In this article we report research addressing the facilitation of reflection amongst novice (preservice) teachers. This study is based on the analysis of written reports of 35 second-year and 36 third-year Bachelor of Primary Education... more
In this article we report research addressing the facilitation of reflection amongst novice (preservice) teachers. This study is based on the analysis of written reports of 35 second-year and 36 third-year Bachelor of Primary Education (BPrimEd) student cohorts during a brief teaching practice in the 1999 mid-semester teaching practicum. Pro forma's were provided to students as guidelines for the reflective process. Students were also provided with guidelines to keep a journal which would inform their reflection while at the schools. They were required to hand in an assignment detailing their reflection on some of the lessons they taught during the practicum. Most student reflections focused on more technical aspects of teaching and classroom management, which are discussed in the article. We include a brief review of reflection and reflective practice, discuss levels of reflection, a short description of method of course development, a narration of findings, concluding remarks and propositions.
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In this article we report research addressing the facilitation of reflection amongst novice (pre-service) teachers. This study is based on the analysis of written reports of 35 second-year and 36 third-year Bachelor of Primary Education... more
In this article we report research addressing the facilitation of reflection amongst novice (pre-service) teachers. This study is based on the analysis of written reports of 35 second-year and 36 third-year Bachelor of Primary Education (BPrimEd) student cohorts during a brief teaching practice in the 1999 mid-semester teaching practicum. Pro forma's were provided to students as guidelines for the reflective process. Students were also provided with guidelines to keep a journal which would inform their reflection while at the schools. They were required to hand in an assignment detailing their reflection on some of the lessons they taught during the practicum. Most student reflections focused on more technical aspects of teaching and classroom management, which are discussed in the article. We include a brief review of reflection and reflective practice, discuss levels of reflection, a short description of method of course evelopment, a narration of findings, concluding remarks and propositions.
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Although Phakamani M'Afrika Xaba was born in Soweto, Johannesburg, he was raised in various places due to the unrest that was rife during his teen years as the country prepared for the first democratic elections in 1994.
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As we reflect on the 30 years that have passed since the first intergovernmental conference on environmental education that was held in Tbilisi, Georgia, it might be useful to review how learning of environment(s) has changed over time... more
As we reflect on the 30 years that have passed since the first intergovernmental conference on environmental education that was held in Tbilisi, Georgia, it might be useful to review how learning of environment(s) has changed over time and also how environment(s) of learning have changed. And also, what challenges these changes present for contemporary societies. The Tbilisi conference took place at a crucial time in human history, following sharpened awareness in the 1960s of human activity impacting negatively on natural systems. But, also a time when humans were still optimistic that environmental destruction could be reversed and that education might play a role in achieving it. What transpired at the conference might therefore be understood as a meeting where representatives of governments proactively defined objectives, goals and principles for guiding environmental education activities, in view of an impending socio-ecological crisis (at the time) (UNESCO-UNEP, 1978). The foc...
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This article reports on a research and development project in which a number of key concepts in environmental education are critically examined. Working with teachers in a participative, action-based research process in a context of... more
This article reports on a research and development project in which a number of key concepts in environmental education are critically examined. Working with teachers in a participative, action-based research process in a context of uncertainty surrounding the implementation of the principles Curriculum 2005, some new perspectives and ideas for resource materials for the Learning Area: Natural Sciences emerged. Alternative perspectives on sustainability and biodiversity as unifying themes for the Life Sciences are explored in a new development entitled Science and Sustainability. This participatory research and development process takes a critical stance towards some of the popular and contemporary tendencies in environmental education, especially with regard to interpretations of the concept of sustainability. The scientific basis of sustainability is investigated and used to clarify some of the key concepts of ecology in a Life Science curriculum. Simultaneously, the process is ai...
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Effective lesson planning and analysis are important aspects of teaching and learning. Any collaborative partnership between universities and schools to improve teaching practice in the Early Childhood Development (ECD) sector is a sound... more
Effective lesson planning and analysis are important aspects of teaching and learning. Any collaborative partnership between universities and schools to improve teaching practice in the Early Childhood Development (ECD) sector is a sound investment in the future of young learners. This research project explored the contribution of cognitive coaching to the leadership capacity of Grade R teachers as supervising partners of student teachers. The purpose of the research project was to provide support to and share expertise amongst the participating Grade R teachers and teacher educators in the ECD sector through cognitive coaching with a view to enhancing the capacity of all participants. In this article I report on a collaborative partnership that was initiated between the University of Stellenbosch and Grade R teachers. The research results indicate that the project has had positive effects for the Grade R teachers as supervising partners of student teachers and also impacted on stud...
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The infusion of environmental education into a new South African curriculum marks a historic shift from the past where it was marginalised from mainstream, formal education. Through the Environmental Education Policy Initiative (EEPI),... more
The infusion of environmental education into a new South African curriculum marks a historic shift from the past where it was marginalised from mainstream, formal education. Through the Environmental Education Policy Initiative (EEPI), environmental education was included as a key principle in the most recent government white paper on education and training. This policy process provided a platform for the establishment of an Environmental Education Curriculum Initiative (EECI) to ensure that environmental concerns form part of the new outcomes based curriculum (OBE) for South Africa. Many members of the environmental education community have been actively involved in EECI activities and environmental education and OBE was one of the key features at the most recent conference of the Environmental Education Association of Southern Africa (EEASA). In this article we attempt to highlight the parallels between environmental education and OBE and raise a critical debate around the institu...
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The complex field of education is often depicted as a static field governed by technocratic approaches to activities that characterise the field. Education change is equally viewed in such limited and positivistic ways and linear... more
The complex field of education is often depicted as a static field governed by technocratic approaches to activities that characterise the field. Education change is equally viewed in such limited and positivistic ways and linear means-end processes (Hoban 2002). In such orientations to the field, educational research therefore, is about finding rule approaches and law like processes to enable change processes and renewal of the field. I argue that education, when viewed as a dynamic and complex system allows for change within boundaries and space that leads to meaningful and dynamic interactions between complex phenomena leading to open ended interactions and change possibilities that makes for a dynamic, selfrenewing,rather than episodic bureaucraticchange process. This in my view enables education activities to make meaningful professional and socioeconomic contributions often attributed as key functions of the field of education.
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One way of enacting environment (education) as community in relation to higher education, is for a university, selected schools and the Cape Metropolitan Council (local government organisation) to engage critically in deliberative... more
One way of enacting environment (education) as community in relation to higher education, is for a university, selected schools and the Cape Metropolitan Council (local government organisation) to engage critically in deliberative discourse with the aim of cultivating a sense of citizenship amongst participants. This article reports on a Schools Water Project (SWAP) implemented by a university in partnership with a local government organisation, specifically showing that environment (education) as a community project can engender willing and cooperative participation, rational discussion and debate, relations of trust and a sense of democratic citizenship within and among participants, particularly at schools 3 and 4 of the case studies. Moreover, the research findings suggest that willing participation through critical engagement and rational argumentation would not necessarily be outcomes of contrived deliberation as has happened at schools 1 and 2. Unlike at schools 3 and 4, learners lack the ability to work independently and to engage critically in SWAP activities, which make the achievement of defensible deliberative practices highly unlikely.
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For more than a decade the traditional roles of universities and the traditional and conventional views of scholarship (academic work) have been called into question. These shifts in the academe have led to the introduction of various... more
For more than a decade the traditional roles of universities and the traditional and conventional views of scholarship (academic work) have been called into question. These shifts in the academe have led to the introduction of various forms of practice, which has often resulted in conflicting viewpoints and tensions. Restructuring in higher education in South Africa (as elsewhere) has been
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... Environmental education : bringing the environment and biodiversity into the curriculum : learning about biodiversity. Journal Title: Veld & Flora; Volume: Volume 94; Issue: Issue 3; Publication Date: 2008; Pages: 168 - 170;... more
... Environmental education : bringing the environment and biodiversity into the curriculum : learning about biodiversity. Journal Title: Veld & Flora; Volume: Volume 94; Issue: Issue 3; Publication Date: 2008; Pages: 168 - 170; Authors: Chris Reddy; ISSN: 00423203; ...
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Short (2010, 7) indicates that continued global population growth, technological advancement and subsequent burdens on the natural world from consumer demands during the 20th century has led to many environmental issues and concerns.... more
Short (2010, 7) indicates that continued global population growth, technological advancement and subsequent burdens on the natural world from consumer demands during the 20th century has led to many environmental issues and concerns. According to (Edwards 2011) the resultant or consequent problems in the environment could reach levels that could push the planet to levels of ecological disaster. Evidence of ecosystem destruction, human induced climate change, social injustice and increasing economic strife is mounting in many parts of the world. Environmental Education (EE) has often been mentioned as an important response to the issues mentioned above, but if EE is to contribute to the transformation to sustainable living, teachers have a vital role to play. Thus, teacher education programmes need to prepare preservice adequately for these challenges arising in the 21st century. This exploratory theoretical article reviews approaches and ideas for the development of curriculum for e...
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Copyright ©Stellenbosch University Language Centre Prof Chris Reddy was born and raised in the suburb of GrassyPark on the Cape Flats where he still resides today. He attended the English Church Primary School and was involved in local... more
Copyright ©Stellenbosch University Language Centre Prof Chris Reddy was born and raised in the suburb of GrassyPark on the Cape Flats where he still resides today. He attended the English Church Primary School and was involved in local sport, representing the Crusaders soccer and cricket clubs at junior and senior levels. After matriculating at Heathfield High School he commenced his tertiary studies at the University of the Western Cape, where he obtained the following qualifi-
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The paper reports on research aimed at providing an overview of practices, problems and innovative ideas within the teaching practice component of the Bachelor of Education (BEd) teacher education programme at nine teacher education... more
The paper reports on research aimed at providing an overview of practices, problems and innovative ideas within the teaching practice component of the Bachelor of Education (BEd) teacher education programme at nine teacher education institutions in South Africa in a period of policy changes and transformation. In this paper we report research related to a survey of various institutions regarding practicum practices, issues related to practicum and improvements envisaged. The research is framed in relation to theoretical ideas relevant to the teacher education practicum and mirrored against theoretical discussions regarding the improvement of the practicum. Results indicate that in most institutions very little attention is paid to teacher education theory and policy guidelines. Instead institutions seem to be introducing changes in a piecemeal fashion and not focusing on policy or theoretical ideas as guidelines. We contend that this could be due to the fact that educationists are i...
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This research explores effects of lesson study on science teacher learning and classroom practice in three purposively selected middle schools of Eritrea. An extended teacher development program that combined training workshops with... more
This research explores effects of lesson study on science teacher learning and classroom practice in three purposively selected middle schools of Eritrea. An extended teacher development program that combined training workshops with actual practising of lesson study contributed in enhancing conceptual understanding and pedagogical skills of teachers. The participants valued lesson study as worthwhile teacher development strategy because it brought teachers together and hence significantly contributed in minimising teacher isolation. The finding of this research provides new insights into teacher professional development in Eritrea concerning implementation of lesson study as professional development process for science teaching.
In the past decade, widespread educational changes were proposed for education at all levels of the system in South Africa. Educational reform has therefore become an inescapable part of the reality of teachers’ work. Initial... more
In the past decade, widespread educational changes were proposed for education at all levels of the system in South Africa. Educational reform has therefore become an inescapable part of the reality of teachers’ work. Initial implementation of the new curriculum for schools, guiding reform after the shift to democracy in 1994, was not easy for teachers and this was later revised and streamlined. These processes happened in a compressed time frame and in-service programmes were developed to assist teachers with the preparations for curriculum delivery. This paper explores ideas on in-service teacher education and professional development and draw on a case study of an in-service process developed for teachers to highlight participant’s views and responses to the programmes presented. Finally it discusses options and possibilities that might be considered for processes of continuous professional development to be more related to the needs and contexts of teachers’ practices.
Effective lesson planning and analysis are important aspects of teaching and any innovative partnership between universities and schools to improve teaching practice in the Early Childhood Development sector is a sound investment in the... more
Effective lesson planning and analysis are important aspects of teaching and any innovative partnership between universities and schools to improve teaching practice in the Early Childhood Development sector is a sound investment in the future of our young learners. In this paper I report on a collaborative partnership that was initiated between the University of Stellenbosch and Grade R teachers. The purpose of this initiative was to provide support and share expertise amongst the various role players in the partnership and to enhance classroom teaching practice and lesson planning in the ECD sector through cognitive coaching. The research project explored the contribution of cognitive coaching on the leadership practice of Grade R teacher participants and the teaching practice of the student teachers in the Grade R classroom. Results from the research indicate that the partnership has had positive effects for all the stakeholders in the process and that real benefits accrue with time as expertise and competence improves confidence in the work contexts of ECD teachers and practitioners.
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Abstract Two South African professors and two U.S. professors investigate the need for environmental education in preparing U.S.-based preservice teachers for a South African study abroad trip.
Changing times in teacher education has been a long mantra and many changes have been occurring globally in this sector of higher education. In South Africa teacher education change has been linked to changes in the broader education... more
Changing times in teacher education has been a long mantra and many changes have been occurring globally in this sector of higher education. In South Africa teacher education change has been linked to changes in the broader education processes and includes policy changes and the development of regulatory frameworks which all impacted on practice of teacher educators. My own experiences as a teacher educator are based largely on my shift from school teacher to teacher educator has, almost paralleled the major shifts in teacher education in South Africa. In this article I sketch the development of my own practice as a teacher educator and highlight some of the changes that have affected my practice as a teacher educator in a faculty of education. In my opinion this process of almost a decade represents a tale of rigid practices in and around messy realities against a backdrop of shifting sands of national changes in teacher education. I present this mix of policy, institutional and personal practice as interconnected processes that are inextricably linked influencing and influenced by each other, in a sense what Robinson (2003) refers to as a tension between reform through legislation and reform through personal and institutional vision building. My main contention is that real change cannot be effected by policies alone or by changing approaches in terms of current practice and paradigmatic orientations but that more contextualised responses are necessary for reconceptualisation and not just tinkering for transformation of teacher education.
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The infusion of environmental education into a new South African curriculum marks a historic shift from the past where it was marginalised from mainstream, formal education. Through the Environmental Education Policy Initiative (EEPI),... more
The infusion of environmental education into a new South African curriculum marks a historic shift from the past where it was marginalised from mainstream, formal education. Through the Environmental Education Policy Initiative (EEPI), environmental education was included as a key principle in the most recent government white paper on education and training. This policy process provided a platform for the establishment of an Environmental Education Curriculum Initiative (EECI) to ensure that environmental concerns form part of the new outcomes-based curriculum (OBE) for South Africa. Many members of the environmental education community have been actively involved in EECI activities and environmental education and OBE was one of the key features at the most recent conference of the Environmental Education Association of Southern Africa (EEASA). In this article we attempt to highlight the parallels between environmental education and OBE and raise a critical debate around the institu...
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Abstract: Generating theory that is grounded in semi-structured interviews, field work observations, case study notes, or other forms of textual documentation has become a widely-used approach in social science research. The popularity of... more
Abstract: Generating theory that is grounded in semi-structured interviews, field work observations, case study notes, or other forms of textual documentation has become a widely-used approach in social science research. The popularity of grounded theory ...