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Browsing College of Education by Author "Gumbo, Mishack Thiza"

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Academic domains as political battlegrounds : a global enquiry by 99 academics in the fields of education and technology

Al Lily, Abdulrahman Essa A., 1983-; Gumbo, Mishack Thiza (Sage, 2016)

This article theorizes the functional relationship between the human components (i.e., scholars) and nonhuman components (i.e., structural configurations) of academic domains. It is organized around the following question: ...
Adaptation of the Attitude Behavioural Scale section of a PATT instrument for the Omani context

Candela, Pablo; Gumbo, Mishack Thiza; Mapotse, Tomé Awshar (Springer Nature, 2021-08)

This study is about the adaptation of the Attitude Behavioural Scale (ABS) section of a Pupils’ Attitudes Towards Technology (PATT) instrument for the Omani context. This study is a mixed methods research design and it ...
Addressing the factors responsible for the misunderstanding of Technology Education with other subject fields

Gumbo, Mishack Thiza (UV/UFS, 2018-10)

Technology Education was introduced and rolled out in South African schools in 1998. It has been twenty years since its implementation, yet it is being confused with other traditional subjects. Therefore, even though it ...
Applying Design and Technology Education in Addressing Farmers’ Problems in the Makonde Rural District, Zimbabwe

Gumbo, Mishack Thiza; Kwaira, Peter (Kamla-Raj, 2014)

This paper reports on the results of a developmental and participatory research study that is coupled with a significant, ongoing and long-term community development project in the Makonde Rural District, Northwestern Zimbabwe. ...
Assessing second phase high school learners’ attitudes towards technology in addressing the technological skills shortage in the South African context

Muller, H.; Gumbo, Mishack Thiza; Tholo, J. A. T.; Sedupane, S.M. (Taylor & Francis, 2014)

This article argues the case that the decline in the numbers of school leavers entering science, technology, engineering and mathematics study courses worldwide and in South Africa in particular, is linked to negative ...
Claiming indigeneity through the school curriculum with special reference to technology education

Gumbo, Mishack Thiza (2012)

The development of the new curriculum post-1994 was coupled with a strong drive towards recognising and affirming the critical role of indigenous knowledge, especially with regard to science and technology (World Intellectual ...
Discovering Grade 8 Technology Teachers’ Pedagogical Content Knowledge in the Tshwane District of Gauteng Province

Gumbo, Mishack Thiza; Williams, P.J. (Kamla-Raj, 2014)

This paper reports on a study conducted to inquire into Grade 8 Technology teachers’ pedagogical content knowledge (PCK) in the Tshwane District of the Gauteng Province of South Africa. The research question addressed ...
Discovering New Zealand Technology Teacher’s PCK

Williams, P.J.; Gumbo, Mishack Thiza (Virginia Tech, 2011)

An important and under-researched area of technology education is teachers’ pedagogical content knowledge (PCK). This concept reflects the notion that expert teachers’ knowledge is a unique integration of their ...
The Effects of Power Relations on the Curriculum Experiences of French-Speaking Students in a Private Institution's Academic Community of Practice

Adebanji, Charles Adedayo; Gumbo, Mishack Thiza (MCSER Publishing, Rome-Italy, 2014-09)

This paper reports on the findings of a study in which we explored power relations and their effects on the curriculum experiences of French-speaking students in an Academic Community of Practice (ACOP) at a private ...
Efficacy of teacher education institutions and primary schools in teacher preparation in Zimbabwe

Magudu, S.; Gumbo, Mishack Thiza (2019-03)

The purpose of this generic qualitative study was to examine the efficacy of teacher education institutions (TEIs) and schools in Zimbabwe in regard to partnering for the delivery of teacher education. Data were collected ...
Encounters of newly qualified teachers with micro-politics in primary schools in Zimbabwe

Magudu, Snodia; Gumbo, Mishack Thiza (University of Stellenbosch, 2017-05)

This article demonstrates, through the example of Zimbabwe, the complexities of micro-political learning during induction. It reports on the experiences of ten newly qualified teachers with micro-politics or power relations ...
Exploring the challenges of senior phase technology teachers in limpopo province

Mapotse, Tomé Awshar; Gumbo, Mishack Thiza (Unisa Press, 2012-10)

The aim of this article is to report the gaps that were identified in the teaching of technology by senior phase teachers at Mankweng Circuit of Limpopo Province. This was done so that appropriate action research-based ...
Exploring the Development of Indigenous Technologies: A Survey of Databases

Gumbo, Mishack Thiza (2008)

Indigenous technologies, as part of Indigenous Knowledge Systems (IKS), and the call to protect the rights of indigenous people have become part of the development agenda that has a bearing on the school curriculum. This ...
Identifying Grade 8 and 9 Technology Teachers’ Areas of Need for Intervention in Limpopo Province

Mapotse, Tomé Awshar; Gumbo, Mishack Thiza (Kamla, 2013)

The aim of this article is to report the findings on the gaps that were identified in the teaching of technology by Grade 8 and 9 teachers at Mankweng Circuit of Limpopo Province. This was done so that appropriate action ...
In-Service Secondary School Teachers’ Technology Integration Needs in an ICT Enhanced Classroom

Adegbenro, Janet; Gumbo, Mishack Thiza; OLAKANMI, Eunice Eyitayo (Copyright © The Turkish Online Journal of Educational Technology, 2017-07)

The use of information and communication technology (ICT) is becoming an essential skill for teachers to enhance teaching and learning. Teachers’ training on ICT utilisation in higher education institutions in South ...
Indigenising the school curriculum: an alternative approach for ensuring relevance to the context

Gumbo, Mishack Thiza; Yishak, D. (2012)

A relevant and functional curriculum is the vehicle that ensures the relevance of an education system. The lack of relevance of borrowed curricula has caused the education systems of developing countries to be in a state ...
Insights on the Benefits and Challenges of the Skills Development Program at Kgalagadi South Subdistrict of Botswana: Beneficiaries’ Experience

Gumbo, Mishack Thiza (Sage, 2019)

A fit-for-purpose, functional program is the vehicle that guarantees the relevance of an education system by ensuring the sustainability of the society. Failure of a program to be relevant has the potential to cause ...
Multicultural education and its politics

Gumbo, Mishack Thiza (2001)

This article is an account of how multicultural education is experienced within the US society and its national school curriculum. The author has had an opportunity to partly witness this situation, when he was selected ...
Online learning experiences of students in the MEd in open and distance learning : a phenomenography of the dual university initiative

Gumbo, Mishack Thiza (2016-09)

This is a phenomenographic study, of which the aim was to explore the variation of experiences, needs, views and understandings through a phenomenographic study of academics who were enrolled in the MEd in Open and Distance ...
Online or offline supervision? Postgraduate supervisors state their position at University of South Africa

Gumbo, Mishack Thiza (2019)

The demands of postgraduate supervision are huge for supervisors. These demands can however be lessened by taking advantage of the online operated information and communication technology (ICT). Supervising online provides ...

Browsing College of Education by Author "Gumbo, Mishack Thiza"

Browsing College of Education by Author "Gumbo, Mishack Thiza"

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