Arend Carl

Reflection as learning about the self in context: mentoring as catalyst for reflective development in pre-service teachers

Establishing a close alignment between teacher education programmes and the realities of the actual classroom remains a challenge in preparing pre-service teachers at higher education institutions. The literature indicates that reflection is a core quality of effective teachers. We investigate how the development of reflective practice through mentoring programmes can facilitate the inevitable transitions that students have to make to the professional sector. Through a narrative analysis, we report on the insights of a selected group of Postgraduate Certif icate in Education (PGCE) students participating in the initial development phase of a mentoring system during their practice teaching in schools guiding them to reflect critically on their learning and practice. The data suggest that mentoring can act as a catalyst to enhance reflection. The development of reflection as praxis can assist in bridging the gap between theory and practice.

Students with hearing impairment at a South African university: Self-identity and disclosure

Background A growing number of students with hearing loss are being granted access to higher education in South Africa due to the adoption of inclusive educational policies. However, available statistics indicate that participation by students with hearing impairments in higher education remains low and research suggests that support provisioning for those who do gain access is inadequate. Objectives This article aims to illustrate that the assumed self-identity of students with hearing impairment influences their choice to disclose their disability. The choice not to disclose their hearing loss prevents them from accessing the necessary reasonable accommodations and this in turn may affect their eventual educational success. Method Reported here is a qualitative descriptive case study at a South African university. Purposive sampling methods were employed. Data were gathered from in-depth interviews with seven students with hearing impairment ranging from moderate to profound, using spoken language. Constructivist grounded theory was used as an approach to the process of generating and transforming the data, as well as the construction of theory. Findings All the student participants identified as having a hearing rather than a D/deaf identity cultural paradigm and viewed themselves as ‘normal’. Linked to this was their unwillingness to disclose their hearing impairment and thus access support. Conclusion It is crucially important for academic, support and administrative staff to be aware of both the assumed ‘hearing’ identity and therefore subsequent non-disclosure practices of students with a hearing impairment using the oral method of communication. Universities need to put measures in place to encourage students to voluntarily disclose their hearing impairment in order to provide more targeted teaching and learning support. This could lead to improved educational outcomes for students.

Research into curriculum development at ten theological institutions of Reformed tradition in sub-Saharan Africa linked to NetACT

Between 2006 and 2013 an empirical study of the curriculum development (CD) of ten NetACt theological institutions of Reformed tradition in sub-Sahara Africa was done. The researchers visited all the campuses and did curriculum development workshops (CDW) with the institutions. Questionnaires addressing worldview, value systems, missional direction, contextualisation and educational principles were used to get basic information. The research found positive learning environments on the campuses with dedicated lecturers and students. The curricula reflect that suffcient attention is given to modernism, secularism, urban and rural evangelism while a deliberate attempt is made to improve the analytical thinking skills of the students. HIV and AIDS courses are found on every campus and there is a new awareness of the importance of Community Development. However, the research also found that the curricula do not reflect emphasis on issues like poverty and children ministry. The majority of the institutions admit to discrimination against women. Nearly all institutions used curricula copied and adapted from Western institutions and added new material on an ad-hoc basis. In many cases there are no written outcomes for modules, no assessment plan and in general a lack of quality control. The success stories of the NetACt curriculum workshops are told and useful recommendations are made for the improvement of curricula.