Browsing by Author "Carl, Arend"
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- Iteme-Portfolio as reflection tool during teaching practice : the interplay between contextual and dispositional variables(Education Association of South Africa, 2017) Carl, Arend; Strydom, Sonja C.This paper focuses on an e-portfolio pilot initiative at the Faculty of Education at a South African university and aims to determine whether the theoretical underpinning and expectations of an e-portfolio aligns with the current practices and attributes of students’ training during school practicum as teachers at a South African university. In the South African context, e-portfolios are increasingly being considered in teacher training programmes, to enable student teachers to reflect in, on and about practice in a structured way, whereby they demonstrate their growth and development as professionals. A self-selected sample of 11 student teachers placed in different urban and rural school contexts were provided with tablets and data bundles. Equipped with varying digital skills, daily reflections and regular online interaction with peers and project members was expected. Data gathering was done by means of semi-structured interviews which were analysed by means of framework analysis. Results suggest that student teachers still require support in reflective writing; that the social and collaborative aspects of e-portfolio use within the given context is underdeveloped, and that the level of digital skills of students will impact the potential success of the integration of e-portfolios as reflective tools. This paper contributes to the growing interest in South African literature regarding the use of e-portfolios for teacher training, by highlighting contextual and dispositional variables as essential considerations before adopting such a learning approach as part of teacher training.
- ItemLesson study in continuing professional teacher development : a South African case study(SUN MeDIA Bloemfontein, 2010) Coe, Karen; Carl, Arend; Frick, LiezelThe implementation of successful continuing professional teacher development (CPTD) programmes has been a challenge in South Africa since the introduction of Curriculum 2005. Lesson study, a CPTD model introduced in Japan and not previously investigated in South Africa, has shown success in bridging the gap between policy at the national level and teaching at the classroom level. A qualitative research study conducted in a rural primary school in the Western Cape province sought to determine the value that a group of teachers would place on the process of lesson study as a model for their own learning and instructional improvement. The findings highlight several areas where lesson study as a dynamic model can be considered an effective CPTD programme within the South African context.
- ItemOnderwyserbetrokkenheid by kurrikulumontwikkeling in sekondere skole in die Republiek van Suid-Afrika(Stellenbosch : Stellenbosch University, 1986) Carl, Arend; Stellenbosch University. Faculty of . Dept. of .
- ItemReflection as learning about the self in context : mentoring as catalyst for reflective development in pre-service teachers(Education Association of South Africa, 2010) Frick, Liezel; Carl, Arend; Beets, PeterEstablishing 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 Certificate 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.
- ItemDie stand van kurrikulumstudie binne opvoedkundefakulteite aan Suid-Afrikaanse universiteite / The state of curriculum studies in faculties of education at South African universities(South African Academy for Science and Arts, P.O. Box 538, Pretoria, 0001, South Africa, Tel: 021 328 5082 Fax: 012 328 5091, 2012) Carl, ArendWhen educational issues are highlighted in the South African context, it is clear many of the problems are curriculum related. A reflection on and investigation into these issues is often required as many of these issues are contextualised within a certain practice. Within each curriculum context there will be curriculum practitioners with varying levels of expertise. South Africa has gone through a number of curriculum changes over the last years, for example a completely new school curriculum with its own implementation challenges, teachers who were not properly prepared to implement these changes, little involvement of teachers who should be the key curriculum change agents and a shortage of curriculum specialists. If a curriculum is to succeed and meet its goals, then key roleplayers, such as teachers and other curriculum specialists need to be enabled to engage critically with the curriculum. Teachers therefore need to be properly prepared with regard to curriculum studies to enable them to ask critical questions, to reflect critically on the curriculum they have to implement and to become creatively involved in curriculum development as curriculum inquirers. Barrow (1984:13) is of the opinion that it is curriculum theory which will determine and set standards for effective curriculum practices. Are teachers in South Africa able to do this as it requires high levels of theorising? Teachers as key curriculum agents, need to have a sound understanding of curriculum studies and the question arises as to who is responsible to provide opportunities to achieve this goal? In this regard, teacher training institutions have a most important role to play. What is meant by a South African curriculum studies? What is the current state of curriculum studies as an independent study field in faculties of education at South African universities? How has the field of curriculum studies developed in South Africa? To what extent is curriculum theory included in teacher training programmes? To what extent are teachers exposed to and trained in curriculum theory? Is curriculum studies an independent field of study in its own right within teacher training programmes at faculties of education at South African universities. This article reports on an investigation which was done to find answers to some of these questions and to try and get a view of what the state of curriculum studies is in teachers training programmes in faculties of education at South African universities. Curriculum studies is a field of study in its own right which investigates the phenomenon of curriculum so that the curriculum can be optimally developed and implemented. It is a well-established research field1 which needs to be continually investigated in order to understand curriculum better. Very little research has been done in South Africa on curriculum theory and how it is accommodated in teacher training programmes at South African universities. Curriculum studies is often seen as a very broad and complex field and it is difficult to encapsulate its meaning in one definition. It is a field of studies in its own right as it has its own set of theoretical constructs and principles which guide it, based on a sound curriculum knowledge and appropriate competences.2 Curriculum studies continually generates new knowledge as it is a dynamic field of study. It has its own theoreticians and practitioners, a fact which ensures that it qualifies as an independent field of study in its own right (See Oliva 1988:17-18; Kelly 2009:6). Ornstein and Hunkins (2009:31-177) describe certain foundations which justify curriculum studies as an independent field of study, namely philosophical (pp31-58), historical (pp 1070145) and social foundations (pp 149-177). Their viewpoint is representative of the literature of why curriculum studies is an independent field of studies, when they state ... curriculum as a field of study is crucial to the health of schools and society. … there is no denying that curriculum affects educators, students, and other members of society. The field of curriculum is not intended to provide precise answers but to increase our understanding of its complexities. Curriculum results from social activity. Curriculum is a dynamic field! A research project was undertaken in 2010–2011 to make an in-depth investigation into the state of curriculum studies as a field of studies in faculties of education at South African universities. Questions such as: What is meant when we talk about a South African curriculum studies? Is there such a phenomenon as a typical South African curriculum studies? How has curriculum studies developed in South Africa? To what extent is curriculum studies being practised as an independent field of studies in faculties of education where teachers are trained? What is the current nature and state of curriculum theory at faculties of education at South African universities? To what extent are teachers enabled through teacher training programmes to function as true curriculum agents who are able to think critically about and conceptualise the curriculum? To answer these questions, a research project was launched, by doing a literature study, a research questionnaire and semi-structured interviews during a visit to these institutions. Results indicated that curriculum studies as a field of study does not come into its own right in most of the teacher training programmes, especially in the undergraduate programmes. There are a few exceptions, but the view that curriculum studies is the process of preparing student teachers to be able to teach their school subject, in other words, a stronger focus on the practical aspects and not curriculum theory, is prevalent. There is thus a stronger focus on the practical aspects of curriculum. The conceptualisation of curriculum studies as a field of study is present but only in the minority of faculties of education. At most of the institutions which participated in this reseach project little curriculum theory is done at an in-depth level. There is also no evidence that there is a unique South African curriculum studies as the views and practices are too diverse and fragmented. Aspects of curriculum studies are presented, for example, as separate themes within modules, sometimes as separate modules (mostly as the teaching of a school subject) and in a few cases, as separate programmes at Masters level. It is recommended that a national discourse be promoted to enable all roleplayers to participate in the debate om how curriculum studies can be developed more extensively. Faculties of education should collaborate in creating opportunities which may contribute towards enhancing the field of curriculum studies, e.g. through the formation of a national forum. Curriculum studies and the issue of curriculum theory should be core components of all teacher training programmes so that all teachers are empowered in the field of curriculum studies. It is clear that a great amount of developmental work still has to be done to enhance the field of curriculum studies and to sensitise all involved in teacher training of the importance of being knowledgeable and competent in the field of curriculum studies.
- ItemStudents with hearing impairment at a South African university : self-identity and disclosure(AOSIS Publishing, 2016) Bell, Diane; Carl, Arend; Swart, EstelleBackground: 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.
- ItemVakperspektief, doelstellings en onderwysende hantering van inhoude as dimensies van geskiedenisdidaktiek : 'n verkenning en sistematisering(Stellenbosch : Stellenbosch University, 1982) Carl, Arend; Stellenbosch University. Faculty of . Dept. of .