Pre-Service Science Teachers’ Preparedness for Classroom Teaching: Exploring Aspects of Self-Efficacy and Pedagogical Content Knowledge for Sustainable Learning Environments

Lekhu, Motshidisi

doi:10.46303/jcsr.2023.9

Cited by 5 publications

(4 citation statements)

References 31 publications

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“…According to PK, lecturers should match teaching methods with e-learning technologies, ensuring the digital resources are engaging, interactive, and supportive of various learning styles (Koehler & Mishra, 2008;Schmid et al, 2020). This alignment is highlighted by TPACK, demonstrating the integration of technological, pedagogical, and content knowledge (Koehler & Mishra, 2008;Lekhu, 2023;Mosia & Matabane, 2022;Schmid et al, 2020). When implemented successfully, this integration can notably improve the quality and relevance of e-learning experiences (Schmid et al, 2020).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Exploring the Impact of E-Learning Strategies on Enhancing Workplace English Competence at an Open Distance E-Learning (ODeL) University in South Africa

Maphoto,

Suliman

2024

RESSAT

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This study explores the implementation of e-learning strategies to enhance workplace English competence. The focus is on a semester module that consists of approximately 10,000 first-year university students in an ODeL context in South Africa. The study’s objective was to collect data and contribute to the field of language learning in the workplace. Guided by the TPACK theory, the investigation employed qualitative research methods, incorporating open-ended evaluation questions and an observation schedule. The instruments allowed for a deep exploration of students’ perspectives and experiences with e-learning strategies, specifically their impact on workplace English competence. The results of the study highlighted the positive effects of e-learning strategies on enhancing workplace English competence. Participants reported improved language skills, increased confidence in communication, and an enhanced ability to meet workplace language requirements. In addition, the findings revealed the significance of interactive multimedia materials, collaborative learning activities, and personalised feedback as effective pedagogical approaches in the module. The contributions of this study lie in its exploration and validation of e-learning strategies for the enhancement of workplace English competence at a distance learning university.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Exploring the Impact of E-Learning Strategies on Enhancing Workplace English Competence at an Open Distance E-Learning (ODeL) University in South Africa

Maphoto,

Suliman

2024

RESSAT

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“…In addition, the prevailing shortage of qualified teachers who are proficient in indigenous languages means that some teachers may lack the necessary language skills to accurately assess learners' language development (Romski et al, 2018;Wildsmith-Cromarty et al, 2022). This can result in inaccurate assessments and therefore, this can have negative consequences for learning outcomes (Lekhu, 2023). Moreover, resource inadequacies also affect the allocation of instructional time being allocated to indigenous language instruction, as teachers may prioritise other subjects because of a lack of materials and support for indigenous language instruction (Nkosi, 2020;Tsebe, 2021).…”

Section: Resource Constraintsmentioning

confidence: 99%

Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation Phase

Makeleni,

Mutongoza,

Linake

et al. 2023

JCSR

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Studies have shown that self-efficacy is the belief in one's ability to complete a task or achieve a goal, and that this belief can have a significant impact on teaching methods and learning outcomes. Yet, in the context of South Africa, despite the promotion of indigenous languages in Foundation Phase (FP) classrooms, learners continue to struggle on account of low teacher self-efficacy. Underpinned by Bandura’s social cognitive theory, this study used a literature review methodology to explore the self-efficacy-related challenges confronting FP teachers in assessing learners using their indigenous languages. The study also examined the strategies that can used to enhance teachers’ self-efficacy. The findings revealed that factors, such as inadequate teacher training, learner mobility, and resource constraints militate against teachers’ beliefs of their ability to equitably assess FP classrooms. The findings also revealed that possible strategies to enhance FP teachers’ self-efficacy could include making use of role-modelling, improving working conditions, and encouraging continuous professional development and training of in-service teachers, among other steps to be taken. Some of the study’s recommendations include rolling out targeted training and support programmes for FP teachers, aligning FP learner assessment instruments with the diverse linguistic and cultural backgrounds of the learners, and tailoring collaboration between schools and local communities for the benefit of the learners.

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“…This notion recognizes that learners have inherited and intra potentialities to learn and perform academically but that these require what Erick Corte and Barry Fraser referred to as powerful learning environments (Monique et al, 2006). Learning environments make change and transformation desirable and possible, as that can affect growth and excellence (Lekhu, 2023).…”

Section: Introductionmentioning

confidence: 99%

Understanding Curriculum Transformations Towards the Creation of Sustainable Learning Environments: A Posthumanist Reflection

Makeresemese,

Mahlomaholo

2023

RESSAT

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This paper uses posthumanism as the theoretical framing to understand the curriculum transformations towards creating sustainable learning environments at some higher education institutions (HEIs) and the early childhood care and education (ECCE) centres in South Africa. The choice of these two bands in education is necessitated by the fact that curriculum singularities and/or insularities have become obsolete in the context of the Covid-19 pandemic and its aftermath, the calls for decolonization of the curriculum and the challenges of the Fourth Industrial Revolution (4IR). For example, COVID-19 has demonstrated that the curriculum is best delivered when various actors, different modes of interaction and distributed sites are used to ensure no learner is left behind, irrespective of their station in life. Emphasizing the same notions of multi-layered and multi-perspectival approaches, the calls for decolonization affirm the importance of all canons of knowledge, beyond just the euro-centric ones, as the basis for a transformed curriculum. Furthermore, the 4IR privileges the skills of collaboration and compassion for others as critical in this era. What the article brings forth as the central idea is the primacy of relationalities in the construction of curriculum, hence the identities of learners, students, academics, caregivers, institutions of higher learning and care centres. The above are beyond the deleterious influences of anthropocentrism, hence the Anthropocene, and the individuality of humanism and enlightenment. Creating sustainable learning environments is the primary goal of all curricula across the globe. The challenge thus far has been the curriculum approaches that isolate individuals and/or processes from the stakeholders and role players. Curricula emphasized the lone genius’s power and prowess, relying almost solely on their innate abilities as advised by genetic epistemology; this was despite the incessant caution by socio-culturalism and eco-systemic couplings. The latter advocates for the focus on relationalities as a basis for curriculum quality assurance and its transformations. To evidence the above, this article traces how the scholars and practitioners of the curriculum at HEIs and ECCE in South Africa have shifted focus from an emphasis on isolationism to collaboration and the privileging of relationalities. The article highlights the nature and the specificity of those changes and how they relate to new curriculum experiences.

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Pre-Service Science Teachers’ Preparedness for Classroom Teaching: Exploring Aspects of Self-Efficacy and Pedagogical Content Knowledge for Sustainable Learning Environments

Cited by 5 publications

References 31 publications

Exploring the Impact of E-Learning Strategies on Enhancing Workplace English Competence at an Open Distance E-Learning (ODeL) University in South Africa

Exploring the Impact of E-Learning Strategies on Enhancing Workplace English Competence at an Open Distance E-Learning (ODeL) University in South Africa

Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation Phase

Understanding Curriculum Transformations Towards the Creation of Sustainable Learning Environments: A Posthumanist Reflection

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