The History Workshop, Teacher Development and Outcomes-Based Education over the Past Seven Years1

Lekgoathi, Sekibakiba Peter

doi:10.1080/00020181003647223

Cited by 6 publications

(4 citation statements)

References 3 publications

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“…This teaching experience group is consistent with teachers trained during the pre-apartheid era. The findings coincide with those of previous studies which indicate that teachers are not always willing and/or able to adjust their teaching methods to curriculum changes (Ercan 2012); are not adequately trained in how to create differentiated activities (Vandeyar and Killen 2007); do not always show positive behaviour in class (Ramsey 2000); are still using teacher-centred methods (Lekgoathi 2010), are unable to create a positive learning atmosphere (Cohen et al 2009), and might not be motivated enough to encourage students to achieve successful learning outcomes (Anderson 2007).…”

Section: Conclusion and Discussionsupporting

confidence: 89%

“…Those who fought in the struggle were rewarded with senior specialised appointments in the education field, regardless of their lack of knowledge and management competencies in education (Lawack 2009). Despite formal changes in law and transformation in the education system, many ordinary public schools still do not perform as expected (Lekgoathi 2010). In addition, to improve a culture of learning and teaching, outcome-based education (OBE) in the form of Curriculum 2005 was introduced in all schools, although OBE has already failed in some first world countries (Mouton, Louw, and Strydom 2012).…”

Section: Post-apartheid Education In South Africamentioning

confidence: 96%

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Profile of South African secondary-school teachers’ teaching quality: evaluation of teaching practices using an observation instrument

Jager

Coetzee

Maulana

et al. 2017

Educational Studies

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The need for quality teaching is reflected in the poor performance of students in international tests. Teachers' practices and contextual factors could contribute to substandard quality of teaching in South Africa. Several studies indicate that successful learning is largely dependent on the teachers' practices in class. The focus of the present research was to profile the effective teaching practices of 424 secondary-school teachers in the Gauteng Province, South Africa. Teachers were observed by trained observers using a valid and reliable observation instrument measuring six domains of effective teaching practices. Results showed that teachers find it difficult to differentiate in class and to activate learning. Additionally, teachers with more than 15 years of teaching experience scored lower than teachers with less experience, in all six teaching domains. Presumably, experienced teachers may lack motivation and/or insufficient training in implementing interactive and differentiated teaching methods that are needed for effective teaching practices.

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Section: Conclusion and Discussionsupporting

confidence: 89%

Section: Post-apartheid Education In South Africamentioning

confidence: 96%

Profile of South African secondary-school teachers’ teaching quality: evaluation of teaching practices using an observation instrument

Jager

Coetzee

Maulana

et al. 2017

Educational Studies

View full text Add to dashboard Cite

show abstract

“…Suffice to state that there could be loss of seasoned teachers due to frequent curriculum changes leading to frustration for teachers. Similarly, the result of the study on educators discouraging learners from becoming teachers due to curriculum change supports the work of Lekgoathi (2010) who suggests that when educators are not happy or encouraged by their profession for different reasons, among which is rapid curriculum change, they tend to discourage learners from studying adequately or taking on the profession in future. This may be through their attitude and less enthusiasm about their work.…”

Section: Discussion Of Findingsmentioning

confidence: 52%

Leadership Issues: Investigation of the Etiology of Curriculum Delivery in Rural Institutions of Learning

Uleanya,

Smith,

Gamede

2023

Sage Open

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This study explored the factors affecting curriculum delivery as well as the way in which subject advisors deliver curriculum changes in selected rural schools in a selected education district in South Africa. Quantitative research was adopted for data collection. Questionnaires were administered to 17 educators, 35 school management team (SMT) members, and 165 subject advisors, who were purposively selected. The findings of the study show that non-involvement of educators in the curriculum planning phase, political instability, poor infrastructure, workload of educators, among other things, affect curriculum delivery, leading to curriculum change. The study recommends that educators be involved in and consulted during curriculum planning, and that political instability of the state not interfere with the planned curriculum guiding teaching and learning activities in the state. Adequate infrastructure should be provided to enhance teaching and learning activities, while more educators are recruited to reduce their workload.

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“…Above all, more strategic policy thinking and interventions in the appropriate areas of the education system are urgently needed to empower the more disadvantaged education communities and to ensure that the policy change process benefits them. The post-apartheid education policies established a single education system for all national cultures, new education managers were appointed, and curricula revised (Lekgoathi, 2010). Despite these radical changes and curriculum revisions, in 2003 South Africa scored the lowest of fifty countries in the Trends in International Mathematics and Science Study (TIMSS) that tested Grade 8 mathematics and science proficiency of students (Spaull, 2013b).…”

Section: Information About Current National Educational Systemmentioning

confidence: 99%

Differentiated Instruction in Teaching from the International Perspective

Maulana¹,

Helms-Lorenz²,

Moorer³

et al. 2023

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This book reports findings based on a largescale project on differentiated instruction across various education systems documenting evidence of its measurement, differences, changes, and links with student engagement. We document empirical findings of differentiated instruction practices in secondary education across diverse countries/education systems, covering student, teacher, school, and education system/country levels. Classroom observations and student surveys, both collected in authentic classrooms, are the core measures of inquiry used. Findings on similarities and differences in differentiated instruction practices, changes over time, links with student engagement, and the role of some personal and contextual factors, contribute to advance the knowledge base particularly in the field of teaching effectiveness, learning environments research, and differentiation in education. Findings are relevant for research, practice, and policy.

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The History Workshop, Teacher Development and Outcomes-Based Education over the Past Seven Years1

Cited by 6 publications

References 3 publications

Profile of South African secondary-school teachers’ teaching quality: evaluation of teaching practices using an observation instrument

Profile of South African secondary-school teachers’ teaching quality: evaluation of teaching practices using an observation instrument

Leadership Issues: Investigation of the Etiology of Curriculum Delivery in Rural Institutions of Learning

Differentiated Instruction in Teaching from the International Perspective

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