The Pedagogical Content Knowledge of  Physical Science Subject Advisors: A Case Study in a Region of South Africa

Stephen, Mmapaseka; Motlhabane, Abraham

doi:10.18848/2327-7963/cgp/v27i02/1-15

Cited by 1 publication

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“…The experiences of mathematics subject advisors when conducting school support visits Furthermore, some subject advisors claimed that they had observed educator absenteeism (Sithole, 2020), bunking of classes by educators, educators not teaching learners all sections of the curriculum (Stephen, 2018), not marking or signing learners' books (Sithole, 2020), not preparing lessons (Tjozongoro, 2019;Stephen, 2018), or not being able to control and foster class discipline (Sithole, 2020). Subject advisors observed that some educators did not seem to be comfortable with pedagogical and content knowledge (Sithole, 2020), and lacked accountability and responsibility (Stephen, 2018). They found that some "educators and learners were not committed to their duties" (Tatana, 2014: 67).…”

Section: Shushumentioning

confidence: 99%

“…They found that some "educators and learners were not committed to their duties" (Tatana, 2014: 67). Sometimes some subject advisors observed that the wrong corrections were done (Stephen, 2018) and that proper continuous assessment processes were not followed (Tjozongoro, 2019). Similarly, some subject advisors indicated that lesson preparations were only done when educators were aware that subject advisors were scheduling school visits (Tjozongoro, 2019).…”

Section: Shushumentioning

confidence: 99%

“…Whilst a few good experiences were reported (Sithole, 2020;Stephen, 2018;De Grauwe & Lugaz, 2011), the literature also highlights some negative experiences by subject advisors. These experiences include having been received by school officials who were demotivated and demoralised (Sithole, 2020;Shozi, 2014), who displayed unwillingness and non-commitment, and negative attitudes and behaviours (Tjozongoro, 2019;Stephen, 2018;Tatana, 2014). Subject advisors were also faced with negative attitudes from the more experienced educators, who believed that support from subject advisors was not necessary (Shozi, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…At times, they alleged even to have been refused permission to do classroom observations or provide academic or curriculum support (DBE, 2019). In most cases where educators and schools refused subject advisors access to their classrooms, union influence was suggested as the reason (Sithole, 2020;Stephen, 2018). Subject advisors noted that this phenomenon seemed to be more prevalent at township schools than at former model-C schools 1 (Stephen, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…In most cases where educators and schools refused subject advisors access to their classrooms, union influence was suggested as the reason (Sithole, 2020;Stephen, 2018). Subject advisors noted that this phenomenon seemed to be more prevalent at township schools than at former model-C schools 1 (Stephen, 2018). https://doi.org/10.38140/pie.v41i2.6937…”

Section: Introductionmentioning

confidence: 99%

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The experiences of mathematics subject advisors when conducting school support visits

Shushu

2023

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Given the importance of mathematics performance of learners andthe challenges in South Africa, it is important that the expertise of all role-players, including the subject advisors who visit the teachers to guide and support them, is used to its full potential. While some studies have explored the experiences of teachers in this regard, literature on the experiences of mathematics subject advisors is scant. Furthermore, little has been published on the experiences of subject advisors within the context of rural areas with a low population, such as the Northern Cape Province. This article addresses the gap by exploring the deeper understanding of mathematics subject advisors’ experiences when conducting school support visits. Taking a qualitative research approach, I conducted semi-structured interviews with six mathematics subject advisors from the four phases (foundation, intermediate, senior, and further education and training) in all five of the education districts of the Northern Cape Department of Education (Frances Baard; Z.F. Mgcwawu; Pixley Ka Seme; Namakwa; and J.T. Gaetsewe). Through Husserl’s phenomenological theoretical framework, complemented with Gibbs’ reflective cycle and Colaizzi’s seven steps of data analysis, participants were found to have had both good and bad experiences when conducting school support visits. Experiences included positive attitudes from educators and schools in general, and good curriculum implementation and teaching and learning practices. However, participants were sometimes received with hostility, and observed poor curriculum implementation and teaching and learning practices. Noteworthy is some negative union influence, lack of specialisation in mathematics by foundation phase departmental heads, lack of coherence in communication, and lack of cooperation and collaboration amongst district officials. If the concerns raised by mathematics subject advisors in this paper are not addressed, these may have a negative impact on the experiences of subject advisors and, by implication, on learner performance as well as education in general.

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Section: Shushumentioning

confidence: 99%

Section: Shushumentioning

confidence: 99%