Ndileleni Paulinah Mudzielwana

Professionalization of Teaching in Universities: A Compelling Case

Abstract Discourse in university often revolves around that teaching is common sense business and that anyone can teach. University lecturers as experts in their disciplines often feel they are able to teach and it is up to students to learn. It is against such discourse that calls for the professionalisation of teaching in universities continued to grow. This view is against the argument that despite being discipline specialists, academic staff need special training in teaching and learning to be effective teachers. In this paper the researchers interrogate the issue of professionalisation of teaching in universities. The meaning of professionalization of teaching and what it really entails are examined. The researchers discuss reasons why it is necessary for teaching to be professionalised in universities by centering on the main responsibilities of a university teacher which are curriculum organisation, teaching, assessment and dealing with of adult learners. The researchers further propose a model that could be utilised in the professionalization of teaching by way of deliberate teacher training programmes, short courses as well as research and publication in teaching and learning issues. Such approaches allow the imparting to university academic staff members knowledge, skills and values that ensure better facilitation of learning.

The Role of Parents in Developing Reading Skills of Their Children in the Foundation Phase

Abstract The study sought to look at the role of parents in developing reading skills of their children. The study was qualitative and 24 respondents in the foundation phase were selected using purposive random sampling from one primary school in the Limpopo province of South Africa. An interview schedule with parents and learners was conducted. The results showed that parents do not involve themselves and they become reluctant to help their children to do their school work at home. Some of the parents state that they are not teachers - after all, they pay school fees which helps to supplement the government subsidy. The study recommended that parents should be encouraged to attend meetings so that become aware about how to help and motivate their children in school work.

The Influence of Context in the South African Higher Education System: A Social Realist Critique

Abstract Higher education systems, the world over, operate in different contexts. The South African education system is no exception. This concept paper employs a social realist theoretical framework to examine the influence of context on the South African higher education system. In this concept paper the researchers interrogate the influence of context in the predemocratic era in South Africa. The researchers show how culture in terms of racial discrimination in society then influenced structure in terms of policies and institutions which served to propagate a differential higher education system on racial lines. The researchers also examine the post-apartheid environment which is marked by the need to address past imbalances in higher education. The new political dispensation ushered in after the demise of apartheid, the resultant policies and reorganisation of the higher education system are further examined. In this paper the researchers argue, using a social realist lens, that context has a great influence on the conceptualisation, organisation and implementation of higher education. The researchers conclude that a closer understanding of higher education system operations is made clearer by interrogating the interplay between structure, culture and agency in any given historical period.

Towards a Theoretical Framework for Teaching Reading Comprehension: A Case Study of Three Rural Primary Schools

ABSTRACT The main objective of this qualitative study was to explore how teachers teach reading comprehension to Grade 3 Tshivenda-speaking learners. The study developed a conceptual framework from the literatu re review, consisting of five phases that were identified and developed. The phases were namely, creating awareness of the reading comprehension challenge, strategic planning, teaching of reading comprehension strategies, self-monitoring and feedback and self-efficacy are interdependent and form a continuous cycle. The study recommended that, parents, principals, heads of departments and teachers need to be actively involved in the education of their learners. The teacher needs theoretical knowledge and be strategic in planning, creating an atmosphere conducive for learning. Teachers must be able to motivate learners to participate actively in the reading comp rehension process. Teachers need to develop skills, knowledge, and self-regulatory strategies to support learn ers until they can read independently.

An Investigation into the Study Patterns and Habits of Grade 8 and 9 Learners in South Africa: Are They Studying?

ABSTRACT Much has been documented on the dismal education system in South Africa and how the countrys Senior Phase learners are performing poorly in the international benchmarked tests. This paper aimed at investigating the study patterns and habits of Grade 8 and 9 learners in rural secondary schools. A purposive random sampling procedure was utilised to sample 45 Grade 8 and 9 learners from nine rural secondary schools. Five learners from each secondary school completed closed-ended self-administered questionnaires for this quantitative survey study. The findings of the study revealed that Senior Phase (Grade 8 and 9) learners are not being motivated and assisted by their parents to learn study. The study recommends that Senior Phase learners should be assisted with adopting study skills and strategies that can benefit them while studying. Reading material should be provided in order to instil love of reading among learners.

Library and Information Services to Children: A Review

Abstract Considering the background to the provision of library services in the rural areas, it seems that these are poorly developed and that children in rural areas do not enjoy the same privileges as children from urban areas. In view of the lack of infrastructure in rural areas it is impossible to provide adequate library and information services to children and so the paper deals with the question, how can service provision be improved? The purpose of this paper is to determine the information needs and usage behaviour of rural children and to identify and describe the types of library services found in most rural areas. Based on the literature the researchers recommend that services and facilities should be implemented in the school libraries. Furthermore, the researchers suggest that the Department of Education should build a centre for library services in each circuit. It is strongly recommended that the Department of Education should become more involved and take ownership of school libraries.

Children as Readers and Information Users in Various Contexts: A Mini Review

Abstract Children have the right to current, relevant and timely information. They need this information in order to solve problems, make decisions and to succeed in their schoolwork. The aim of this paper is to provide an overview of children as readers and information users in various contexts. The paper further examines factors influencing rural children’s needs and user behavior as well as their reading and information needs. Recommendations are made based on literature that learners should be encouraged to read more widely than narrow topics of school tasks. They should be trained in different techniques and effective ways of searching for information.

Conceptualisation of Language and Vocabulary Learning Strategies: Key Aspect in Every Curriculum Area

Abstract Teaching vocabulary well is a key aspect of developing successful readers. In line with the constructivisttheory literacy is a social practice, learners learn academic vocabulary through social interactions. Challenges ofsuch conceptualization and implementation of vocabulary development strategies are numerous. This conceptualpaper examines Language Learning (LLS) and Vocabulary Language Strategies (VLS) used to teach vocabulary inschools. The paper reviews literature on the philosophical concept of Language learning strategies and VocabularyLanguage Strategies. The paper analyzes the significant usage of VLS as prominent strategies in teaching vocabularyas informed by conceptual and theoretical frameworks of cognitive and metacognitive theories which have beenproved by reading researchers in L1, ESL and EFL teaching contexts. A number of data bases in fields such associology, early childhood, and psychology were used to examine literature on VLS.

Designing a Teaching and Learning Agenda in a University: Key Considerations

Abstract Teaching and learning are key components of the core business in any university. A teaching and learning agenda that informs teaching and learning in the university should be meticulously designed. In this concept paper the researchers interrogate key considerations in the designing of a university teaching and learning agenda. They start by examining what teaching and learning constitutes. A broad overview of the overall purpose of teaching and learning in higher education is explored. In the paper the researchers also examine what teaching and learning involves by making a historical trace from the transmission models of instruction to transformative ones. Philosophical underpinnings that inform teaching and learning which should inform basis for a teaching and learning agenda are discussed. In this paper the researchers further interrogate key considerations that should be borne in mind when developing a teaching and learning agenda. They argue that in order to meaningfully develop a teaching and learning agenda, there is need to be thoroughly grounded in theory related to teaching and learning. Such theory informs practice and is considered within the broad context of the purpose of higher education in the given context.

Assessing the Effects of Second Language as a Medium of Instruction in Teaching Preschool Children

Abstract The issue of appropriate and useful medium of instruction in teaching learners remains a very contentious issue in education. As such, preschool teachers are pressurised by parents and guardians who expect their children to be fluent in English by the time they enter Grade 1. The purpose of the study was to investigate the effects of second language (English) as a medium of instruction in preschools. This was a qualitative study which was underpinned by interpretivist paradigm. The study adopted a qualitative case study design. A purposive sample of eight preschool teachers participated in the study. Data was collected through interviews, observation and document analysis. Semi-structured interviews were used as a method of generating data from the, teachers and parents. Four preschools were selected in this study. Data was analysed through content analysis as the responses from the participants were categorised and then coded according to the emerging themes. The findings of the study showed that maintaining the first language did not interfere with the learning of the second language. When preschoolers continued to develop their abilities in the languages throughout their preschool years, they gained a deeper understanding of language. It is recommended that preschool teachers be well equipped so that they are equal to the challenges. The study have significant implications for the teachers and other stakeholders who are directly and indirectly involved in early childhood education.