The impact of teacher professional conduct on learner experiences and performance in poor school communities in South Africa

Munje, Paul Nwati

doi:10.1080/03057925.2018.1429253

Cited by 3 publications

(3 citation statements)

References 37 publications

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“…It is difficult to discipline learners because the numbers are high, learners always talking and fighting.' (Teacher, gender undisclosed, date unknown) In most cases of misbehaviour, learners ignored the presence of teachers -this trend was also identified in other disadvantaged schools (Munje 2018). Teacher TE explained:…”

Section: Challenges Associated With Overcrowded Classroomsmentioning

confidence: 94%

“…I use corporal punishment and I give learners lots of note [s] to copy and write so that they are busy, but they still scream and shout and act like you are invisible.' (Teacher, gender undisclosed, date unknown; see also Munje 2018) Although corporal punishment does not guarantee effective teaching, the teachers argued that they are left with no choice, because they were doing what was humanly possible to ensure that teaching and learning was achieved.…”

Section: Strategies Teachers Adopt In Managing Overcrowded Classroomsmentioning

confidence: 99%

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Building a vision for social justice praxis for teacher education through service-learning

Schoonen¹,

Wood²,

Kruger³

2021

Education Studies in South Africa: The Quest for Relevance, Rigour and Restructuring

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The thesis of this volume is that the fields of scholarly enquiry of education -internationally as well as in South Africa in particular -despite being fields of virile scholarly activity and output, are in need of a major overhaul. In this collected work, this want in research is encapsulated in three words: relevance, rigour and restructuring. Research in the scholarly field(s) of education is predominantly of small scale, non-accumulative, widely condemned as not of a comparable standard to research conducted in other social sciences, much less at par with research in the natural sciences, and lacking structure in the sense of being anchored in a firm theory. To make matters worse, scholars in education internationally have till very recently and in South Africa still eschew discussion as to the packaging or structuring of knowledge produced by education research. The book consists of chapters all containing original research unpacking these desiderata from a variety of angles. The authors had them served by a variety of methods, from deductively argued position papers to empirical research, the latter both quantitative (survey research) and qualitative. In the concluding parts of the book, three main objectives are tabled as to how to proceed to produce rigorous, relevant and structured research. The first is that a unified theory of education should take education as it appears in the world, as its prime object of research, rather than attempt to construct a theory of education deduced from theories extant in cognate social sciences or humanities, such as sociology, psychology or philosophy. Secondly, a theory of education should have a normative superstructure, and in this regard, the creed of human rights is suggested as a place to look for such a normative superstructure. Even in the miniscule amount of research abroad recently devoted to the structuring of education knowledge, scholars have contended with an analysis of existing practices in packaging education knowledge in different national settings, and have refrained from assessing these, much less made suggestions as to how to proceed to the construction of a theoretical edifice superseding national boundaries. Thirdly, in construction of a comprehensive theory of education, scholarship should carefully negotiate the field of tension between striving towards the scientific ideal of universally valid statements and reflecting the specificities of different contexts. In this regard, the tools and expertise of scholars in the field of comparative and international education are highlighted as a valuable resource. In bringing into the spotlight of scholarly investigation the need to bring rigour, relevance and above all structure in the production of knowledge of education, the book offers original research. The similarity report of an iThenticate analysis confirms that the work contains no plagiarism. The book is a scholarly book, aimed at scholars of education, with a message as to how they can raise the state of scholarship in education.

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Section: Challenges Associated With Overcrowded Classroomsmentioning

confidence: 94%

Section: Strategies Teachers Adopt In Managing Overcrowded Classroomsmentioning

confidence: 99%

Building a vision for social justice praxis for teacher education through service-learning

Schoonen¹,

Wood²,

Kruger³

2021

Education Studies in South Africa: The Quest for Relevance, Rigour and Restructuring

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“…Teacher output is likely to increase when HoDs intensify the monitoring and supervision of lesson planning processes and delivery through class visits (Ampofo et al, 2019). Evidence confirms that, when teachers' lesson plans are not monitored, laxity may set in with negative consequences to the quality of teaching and learning (Munje, 2018).…”

Section: Monitoring Instruction and Forging Collaborationmentioning

confidence: 99%

School Heads of Departments’ Roles in Advancing Science and Mathematics through the Distributed Leadership Framework

Munje

Tsakeni²,

Jita³

2020

IJLTER

Self Cite

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The prioritization of quality education, especially in science and in mathematics, positions effective teaching and learning as a major school leadership goal. Effective curriculum implementation hinges on power dynamics in schools; this puts distributed leadership in the spotlight. Heads of departments (HoDs) are important role players in the distributed leadership structures of schools. This qualitative case study explored the roles of HoDs in four South African high schools to determine how opportunities were created for teaching and learning science and mathematics in the context of distributed leadership. Unstructured interviews were conducted with 13 participants. The findings show that, in distributed leadership structures, HoDs in science and mathematics played the roles of instructional leaders; school-based subject and classroom specialists; and that they were accountable for learner performance in their departments. Their actions supported other players in school leadership, including teachers in the classroom and principals, to improve teaching and learning through distributed leadership structures. We recommend that further studies explore and compare how HoDs navigate the complexities of their roles in different school contexts.

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Teacher ethics in the Tanzanian context and their implications

Lawrent

2022

Teaching and Teacher Education

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The impact of teacher professional conduct on learner experiences and performance in poor school communities in South Africa

Cited by 3 publications

References 37 publications

Building a vision for social justice praxis for teacher education through service-learning

Building a vision for social justice praxis for teacher education through service-learning

School Heads of Departments’ Roles in Advancing Science and Mathematics through the Distributed Leadership Framework

Teacher ethics in the Tanzanian context and their implications

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