Gert J. Van Der Westhuizen

Knowledge construction in collaborative enquiry among teachers

In this article knowledge productivity, a process that creates conceptual artifacts, is used as a way to investigate the outcomes of collaborative and enquiry‐oriented activity by teaching professionals. It is an outcome of the motivation to learn (self‐regulation) in that it studies the issues from different professional perspectives (reflection on action) while aiming towards the construction of new knowledge and understanding (conceptual change). A team approach was used in order to examine how teachers working together as a team could become knowledge‐productive learners in their work environment. In three different cases the outcomes of the study team process were evaluated against three different criteria of knowledge productivity: (a) improving knowledge and understanding; (b) shifting individual perspectives; (c) achieving commitment to the outcomes for professional practice. Process accounts and retrospective evaluations by the three study teams themselves were the basis for judging evidence of knowledge productivity. The approach has revealed insights into ways in which the teachers accepted the study team’s (collaborative) outcomes, especially their initial (un)easiness for sharing existing knowledge and their (un)certainties about practicing the results of their collaborative enquiry.

Mentoring Conversations and Student Teacher Learning

To foster a mentee’s learning, mentoring comes to aid as a ‘helping’ process to attain higher levels of proficiency but… the main lesson is that the high ground can not be approached hastily. Even the most difficult problems can be solved and even the most precipitous heights can be scaled, if only a slow step-by-step pathway can be found.

Knowledge Building through Conversation

Mentoring is an aid to go “beyond the information given” and to gain “knowledge”. Mentors, therefore, must have a conception of knowledge. This chapter explores prevalent conceptions of professional knowledge to appraise their relevance for mentoring. The chapter also lays the foundation for the rest of the book, given the centrality of knowledge in mentoring.

Reading comprehension interaction – a conversation analysis perspective

Abstract Interactions around texts for purposes of reading comprehension occur frequently in school classrooms. These interactions are dominated by teachers who determine the structure, flow, and questions asked about the meanings in the text. Such reading comprehension interactions display both a pedagogical structure, with the teacher ‘teaching for comprehension’, and a conversational structure, with participants interacting and conversing about the text. The focus of this article is on the conversational dimensions of such interactions. The purpose is to use current methods of conversation analysis to analyse a typical interaction in order to understand how the use of conversational techniques support reading comprehension. It explores how communicative activity plays out in terms of conversational features such as sequence organisation, response preferences, and repair actions. Findings of the study indicate that specific communicative actions work towards comprehension outcomes, and that these reflect the authenticity of each interaction sequence. Findings are discussed in terms of interaction theory and the implications for the facilitation of reading comprehension.Abstract Interactions around texts for purposes of reading comprehension occur frequently in school classrooms. These interactions are dominated by teachers who determine the structure, flow, and questions asked about the meanings in the text. Such reading comprehension interactions display both a pedagogical structure, with the teacher ‘teaching for comprehension’, and a conversational structure, with participants interacting and conversing about the text. The focus of this article is on the conversational dimensions of such interactions. The purpose is to use current methods of conversation analysis to analyse a typical interaction in order to understand how the use of conversational techniques support reading comprehension. It explores how communicative activity plays out in terms of conversational features such as sequence organisation, response preferences, and repair actions. Findings of the study indicate that specific communicative actions work towards comprehension outcomes, and that these reflec...

Reconceptualising hope within the context of vulnerability in South Africa

This study was aimed at clarifying conceptualisations of hope amongst vulnerable young people in a high HIV/AIDS prevalence South African setting. Participants were four young people ranging from 15 to 19, and interview data were collected on their household conditions, lived experiences in the communities and schools, and family support systems. Analysis applied grounded theory process to characterise main themes. Four mechanisms characterised the nurturing of hope processes in the context of vulnerability, namely: predatory, protective, promotion and possibility processes. Six protective intrapersonal themes were also identified: finding purpose, building a sense of the future; building faith in a higher power; embracing educational opportunities; thinking positively; building on strengths; and adopting supportive networks. Findings suggest that conceptualisations of hope need to be grounded in social context and the imperatives of social justice to support vulnerable young people in realising their future aspirations.

Writing as an instrument for learning

Abstract This article explores the value of writing as an instrument for learning in academic disciplines. The purpose is to describe how forms of writing are related to learning purposes, and to advance a pedagogy of writing-for-learning based on a literature review and anecdotal evidence on the use of freewriting in university courses. The literature review describes theoretical perspectives on the relation between writing and learning, and highlights how different forms of writing are associated with learning purposes. This relationship is analysed with reference to data obtained during the use of freewriting activities in a range of university courses. The article concludes with an outline of what may be considered principles of a writing-for-learning pedagogy.

Special issue on indigenising educational psychology

The Journal of Psychology in Africa (JPA) is a peer-reviewed journal co-published NISC (Pty) Ltd and Informa UK Limited (trading as Taylor & Francis Group) on behalf of Africa Scholarship Development Enterprize. It is accredited by the Department of Higher Education and Training in South Africa and indexed in the ISI Web of Science. The JPA provides an inter-disciplinary forum for the dissemination of psychological research in Africa and related regions in the context of development. Its core mission is to advance psychological research for the social-cultural and health development in Africanist settings, inclusive of the African diaspora communities around the globe. Research that addresses African heritage realities and opportunities is particularly encouraged. Contributions should attempt a synthesis of local and universal methodologies and applications, contributing to the wider body of knowledge in the applied psychological sciences.The Journal of Psychology in Africa (JPA) is a peer-reviewed journal co-published NISC (Pty) Ltd and Informa UK Limited (trading as Taylor & Francis Group) on behalf of Africa Scholarship Development Enterprize. It is accredited by the Department of Higher Education and Training in South Africa and indexed in the ISI Web of Science. The JPA provides an inter-disciplinary forum for the dissemination of psychological research in Africa and related regions in the context of development. Its core mission is to advance psychological research for the social-cultural and health development in Africanist settings, inclusive of the African diaspora communities around the globe. Research that addresses African heritage realities and opportunities is particularly encouraged. Contributions should attempt a synthesis of local and universal methodologies and applications, contributing to the wider body of knowledge in the applied psychological sciences.

The Role of Knowledge in Mentoring Conversations

This paper is concerned with the role of knowledge in mentoring interactions. It reports on analyses of mentoring conversations on topics of teaching practice, and the purpose is to understand how the knowledge of both mentors and mentees come into play in learning interactions.

Invitational Conversations in Mentoring

This paper departs from the assumption that mentoring interactions are fundamentally human relationships between people. Mentors are regarded as people who are committed to developing others by supporting them through posing problems about current practice.

Space Making in Mentoring Conversations

Mentoring conversations involve differences in knowledge and expertise which are often significant. In their review of literature on the role of knowledge in conversations, Stivers, Mondala and Steensig (2011) noted how participants use their ‘epistemic authority’ (Heritage & Raymond, 2005), to guide a conversation.