Department of Education

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http://hdl.handle.net/20.500.11837/226

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Browsing Department of Education by Subject "Classroom management"

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    Classroom management strategies employed by postgraduate certificate in Education Foundation Phase tranee teachers during teaching practice.
    (University of Fort Hare, 2016) Mudziwapasi, Lilymore
    It is well documented that novice teachers have a problem with classroom management (CM) when they become professional teachers. This study explored classroom management strategies that Postgraduate Certificate in Education Foundation Phase (PGCE) trainee teachers employ during teaching practice at one University in the Eastern Cape Province of South Africa. This study used a qualitative research methodology. Semi-structured interviews and document analysis were used as the methods for data collection. Participants consisted of eight PGCE Foundation Phase trainee teachers. Content analysis was used to analyse data. The study revealed that, firstly, the trainee teachers used different strategies for different classroom scenarios. Secondly, they were not always confident regarding the CM strategy that they were using. There was a lot of trial and error regarding the strategies as the trainee teachers were not always sure what strategy to apply. The classroom management strategies of these trainee teachers seemed to be biased towards three broad groups of classroom management strategies: firstly, and specifically, preventative strategies - these strategies include preventing the misbehaviour of the learners before such misbehaviour occurs.
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    Learners' perceptions of mathematical literacy in the Further Education and Training (FET) band in three selected high schools
    (University of Fort Hare, 2013) Mbatsha, Zonke
    This study investigated perceptions of Mathematical Literacy of learners in three Further Education and Training schools. The study was conducted as a qualitative case study in three high schools in Mdantsane in the East London District in the Eastern Cape Province. A constructivist perspective has been used in the study to explore learners’ perceptions of ML. The data were collected through interviews, focus group interviews and document analysis. Individual semi-structured interviews were conducted with three participants in each school and focus group interviews were conducted with six learners in each school. Research methodology and research design were selected for this study. The study employed a qualitative case study approach.The findings were followed by recommendations which sought to address the problems discovered in the investigation. One of the findings was the fact that doing Mathematical Literacy improved and boosted learners’ self-confidence in engaging in mathematics. Learners showed a high level of enjoyment of ML because it is about real life situations and about issues they are familiar with. The study revealed that most of the learners were positive about Mathematical Literacy while some learners highlighted some challenges in the teaching and learning of the subject. The study concludes with recommendations for better classroom practice, learner education and further research and conclusions.It is hoped that this study might be beneficial to the learners in the three schools where the study was conducted. It might also benefit other learners and teachers of Mathematical Literacy. in the entire Eastern Cape and the country as a whole.