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Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices

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dc.contributor.advisor Viljoen, L. (Prof.)
dc.contributor.author Makina, Blandina Tabitha
dc.date.accessioned 2012-03-29T08:45:16Z
dc.date.available 2012-03-29T08:45:16Z
dc.date.issued 2011-08
dc.identifier.citation Makina, Blandina Tabitha (2011) Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices, University of South Africa, Pretoria, <http://hdl.handle.net/10500/5592> en
dc.identifier.uri http://hdl.handle.net/10500/5592
dc.description.abstract This study focussed on teacher training in the context of distance education. It investigated the impact on practice of an English methodology course offered by Unisa’s Department of English Studies at certificate level. The unit of analysis was a group of eight student teachers registered for the module ACEEN26 Teaching English: General Principles offered by Unisa’s Department of English Studies. This module aims to help students to understand the approaches that underpin Outcomes-based Education (OBE) and how these translate into practice in the English First Additional Language (FAL) classrooms. To investigate the participants’ classroom practices, the study adopted an open and inductive approach aimed at gauging their thinking with regard to teaching, learning, assessment and how these understandings reflected OBE practices. The aim was to determine how the eight students made sense of this phenomenon given their own epistemologies within the unique contexts in which they worked. Data collection consisted of a mix of lesson observations, in-depth audio-taped interviews and analysis of documents. The interview was the main data-gathering technique. All these instruments were supplemented by field notes based on informal observations which were entered in a reflective journal. The picture that emerged was of teachers who worked under demanding conditions as they tried to implement complex and sometimes contradictory policies and were constantly under the pressure of policy demands. Their practices were, to a large extent, inconsistent with the OBE approach to teaching and learning. Although they gained some theoretical surface knowledge from the course, the students’ practice remained traditional because of two main reasons emanating from the findings: their inability to internalise the theory to make it an integral part of their mental repertoire and the negative impact of disabling contextual factors.The study constituted an evaluation of the course and therefore fed directly into the whole concept of dialogue and student support which are necessary prerequisites for success in distance education. As a teacher educator, this research was also a way of illuminating my teaching practices through practical research that simultaneously informs the field of teacher education. Based on the training needs identified, a re-contextualised curriculum for the ACE English programme was proposed. This proposed new programme reflects my stance that instead of continuing to focus on pouring resources into dysfunctional schools, we should concentrate on the lowest denominator in the system — the teacher. en
dc.format.extent 1 online resource (vi, 336 leaves)
dc.language.iso en en
dc.subject Continuing professional development en
dc.subject Mediating learning en
dc.subject English first additional language en
dc.subject Outcomes-Based Education en
dc.subject.ddc 428.00711
dc.subject.lcsh Competency-based education -- Study and teaching (Continuing education)
dc.subject.lcsh English language -- Study and teaching (Higher)
dc.title Re-imagining the tapestry of teaching : an investigation into student teachers' Outcomes-Based Education (OBE) instructional practices en
dc.type Thesis en
dc.description.department Educational Studies
dc.description.degree D. Litt. et Phil (English)


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