Implementation of e-portfolio for student teachers’ reflexive competence in a South African University

2019 ◽  
Author(s):  
Nonzukiso Tyilo
Keyword(s):  
Student Teachers ◽  
South African

scholarly journals Creationist and evolutionist views of South African teachers with different religious affiliations

2016 ◽  
Vol Volume 112 (Number 5/6) ◽  
Author(s):  
Michèle Stears ◽  
Pierre Clément ◽  
Angela James ◽  
Edith Dempster ◽  
◽  
...  
Keyword(s):  
Student Teachers ◽  
South African ◽  
School Level ◽  
Religious Groups ◽  
Acceptance Of Evolution ◽  
African Independent Churches ◽  
Independent Churches ◽  
First Time ◽  
Protestant Denominations ◽  
Generalist Teachers

Abstract Concerns have been raised in the scientific community that many teachers do not accept evolution as a scientific, testable phenomenon, and this is evident in their teaching. The non-acceptance of evolution theory is often heavily influenced by religious groups that endeavour to eliminate evolution from the curriculum. In South Africa, the inclusion of evolution in the curriculum is a recent event. This study focused on teachers’ views of evolution in relation to their religious affiliations. A questionnaire was developed and was validated by the Biohead–Citizen Project, and was then administered to more than 300 South African teachers and student teachers. Equal numbers of pre-service and in-service teachers were sampled. The groups included equal numbers of biology, English, and generalist teachers at primary school level. The results showed differences between teachers from different religions with regard to their views of evolution. Among teachers who identified as agnostic or atheist, 17% held creationist views. Among teachers who identified as Protestant, other Christian, or Muslim, 70% held creationist views. This study also examined, for the first time, the views of teachers belonging to religions not included in previous research. Of these, only 25% of Hindus held creationist views. Fewer adherents of African Independent Churches held creationist views compared with teachers from traditional Protestant denominations; for example, only 30% of Zionist followers and 40% of Shembe followers held creationist views. This study adds important knowledge by including the views of teachers from religions not previously researched.

scholarly journals Effective Mentoring to Improve Job Satisfaction among Beginner Teachers at South African Primary Schools

2021 ◽  
Vol 6 (3) ◽  
pp. 64-81
Author(s):  
R. J. Nico Botha ◽  
Jean-Pierre Hugo
Keyword(s):  
South Africa ◽  
Job Satisfaction ◽  
Student Teachers ◽  
South African ◽  
Primary Schools ◽  
Job Dissatisfaction ◽  
Mentoring Program ◽  
Education Profession ◽  
Beginner Teachers ◽  
The Impact

Teachers leaving the profession before age of retirement is an ongoing problem in schools worldwide. While fewer teachers enter the profession each year, the number of teachers leaving the profession has increased. Many teachers listed lack of job satisfaction as a reason for leaving the education profession, while citing the lack of mentoring as a main cause of job dissatisfaction. This study explores the impact of an effective mentoring program at primary schools in the province of Mpumalanga, South Africa to support and improve job satisfaction among beginner teachers entering the profession. This study follows a quantitative approach, consisting of a Likert-scale questionnaire. The sample of the study was a number of 550 teachers (principals, deputy principals, heads of department, teachers and student teachers) from different races and cultures from 50 randomly selected state and private primary schools in Mpumalanga. After comparing the literature with the respondents' data, the researchers found that the development and implementation of a mentoring program in the province of Mpumalanga would positively impacts beginner teachers' job satisfaction, thus indicating a definite need for such a mentoring program.

scholarly journals Online Baseline Assessment in Mathematics: Initial Teacher Education Entry-Level Student Performance

2022 ◽  
Vol 11 (1) ◽  
pp. 68
Author(s):  
Folake Modupe Adelabu ◽  
Jogymol Alex
Keyword(s):  
Student Teachers ◽  
South African ◽  
Content Knowledge ◽  
Further Education ◽  
Initial Teacher Education ◽  
Research Centre ◽  
First Year ◽  
Education Student ◽  
Baseline Assessment ◽  
Ongoing Research

This article describes a part of an online and technological intervention at a rural South African Higher Education Institution focused at improving the mathematical knowledge of first-year Senior Phase and Further Education Training (SP& FET) Bachelor of Education student teachers. As part of the interventions in an ICT integrated Mathematics Education and Research Centre, the student teachers were subjected to write an online baseline assessment on the content knowledge in Grade 7 mathematics, which is the first year in Senior Phase in South African Schools. A total of 193 student teachers wrote the online baseline test with 20 items in an invigilated computer laboratory environment. The test items were from the online Computer Aided Mathematics Instruction (CAMI) program which is aligned to the Grade 7 CAPS curriculum of South Africa. The data were analysed by the CAMI system and were further analysed using Microsoft Excel 2016. The result of the test showed an average performance of 38,67% (Variance: 0,66% and SD: 0,81%). This sheds light into the disturbingly limited mathematics subject content knowledge the student teachers enter the HEI with. The programme structure of the Senior Phase mathematics content module of the HEI was also analysed. The authors of this paper recommend that student teachers need to be thoroughly engaged in learning the content during their training as future mathematics teachers. This paper contributes to the ongoing research on ITE programmes at HEIs that prepare teachers for their mathematics teaching role in the senior Phase classrooms.   Received: 21 September 2021 / Accepted: 11 December 2021 / Published: 3 January 2022

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