Wits School of Education (ETDs)
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Item Teachers' Discourse, Language, Genetics, Life Sciences, South Africa, classrooms(University of the Witwatersrand, Johannesburg, 2024) Mupfawa, ShunguSouth Africa has consistently ranked close to the bottom in international studies on the quality of mathematics and science education. This poor performance portrays a negative picture of the quality of teaching and learning science and mathematics in the country. Local reports such as the South African National Diagnostic Report on grade 12 performance attest to this as it shows that the quality of passes in life sciences at the matric level is low. As a result, fewer matriculants enrol for life sciences-related careers at higher institutions of learning. The overall quality of passes in life sciences could be aggravated by the poor performance of learners in genetics-related questions which make a substantial contribution to scores in the Life Sciences examination. Literature on the teaching and learning of genetics also points to difficulty with the teaching and learning of this topic, including the use of language by the teachers. This thesis reports on a case study in which I investigated the classroom Discourse of four life sciences teachers while teaching basic genetics to grade 12 learners. The study aimed to characterise the teachers’ Discourse during the teaching of basic genetics. In this study, my conception of Discourse was influenced by Gee’s Theory of Discourse which makes a distinction between Discourse with an upper-case ‘D’ denoting language and other factors associated with it and discourse with a lower-case ‘d’ as referring to language. Therefore, in this study, the teachers’ Discourse ‘D’ was conceptualised in terms of language ‘d’ (the language of science) and context which entailed Discourse strategies, interaction patterns, teacher Discourse moves, and multimodal representations. This study drew on literature and research from the fields of Discourse analysis, language, teacher talk, science teaching, and classroom Discourse to develop a complex picture of the classroom. A case study was conducted in three high schools in Johannesburg, South Africa. Data was collected from four teachers each of whom was observed three times, and video recorded while teaching basic genetics concepts to grade 12 learners. A follow-up interview was conducted with each teacher. These post-observation interviews together with field notes were added for data triangulation purposes. The interviews helped me to access teachers’ rationale for taking certain actions during the observed lessons. Moreover, the interviews enhanced the trustworthiness of my analysis. The lesson observation transcripts were analysed using Lemke’s Thematic Analysis merged with Mortimer and Scott’s Communicative Approaches and Discourse patterns. This study unveiled two major types of Discourse of teachers who followed an examination based approach and teachers whose Discourse followed a conceptual approach. This led to the development of a Discourse Teaching Strategy Model which portrays teachers as being either conceptually or assessment focused. My Discourse Teaching Strategy Model shows that amongst other characteristics, conceptually focused teachers used higher-order questions to build conceptual understanding and logical exposition for consolidation. Further, the model shows that logical exposition was sometimes replaced by selective summary where the teachers justified the curriculum. Teachers adopting a conceptual focused strategy used controlling pacing and marking importance as pedagogical measures and admonition for maintaining discipline. This study contributes to the effective teaching of genetics by offering the Discourse Teaching Strategy Model as a model to guide thinking about the planning and development of science teaching as well as a tool for reflection upon one’s teaching strategies. Thus, this model can be used to expand self-development or in-service development especially if one is to teach for ii conceptual understanding. Researchers can use the model as an analytical tool for identifying a particular teacher’s Discourse practices.Item An investigation of quality assurance practices and teaching in a higher learning institution in Johannesburg South Africa(University of the Witwatersrand, Johannesburg, 2024) Dlodlo, KhanyisaHigher education institutions (HEIs) in developing countries are increasingly focusing on quality assurance, as indicated by their development of relevant policies, structures, and procedures. This study aims to examine the quality control measures within HEIs and assess lecturers' knowledge of these measures. Institutional and national policy documents related to quality were analyzed to understand the regulatory framework for lecturers. Categories of Quality Practices in Teaching, such as assessment, curriculum, and teaching strategies, were established for data analysis. Using an interpretative paradigm and qualitative techniques, the study involved interviews with three lecturers and a quality assurance (QA) manager. This approach helped gain insights into how quality measures are implemented and how lecturers utilize them to improve teaching. The study categorized and compared lecturers' practices with institutional and national policy documents to evaluate their alignment. Findings revealed that lecturers have limited knowledge about the institution's QA measures. Their practices often do not align with the institution’s QA policies, partly due to their lack of awareness of these policies. Although the institution has QA measures, many are adopted from national documents, but there is insufficient emphasis on these measures at both institutional and national levels. The study recommends that lecturers should be involved in the creation, review, and evaluation of QA policies to enhance their engagement and understanding. Additionally, peer and student evaluations should be mandatory and conducted more frequently than the current three-year cycle. Finally, having teaching qualifications as a requirement for employment is suggested to improve QA in teaching.Item Investigating the experiences of female Heads of Departments leading at an Independent High School in South Africa(University of the Witwatersrand, Johannesburg, 2024) Reddy, Leslie Cheston Nicholas; Fleisch, BrahmThroughout history, women have faced various challenges because of their gender. With society developing and people becoming more aware of gender diversity and equality, organisations still have not purposefully remedied how women are seen in society. More specifically, schools, particularly primary schools, have long been the domain of women due to the stereotypical notions that women are natural caregivers and there to nurture children. However, leadership and management positions within schools have traditionally been dominated by men as many independent schools in South Africa were developed during the apartheid administration, which disadvantaged people of colour, more specifically women of colour. This research report investigated the experiences of female heads of departments (HODs) leading at an independent school in South Africa. Through the use of transformative leadership as the theoretical framework for this study, it became apparent that women's experiences are unique to their gender and often shared with other women. This study used a qualitative research design by looking at seven HODs. Data was obtained through semi-structured interviews and observations. With this, central themes of their experiences, challenges, and strategies used by female HODs in independent schools were collated thematically. This study revealed that gender-biased perceptions of women leaders exist in several forms of discrimination even though they are in leadership positions. Additionally, the challenges these female HODs faced were aspects that dealt with society's beliefs impacting their ability to lead confidently. These women also have perceptions of male privilege, the demands of working in an independent school, the need to prove themselves as a leader and gender-pay discrepancies. The women in this study also gave insight into their perceptions of male arrogance, recognising a gender shift in school leadership and examining the role of school existence and traditionalism in their role as leaders. The study revealed that the women in this independent school feel better equipped and are better managers than their male counterparts. The women leaders recognised the value of emotional intelligence and also strived to implement various strategies in how they led to ensure that they could manage their positions effectively. These strategies included building relationships with colleagues, students and parents; open communication; adopting iii multiple leadership styles; and caring for and empowering students. All these strategies were implemented to mitigate their challenges as female HODs in an independent school.Item Exploring the effect of Professional Noticing in the Context of Algebraic Fractions: A Case Study of National Certificate Vocational L3 Lecturers in a TVET College(University of the Witwatersrand, Johannesburg, 2024) Nadason, Selome; Makonye, JudahExpertise in professional noticing of students mathematical reasoning is an integral component of effective mathematics discourse. What a teacher notices or fails to notice impacts students’ performance significantly. Professional noticing of students mathematical thinking, in the mathematics classroom, involves attending to, interpreting, and deciding how to respond to students reasoning (Jacobs et al., 2010). Based on the significance of the construct of noticing, this study explored the effect of professional noticing on the pedagogical practices of NCV Level 3 (L3) lecturers in relation to the simplification of algebraic fractions. Specifically, this study sought to answer the following questions: how do NCV L3 lecturers attend to students mathematical reasoning in relation to simplifying algebraic fractions; how do NCV L3 lecturers interpret students mathematical reasoning in relation to simplifying algebraic fractions; and what course of action do NCV L3 lecturers take based on students mathematical reasoning in relation to algebraic fractions. To answer these research questions, a qualitative research design, particularly a case study approach was used. Data were collected in the form of student written responses to a pre-test, field notes, and audio recorded lessons, in the topic of algebraic fractions. Participants were purposively and conveniently recruited. A total of two NCV L3 lecturers and their respective classes, from TVET College B, consented to participate in the study. Before the data collection process, a professional noticing development program (workshop), facilitated by the researcher was conducted. Lecturer participants were requested to analyse the written responses of students by providing a detailed explanation on what they noticed about students reasoning in relation to the simplification of algebraic fractions. Furthermore, the audio recorded lessons were transcribed by the researcher, and transcripts were read several times to accurately determine the degree of noticing displayed by the participants. The three strands of professional noticing and the levels of sophistication framework served as analytical tools to determine the extent to which lecturers attended to, interpreted, and responded to students mathematical reasoning. Verbatim quotations were used to highlight the noticing skills of the participants. The findings of the study suggest that the lecturers displayed predominantly low (0) and medium (1) levels of noticing when analysing the written responses of students. In terms of noticing in action, participant lecturers were observed demonstrating primarily low (0) levels 6 of noticing. The study also revealed that participants found it challenging to notice students reasoning during the teaching of algebraic fractions. In conclusion, since noticing can be learned (Jacobs et al., 2010), to support lecturers in noticing students mathematical reasoning, it is recommended that TVET colleges provide training programs and workshops that explicitly focus on the learning and implementation of professional noticing. Furthermore, the study suggests that there is a need for the conceptualisation of noticing from a perspective that appreciates and integrates the socio- cultural realities of the students as well as the realistic setting of the classroom, since factors such as students background knowledge, classroom culture, and resources may affect the efficiency of noticing. Therefore, it is advisable that adaptations be made to acknowledge and accommodate the diversity and contextual circumstances of our South African classrooms to cultivate a more inclusive approach to noticing.Item Understanding the dynamics that enable and constrain the implementation of learnership programmes as skills development interventions in South Africa: A descriptive analysis of learnership programmes funded by the Education Training And Development Practices –Sector Education Training Authority (ETDP Seta)(University of the Witwatersrand, Johannesburg, 2023-09) Khubisa, Zanele Cynthia; Ramsarup, PreshaThe study aimed to understand the dynamics that enable and determine the implementation of Education, Training, and Development Practices Sector Education and Training Authority (ETDP SETA) funded learnerships (2017/18 and 2018/2019) as critical skills development interventions in South Africa. The qualitative analysis considered the viewpoints of learners, host employers, and ETDP SETA Officials. Several key enablers have been identified, namely workplace-based learning, effective mentoring and monitoring, and evaluation of learnerships. On the other hand, certain key constraints have also been identified including limited involvement of corporate employers, inadequate resourcing, lack of educational progression, and the delays in issuing of certificates. It is important to note that the latter two constraints directly affect the employability of beneficiaries. The study recommended that the ETDP SETA improve its efforts to cultivate a consistent understanding of the national skills development imperatives amongst its stakeholders; incentivise employers to enhance their participation in workplace-based training and enforce policies and legislation that promoted improved pathways and connections to the rest of the PSET system. The SETA should consider enforcing measures that promote the timely issuing of certificates.Item A social realist perspective of academic advising in a South African higher education context: A study of practices and practitioners(University of the Witwatersrand, Johannesburg, 2023-08) De Klerk, Danie; Dison, LauraThe South African higher education sector has numerous challenges to contend with. Students' prospects of success are often vulnerable to uneven secondary schooling, structural and material constraints, massification of the sector, and a range of other factors. In this thesis, I argue that academic advising has the potential to help find responsive and sustainable solutions to address these challenges. Academic advising is well established in the global north. In contrast, it remains an emerging field of practice in South Africa, with a dearth of literature about how advising is developed and practiced within the country’s unique higher education context. This thesis aims to contribute to the limited knowledge base about advising as a practice and the work of academic advisors as practitioners in South Africa. The study provides a social realist perspective of the emergence of advising within a South African higher education context. It draws on Margaret Archer’s work on structure, culture, and agency, the morphogenetic approach, and the notion of stratified layers of social reality to analyse data, make inferences, and draw conclusions. This is a qualitative study that adopts a mixed methods approach. The research paradigm is phenomenological, while phenomenographic principles are used selectively to advance the objectives of the study. The data that informs the study consists of a quantitative baseline dataset and qualitative data collected through semi-structured interviews with 15 academic advisors working at the University of the Witwatersrand. As this is a PhD by publication, the thesis consists of four interconnected papers (i.e., chapters), bookended by introduction and conclusion chapters. The first paper provides insights about advising as gleaned from the baseline data, while the second draws on the same data to highlight the impact of students’ structural and material constraints on the work of academic advisors. Papers three and four use interview data to glean academic advisor insights about advising prior to and during the COVID-19 pandemic, respectively. The thesis concludes by highlighting the transformative potential of academic advising for South African higher education yet cautions that a major shift in the way advising is perceived and practiced is required for its potential to be realised.Item Exploring a culture of reading: A case study in an under-resourced South African primary school(University of the Witwatersrand, Johannesburg, 2023-09) Biesman-Simons, Claire; Dixon, KerrynSouth Africa faces an undeniable literacy crisis. Since 2000, there have been increasing calls for the creation of a culture of reading to address this crisis. This has been on the part of the South African government, academia and civil society. However, this has occurred without clear consensus on the term’s meaning and with little explanation of how a poorly-defined concept with its origins in the Global North would achieve this outcome. How this term has achieved such national prominence and the ways it affects school practices motivated this research. The first phase of the study investigated how the term “culture of reading” functions in national government education discourse, and its impact on the country’s reading landscape. This was followed by an ethnographic-style case study exploring the factors that shaped a culture of reading at a no-fee primary school, situated on the Cape Flats in Cape Town. Drawing on a review of more than 400 South African, African and global texts that reference “culture of reading”, this study provides a definition of a culture of reading that is appropriate for the African context, and central to the analysis of this study. To investigate how the term “culture of reading” functions in government discourse, I performed a textual analysis of a corpus of 58 publicly available texts produced by the South African government from 2000 to 2019. The analysis reveals an uncritical faith in a culture of reading as fundamental to improved reading levels despite there being no clarity on the term’s meaning or evidence of tangible outcomes in learners’ reading achievement. Bourdieu’s notion of doxa is drawn on to demonstrate how the government’s consistent return to an ill-defined Global Northern ideal is indicative of a misunderstanding of what reading is and can achieve, and of a need to further grapple with the complexities of South Africa’s reading landscape. Approaching reading from a socio-cultural perspective, the ethnographic-style case study investigates how habitus, capital and field (Bourdieu, 1990b) interact to shape school reading practices, and how the resulting culture of reading is reflected in one school’s reading practices. The case study shows the contextual realities and conditions in the field that affect the promotion of a culture of reading. Data was generated from interviews with 51 participants, classroom and schoolwide observations, photo elicitation, and document reviews which were subjected to a thematic analysis. Findings indicate that despite the evident value that staff and most learners attribute to reading and their positive dispositions towards reading (i.e. their habitus), the school’s culture of reading is undermined by external and internal forces. This is most notably with regard to inappropriate curriculum demands, a multilingual learner body restricted to learning in English, the impact of a community fraught with violence, as well as a dysfunctional culture of teaching and learning that has resulted in a divided staff body and poor discipline. Bourdieu’s attention to how no field exists in isolation is demonstrated by educators’ battles to promote reading in an education field that does not account sufficiently for social, cultural and economic contextual realities. Data generated in the Grade 5 classroom evidenced that agentive educators, equipped with the necessary cultural capital, can construct a sub-field that supports a culture of reading in spite of these constraints. However, this is precarious, and findings from the Grade 1 classroom demonstrated how overlapping fields and a dysfunctional culture of teaching and learning constrained an experienced educator, impacting on her wellbeing. The study highlights that there are many ways in which schools and educators can navigate and overcome institutional constraints that threaten South African learners’ reading development. The research highlights the need for closer alignment between government’s expectations of schools and their contextual realities, with educators’ professional and emotional wellbeing needing to be prioritised. Recommendations for research include further investigation into learners’ home and community language and literacy practices and how these practices can be built on at school.Item Children Moving Across Borders: Equitable Access to Education for Undocumented Migrants in South Africa(University of the Witwatersrand, Johannesburg, 2023-09) Blessed-Sayah, Sarah Enaan-Maseph; Griffiths, DominicSouth Africa is experiencing an increase in intra-regional migration, and the management of migration in the country is increasingly becoming highly securitised. Individuals who move intra-regionally across borders include children –accompanied by parents or caretakers, unaccompanied, and those seeking refuge because of untenable and oppressive circumstances in their home country. Also, individuals who move to South Africa without legal documentation often give birth to children within the State, who are then undocumented. Without documentation, these children cannot access education, which means that achieving their educational right becomes impossible. This happens partly because of legal contradictions that exist in immigration and education policy frameworks. For instance, the Bill of Rights, as contained in Section 29(1)(a) of the Constitution of South Africa (The Constitution of the Republic of South Africa No. 108, 1996), states that everyone has the right to basic education, and further states in subsection 2 that the State (being South Africa) is obligated to respect this right. Additionally, the South African Schools Act 84 of 1996 (Republic of South Africa, 1996) states that public schools are obliged to admit children without any form of discrimination on any grounds. However, the Immigration Act No 13 of 2002 states that no ‘illegal foreigner’ should be allowed on the premises of any learning institution (Republic of South Africa The Presidency, 2002). Thus, the question remains whether undocumented migrant children are included in the ‘all’ or ‘every’ because of existing legal contradictions between the Constitution and the Immigration Policy. Furthermore, the need to consider how the educational right of undocumented migrant children is upheld comes from the evident nationalist view on migration in South Africa, which is projected through government, and in local communities. Although some studies have evaluated the extent to which this right is protected or ensured, and others have considered the barriers to exercising the right to education in South Africa, only a few specifically focus on the right of undocumented migrant children to equitable education, and strategies to ensure its fulfilment. Thus, an explanation of equitable access to education in South Africa entails developing an approach for understanding undocumented migrant children’s educational experience, because this approach would provide a platform to achieve workable ways to ensure the fulfilment of their right to basic education. This research explores the difficulties undocumented migrant children experience in relation to education. Given this, an explanation regarding access to education for undocumented migrant children, from an equity viewpoint in South Africa, is developed. Thus, this study had three major aims. Firstly, to develop an understanding of equity in relation to access to education. Secondly, to investigate the impact (problems) of migration on undocumented migrant children in relation to equitable access to education in South Africa. Thirdly, to develop strategies that can ensure that these undocumented migrant children have their right to basic education protected in South Africa. Using the capability approach combined with Unterhalter’s (2009) description of equity as a three-fold concept as the study’s conceptual framework, I argue that ensuring equitable access to education for undocumented migrant children in South Africa requires an integrated approach, which goes beyond top-down strategies and highlights the role of agency. Each finding under the study’s objectives serves as evidence that support my overall argument for an integrated approach. A qualitative research design, from an interpretivist phenomenological lens provided me with the opportunity to carefully interact and bring forward the contextualised lived experiences of undocumented migrant children. This brought about an in-depth description of equitable access to education for them. The study was conducted with an NGO working with undocumented migrant children in the eastern region of the Johannesburg area in the Gauteng province of South Africa. The criterion used for selecting participants was based on the fact that the Project staff members, children who attend the Project, and their parents understand the social environment in which the children reside. They were able to give detailed and in-depth explanations on the impact of migration on their access to education, in an equitable manner. Gauteng Department of Education (GDE) officials who deal with undocumented migrant children, and South African Human Rights Commission (SAHRC) staff who deal with education also understand the impact of migration on these children’s chance to equitably access education and were included in the study. A total of 45 participants who were conveniently selected, based on the inclusion criteria, made up the sample size. Nineteen undocumented migrant children (n=19), eleven parents of undocumented migrant children (n=11), and fifteen professionals participated in this study (n=15). I served as the primary tool for data collection while employing different qualitative methods, including individual semi-structured interviews and focus group discussions. The method of data analysis I used for this study included an inductive and deductive approach using the NVivo QSR 12 software. From this method of data analysis, I identified three key themes relating to the specific objectives of the study. Objective 1: I found that undocumented migrant children, their parents, and professionals who deal with this group of children perceive equity to mean ‘the opportunity to thrive’ and ‘fairness’. In addition, under the first objective, it was found that equitable access to education is closely linked to being able to attend schools. While the undocumented migrant children described this in terms of the right to attend school and learn educational skills, the parent and professional participants explained it as a fundamental human right which should not be constrained by one’s legal status in South Africa. Along this line, it was also revealed that equitable access to education is important for various reasons including access to other services; capabilities, functioning, and the platform to achieve other human rights; and the avoidance of social ills. In all, equitable access to education strongly supports the human dignity of undocumented migrant children. Objective 2: Under objective two, I found that the impact of migration to South Africa, as it concerns equitable access to education for undocumented migrant children, was negative. Various problems faced by these children were identified. Firstly, the overarching problem was the lack of documentation which affects the opportunity for undocumented migrant children to equitably access school. This lack of documentation includes the non-issuance of proper birth certificates and so, the non-registration of the births of these children; and the fear of going to renew or apply for permits at the South African Department of Home Affairs (DHA) because of fear of police arrest. Secondly, the problem of continued discrimination, and xenophobic attacks and attitudes was also experienced by undocumented migrant children and their parents. These attacks affected their chance to access education. Thirdly, the lack of access to basic services presented itself as a difficulty which affects the opportunity to access schools, in an equitable way. Fourth, policy gaps, including ambiguities and non-implementation of recent court judgments, also served as problems which affect access to education for these children. Lastly, Covid-19 and the effects of the pandemic further compounded already existing difficulties undocumented migrant children face concerning their equitable access to education. Objective 3: The study revealed that strategies to address the problems experienced by undocumented migrant children include government-level, community-level, and individual-level strategies, and a combined, planned approach (integrated approach). Under government-level strategies, it was found that undocumented migrant children need to be issued birth certificates with identification or registration numbers and so, be appropriately registered at birth. Existing policies about education and immigration also need to be revised, and recent court judgments like the Phakamisa Judgment must be implemented. Also, stakeholders must be trained to ensure the proper implementation, monitoring, and evaluation of policies and recent judgments on equitable access to education for undocumented migrant children. As part of community-level strategies more assistance from NGOs, who bridge educational gaps for undocumented migrant children, would be useful in ensuring undocumented migrant children get educated. Individually, promoting social cohesion between migrants and non-migrants was highlighted. Also, parents of the identified children were encouraged to acquire documentation for their children. However, these different levels, on their own, are not sufficient to ensure equitable access to education. Thus, this study advocates an integrated approach to addressing the problems experienced by undocumented migrant children and their parents, regarding their children’s equitable access to education. Supporting this, the professionals interviewed recommend that all levels of society need to work together, in an organised way, to achieve access to education for the identified group of children. Also, the role of the agency and a bottom-up approach to ensuring access to education in an equitable way were highlighted through the integrated approach. Based on the findings, I argue that the various strategies identified require an integrated approach (for thinking and doing), which includes recognising the agency (individually and collectively) of undocumented migrant children. This approach draws on both top-down and bottom-up approaches with the significant roles of policy implementation, monitoring, and evaluation as well as agency (in both individual and collective forms) highlighted. Important is that this integrated approach (for thinking and doing) will be based on a thorough knowledge of the context. The findings thus serve as supporting empirical evidence for the overall thesis which is that to ensure equitable access to education is achieved, equity must be explained in detail, as a multi-faceted notion, and combined with the capability approach, which allows us to identify and interrogate specific structural limitations.Item Investigating the usefulness of careership theory for understanding career decision-making among Technical and Vocational Education and Training (TVET) engineering students(University of the Witwatersrand, Johannesburg, 2023-09) Mamogopodi, Lesley Thuso; Tshabalala, Themba; Ramsurap, PreshaMost of the South African research on career guidance and career decision-making is focussed in the schooling sector and towards university pathways. There is little research with regards to career decision-making in the TVET sector except for the recent research of Maluleke (2022a) who investigated student views regarding what influences their career decisions. This current research study aimed at investigating the usefulness of careership theory for understanding career decisions among TVET engineering students at a selected TVET college in the Gauteng Province of South Africa. Since the theory informing the study was conceptualised and used to understand the UK TVET context, this study sought to test its affordances for understanding career decision-making in the South African TVET context. The study firstly determined the factors that affect career decision-making and secondly investigated the usefulness of careership theory in understanding those factors. Drawing on data from semi-structured interviews, the study firstly examined the factors that influenced career decisions among first and final year engineering students. Secondly, since the study was aimed at testing careership theory in the South African TVET context, the theory was used as a conceptual framework for analysing the data. The three aspects of the careership model of career decision-making that derive from careership theory were used to interrogate the data to firstly uncover the factors at play in the career decision-making process and secondly, to investigate whether those factors can be explained in light of careership theory. Significant others were not only found to influence career decision-making but they proved to wield power of influence over respondents. Career decision making among TVET engineering students showed to be characterised by turning points. Careership theory proved to be an ideal theory in explaining career decision making in a South African TVET context. The young people proved to have a sense of urgency in their career decision-making and most of them did not receive career guidance prior to enrolling at the TVET college.