Varachia, T.; Maangoale, T.M.; Tshipugu, T.; Laurence, T.; Laher, Y.; Dabhelia, A.; Abba, M.; Karanie, A.; Mitha, A.; Mbuli, M.; Mogane, K.; Montshioa, T.; Mamogobo, A.; Sahula, M.
    The below text is a practical charter which calls for history teachers, students, learners and then the provincial and national Departments of Basic and Higher Education to decolonise. Decolonisation is often talked about in the abstract, it is separated out into curricula, pedagogy, or university spaces. This charter takes the argument into schools and explores several aspects of decolonisation in a substantial and detailed way. The charter was developed as a collective exercise in a history methodology class by third and fourth year Bachelor of Education students training to be histori(an) teachers. The idea from the charter emanated from the students, and was initially, pre-Covid, guided by the lecturer (see footnote 1); however, once Emergency Remote Teaching (ERT) began, the students took complete ownership of the project. The lecturer's only role was to make the charter an assignment, to give students impetus to carry on with the task. Students could work collectively on the Decolonial History Teacher's Charter, or work on and submit individual assignments. This is important because the desire, the heart, the intellectual work, and the collectivity all emanated from the students. The below document can serve, in our collective view, as an important guide to new and serving history teachers, students, learners, and scholars.
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    Organic translanguaging in Science classrooms: Perceptions of pre-service primary school teachers.
    (2020) Charamba, E.
    In spite of today’s science classrooms being linguistically diverse, languages are still kept separate during academic instruction with education policymakers and stakeholders emphasising language purism and a strict separation of languages in the classroom. The overarching aim of this article is to investigate science teachers’ perceptions regarding linguistic potential and language competence in relation to translanguaging strategies. The data presented consists of interview responses, lesson observations, and questionnaire responses from purposefully sampled 25 pre-service teachers at 6 different primary schools in South Africa. In analysing the data collected from the questionnaires, descriptive statistics were used to calculate the percentages of each Likert-type item in the questionnaire while qualitative data was analysed using structural coding. The present research findings corroborate previous research findings which affirm the pivotal role language plays in the science classroom and suggests teachers do away with ‘named languages’ through the use of students’ linguistic repertoire in the classroom. The study also shows how translanguaging assists science students and teachers in multilingual South African classrooms achieve voice and agency by challenging discourses otherwise framed in monolingual perspectives. Given the academic and social benefits as well as the fluid nature of a translanguaging approach, the study also recommends teachers to implement translanguaging pedagogy in their linguistically diverse multilingual science classes.
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    Encounters with mentor teachers: first-year students’ experiences on teaching practice.
    (2020) Moosa, M.; Rembach, L.
    Teaching practice is a compulsory, legislated component of initial teacher education programmes in South Africa. During this experience, preservice teachers engage with their mentor teachers. By exploring first-year students’ experiences with their mentor teachers during their first teaching practice, we argue that mentorship is a vital component of teaching practice in order for first-year students to grow and develop their teaching skills and their professional development. The theoretical framework chosen underpins the mentorship processes based on Hagger and Macintyre’s work, this enabled a multi-dimensional analysis and account of mentorship. Four hundred and twelve first-year students participated in this study and the data were analysed by means of an open coding method. The results were that 376 (91%) of participants reported that they felt unsupported and powerless during teaching practice, because of negative engagements and experiences with mentor teachers. These findings have implications for the preparation of preservice teachers in other contexts too.
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    From learner to teacher: Personal experiences, beliefs and attitudes about bullying victimisation
    (2020) Moosa, M.
    Research shows that first-year pre-service teachers enter initial teacher education programmes with certain beliefs in place about schooling. This paper explores first-year pre-service teachers' experiences of, beliefs and attitudes about bullying. Social Learning Theory and Theory of Planned Behaviour are used to shed light on bullying as a learned behaviour and the impact this could have on how pre-service teacher will handle incidents at school. Three hundred and five first-year pre-service teachers participated in a mixed-methods research study. Multiple-choice and open-ended questionnaires were collated and analysed. The paper argues that pre-service teachers use their personal experiences, beliefs and attitudes about bullying victimisation to make decisions on how to assist learners. The findings of this research indicate that more than half of this cohort has witnessed bullying at school at some point. They did nothing about it because of fear, inadequate reporting systems at schools and lack of action been taken by teachers. Should they witness bullying in schools as teachers they might opt to take the same approach if they are not adequately prepared. Nonetheless, they are willing to use their experiences of bullying to become proactive teachers and stop the cycle of bullying. Keywords: Pre-service teachers; bullying; violence; victimology; bystanders; Social Learning Theory; Theory of Planned Behaviour.