Tabitha Mukeredzi | Durban University of Technology (original) (raw)

Papers by Tabitha Mukeredzi

Global education review, 2016

┬aThat rural schools suffer from issues of ΓC£hard to staffΓC¥ and ΓC£harder to stayΓC¥ has been ... more ┬aThat rural schools suffer from issues of ΓC£hard to staffΓC¥ and ΓC£harder to stayΓC¥ has been well documented in extant literature. However, the literature seems to indicate inadequate teacher preparation for work in rural schools. Literature also demonstrates that teaching in rural settings ostensibly requires relevant knowledge and, skills to cope with various eventualities, and complexities in those contexts. One way to cope with these complexities is for teacher education programmes to adequately prepare pre-service teachers for work in rural environments. This paper reports the experiences and understandings of 15 Bachelor of Education student teachers who took part in a four-week residential teaching practice whilst living alongside the community in a rural South African setting. The researcher sought to understand their experiences and conceptions of rural school teaching during their professional ΓC£journeys to becomingΓC¥ professionals through this form of residential pr...

South African journal of higher education, 2009

The article explores perceptions of mentors of Post Graduate Diploma in Education (PGDE) students... more The article explores perceptions of mentors of Post Graduate Diploma in Education (PGDE) students, regarding mentor / mentee relationships, mentor roles and effectiveness, mentor commitment and training, mentoring benefits, incentives and challenges. The study covered two regions of the Zimbabwe Open University (ZOU) as a follow up to an earlier study which explored students' perceptions. Qualitative questionnaires gathered data from a purposive sample of 39. Although the study is limited due to the absence of a multi-method approach to data gathering, mentor perceptions broadly concur with those of mentees in the earlier study and literature, but with strong emphasis on the need for mentor training, adequate time for mentoring, provision of incentives and the quality issue of grading versus a caring mentoring relationship. From critically analyzing mentor perceptions, researchers concluded that albeit mentors were painting a positive picture of mentoring and their commitment to...

Asia-Pacific Journal of Teacher Education, 2021

Anamika Lenore Adie Colette Alexander Servet Altan Denise Angelo Catherine Arden Aspa Baroutsis G... more Anamika Lenore Adie Colette Alexander Servet Altan Denise Angelo Catherine Arden Aspa Baroutsis Georgina Barton Kim Beswick Denise Beutel Gawaian Bodkin-Andrews Terri Bourke Devon Brenner David Bright Gillian Busch Kay Carroll Tony Carusi Yangbin Chen May May Hung CHENG Kwok Wah Cheung Tien-Hui Chiang Jennifer Clifton Mitchell Coates Kathryn Coleman Russell Cross Lauren Cummins Elizabeth Curtis Jacqueline D’warte Shelley Davidow Helen Dempsey Eddie Denessen Shelley Dole Karen Dooley ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION 2021, VOL. 49, NO. 1, iii–v https://doi.org/10.1080/1359866X.2021.1912275

Journal of Vocational, Adult and Continuing Education and Training, 2021

This study reports on a cross-sectional survey of prison instructors (educators and managers) in ... more This study reports on a cross-sectional survey of prison instructors (educators and managers) in adult education and training centres in five South African prisons. The study attempted to understand their perceptions of what motivates prisoners to pursue further education. The research draws on Vroom's Expectancy Motivation Theory, which holds that behaviour is a result of deliberate choices from among alternatives in order to maximise pleasure and reduce pain. The semi-structured interviews conducted with ten prison managers and 11 educators revealed instrumentality motivation coupled with expectancy and valency motivation reflected in three major findings: first, that prisoners pursue adult education to improve themselves educationally and prepare for employment after their release; second, that prisoners seek to prevent a relapse into criminal activity and re-imprisonment and to prepare for a crime-free life; and, third, that learning takes their minds off their incarceration and kills time. These findings have direct implications for policy and practice as they suggest a need to support the fight against recidivism.

South African Journal of Education, 2021

In the Integrated Strategic Planning Framework for Teacher Education and Development, a South Afr... more In the Integrated Strategic Planning Framework for Teacher Education and Development, a South African policy, the Department of Basic Education (DBE) and the Department of Higher Education (DHET) call for the formation of professional learning communities and envisage support for teachers and access to enhanced professional development opportunities at the local level. However, the formation and operation of professional learning communities in a South African context is still unclear. In this article we use the concept of professional learning communities to examine the extent to which 2 teacher learning communities operate as professional learning communities. We used interviews, observations, survey questionnaires and document analysis to generate data. The findings of the study reveal that the 2 teacher learning communities were initiated by the DBE and not by teachers. However, the size of 1 teacher learning community and the nature of its functioning seemed to adhere to the ch...

Journal of Adult and Continuing Education, 2020

Workplace learning is a critical aspect of both continuing professional education and human resou... more Workplace learning is a critical aspect of both continuing professional education and human resource development. However, often providers, scholars and even the learners themselves pay little attention to the learning that actually happens in the workplace. The study sought to obtain insights into workplace learning of Adult Education and Training, centre managers and educators. Qualitative data generated through interviews and focus group discussions with 62 conveniently selected educators and centre managers in 18 Adult Education and Training centres were thematically analysed through a seven-step process. Educator workplace learning emerged around judgement, decision-making and problem solving, awareness and understanding, role and task performance and team work and passion. Data also indicated that the learning was tacit, surface, context-rooted and consequential to managing crises in the Adult Education and Training centres. The study recommends adequate resource provisioning ...

Journal of Adult and Continuing Education, 2019

The self-study investigates my professional learning during participation, coordination and facil... more The self-study investigates my professional learning during participation, coordination and facilitation of a Curriculum Framework development project for Advanced Diploma in Adult Education with adult education academics from 10 South African universities. The potential for reflective questions as a key reflection and professional learning resource is also examined. Data were drawn from: my recorded experiences as teacher, education advisor, teacher educator and adult educator; transcripts of personal reflections and observations during workshops; audio recordings of workshop engagement; reading adult education as text and transcripts of participants' responses to reflective questions. Content analysis revealed that use of reflective questions led to growth of my and participants' professional learning, growth in my professional thinking and a re-assessment of my new role as teacher educator in adult education. The study was vital for challenging my beliefs and assumptions about collaborative engagement of adult education academics in Curriculum Framework development. Reflective questions emerged as a vital tool for reflection and professional learning which can promote systematic critical reflection and, consequently, professional learning and growth.

SAGE Open, 2018

Practical theories of teaching are critical for teacher effectiveness as they provide basis for t... more Practical theories of teaching are critical for teacher effectiveness as they provide basis for their actions and choices of pedagogies, learner activities, and curriculum materials. This study explored the content of professionally unqualified practicing teachers' practical theories and the changes that occurred as they progressed through a school-based Postgraduate Diploma in Education program. Drawing on concepts around practical theories, qualitative data generated through interviews and photo elicitation from six professionally unqualified teachers in rural Zimbabwe secondary schools were inductively analyzed. Findings indicate that content of the teachers' practical theories gradually evolved and developed as they progressed through three stages in the program: (a) Survival or "self-concerns" where content was composed of mediocre pedagogy-relationship focus, lesson preparation and delivery, and classroom management; (b) "task-concerns," where content constituted effective performance of teaching tasks portrayed by thorough lesson preparation, learner-centered pedagogies, student assessment, lesson evaluation, collaboration, creating conducive teaching/learning environments, and teacher enthusiasm; (c) "pupil and teacher learning concerns" with content encompassing identification and handling of student diversity, student engagement, moving students from known to unknown, self-evaluation, reflection, and research. Data further indicate individualistic and dynamic nature of practical theories through the nonuniform elements of fully developed theories after completing the program. This article illustrates that emersion in practice can promote professionally unqualified teachers' understandings of and attendance to underlying principles of teaching/learning which enhances modification of their views of teaching and development of well-developed practical theories.

South African Journal of Childhood Education, 2018

Background: There is a growing focus in South Africa on teachers developing appropriate knowledge... more Background: There is a growing focus in South Africa on teachers developing appropriate knowledge, skills and dispositions for teaching to support young learners’ development and learning. One such teacher development programme is the Advanced Certificate in Teaching for Foundation Phase teachers, offered by the University of KwaZulu-Natal (UKZN). This research sought to establish the learning of this sample of teachers as this was the first time the programme was offered at this level in South Africa and in UKZN. Aim: The study investigated the knowledge the teachers said they gained, how they acquired it and ways in which they said learning improved their classroom practices. Methods: This was a qualitative study. Data were generated from 26 participants through two rounds of focus group interviews in June 2013 and in November 2014. Data were analysed thematically using concepts of accommodation or assimilation, and practical or conceptual knowledge. Results: Respondents’ statemen...

Australian Journal of Teacher Education, 2019

Mentor-mentee meetings are a critical aspect of student teacher mentoring during teaching practic... more Mentor-mentee meetings are a critical aspect of student teacher mentoring during teaching practice (TP)as they significantly contribute to the success of the whole mentoring process and consequently to the positive accomplishment of the entire practicum. This study contributes to debates on mentor-mentee meetings given the limited research on this phenomenon. By investigating the kinds of knowledge student teachers gain from such meetings, the findings may influence researchers to investigate other aspects of mentor-mentee meetings. The study sought to explore from the student teachers' perspectives, the domains of knowledge that they gain from mentoring meetings during residential TP. A qualitative approach which employed openended questionnaires was used to generate data from 16 student teachers: seven men and nine women in two education districts. Students indicated that they had good relationships with their mentors, and held formal meetings weekly, fortnightly or monthly. They also reported gaining general pedagogical knowledge, pedagogical content knowledge, curriculum knowledge, knowledge of learners, and knowledge of educational contexts. Three students experienced ineffective mentoring, as such had limited benefits from mentoring processes and most likely from the practicum. Knowledge of what to teach, how to teach it as well as appropriate strategies for particular topics, the kinds of students and their specific settings often merge into what student teachers are expected to learn in teacher preparation inclusive of residential practicum. Comprehensive, prolonged, ongoing mentor training workshops would expose mentors to the entire essence of mentoring and the centrality of formal mentor-mentee meetings not only for student teacher TP mentoring, but also for mentor growth and rejuvenation in their practice. Introduction and Background Teaching Practice (TP) is a period when pre-service teachers go into the field to gain practical and professional experience, through 'on-spot' guidance and supervision, interactions and formal meetings with qualified, experienced practicing teachers (Mukeredzi & Mandrona,

Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa, 2018

This study was designed to gain insights into physical science teacherstudents' pedagogical knowl... more This study was designed to gain insights into physical science teacherstudents' pedagogical knowledge, understanding of science concepts and the nature of support that they received during an in-service developmental programme. Understanding the experiences and learning gained during the programme can inform the design of future courses. The study is located within an interpretive paradigm that employs a qualitative approach to data collection and analysis. Participants (n = 156) were selected by convenience sampling from teachers on an in-service Advanced Certificate in Education programme. Data were collected towards the end of the proramme through a questionnaire administered to 211 in-service teachers and eight teachers were interviewed. The study identified three critical aspects gained during the programme: content knowledge, teaching strategies and confidence. The findings also reinforce the need for institutions of higher learning to design programmes that provide the appropriate level of support: material, emotional or both for all teachers on in-service programmes.

Asia-Pacific Journal of Teacher Education, 2018

Within teacher education, there is ongoing debate about the nature and extent of the propositiona... more Within teacher education, there is ongoing debate about the nature and extent of the propositional and conceptual knowledge that teachers need. In this paper we interrogate the learning tasks detailed in six learning modules offered in a formal qualification for South African Foundation Phase (grade R-3) teachers. Our purpose is to analyse to what extent the in-text informal learning tasks foreground the conceptual object of study or the practicebased context, and thus the extent to which these tasks require teachers to develop systematic conceptual knowledge which is clearly related to practice. Tasks which make visible both the conceptual object of study and the practice-based context are most likely to enable teachers to systematise ideas, and thus build professional judgement. Our findings show that there are differences between the six modules, but that generally the conceptual object of study is not made strongly visible in the learning tasks, except in the mathematics education modules. We argue that this will have implications for the development of the student teachers' systematised knowledge and professional judgement.

SAGE Open, 2017

Little is known about mentoring student cohorts from largely urban backgrounds doing practicum at... more Little is known about mentoring student cohorts from largely urban backgrounds doing practicum at one school, living alongside the community, and sharing residential facilities with teacher educators in a rural context. This article reports Bachelor of Education students' and mentors' school-based mentoring experiences during a 4-week residential practicum in a rural setting. Data generated through in-depth group discussions with students and mentors were analyzed using content analysis. Experiences revolved around professional support, lesson observations and feedback, collaboration, and modeling. Notwithstanding that mentors were a source of wisdom in practical knowledge for students, they gained valuable professional knowledge around teaching styles and learner engagement from students. Collaborations rejuvenated mentor practices and stimulated their reflection, enthusiasm, and passion for work. Nondevelopmental experiences related to poor mentor communication, lack of modeling lessons, and objectivity in feedback. Although the overall impression from participants was positive, there is evidence of unequal mentor-mentee relationships and failure to construct the mentoring process as a journey of initiation into the preservice teacher's life role. I illustrate that in-school mentoring in the South African education context may be enhanced, if school-based teacher educators are exposed to mentoring practices and school-based supports through comprehensive ongoing training to better prepare them for supporting not only preservice teachers but also novice teachers.

International Journal of Qualitative Methods, 2012

Gaining access to participants in rural, politically unstable settings demands authority and cons... more Gaining access to participants in rural, politically unstable settings demands authority and consent not only from the participants and immediate line managers, but also from other players with interests in the research sites. This paper discusses data gathering experiences and challenges encountered during fieldwork for a PhD amidst a politically volatile situation in Zimbabwe in mid-2008. The article highlights the challenges encountered, how the researcher overcame some of them, and was stymied by others. Specifically, political challenges related to gaining access to schools and participants, which created time constraints and frustrations, fears and anxieties for the researcher. Issues of poor topography and interview space also emerged as other challenges. The paper proposes that the snags and surprises, the feelings of frustration, fear and anger that go with researching participants in politically unstable settings should not stall the research process but instead, handled w...

South African Journal of Education, 2017

The concept of student teaching practice is globally rooted in training pre-service teachers to w... more The concept of student teaching practice is globally rooted in training pre-service teachers to work within diverse schools and learner populations, in dissimilar contexts. It is also a drive towards the development of knowledge, professionalism, sense of efficacy, and flexibility in their performance and interactions. There is seemingly little research that has been done in South Africa to gain insight into the pre-service teachers' development of knowledge and professionalism during rural teaching practice. In developing countries like South Africa, teaching practice challenges are usually severe, particularly in rural schools, where there is generally a paucity of information on the nature of school-based support pre-service teachers receive. In the article we explore pre-service teachers' professional learning experiences during teaching practice in Acornhoek, rural Bushbuckridge. The project used qualitative semi-structured reflective discussions and students' reflective journals to collect data. The findings show that pre-service teachers experienced a shift of mind as they engaged in professional thinking, learning and meaning making.

Australian Journal of Teacher Education, 2016

The purpose of this study was to understand the nature and extent of subject content and curricul... more The purpose of this study was to understand the nature and extent of subject content and curriculum knowledge that part-time Post Graduate Certificate in Education students in one South African university, brought to the classroom, and the kind and level of knowledge that they expected and sought from the programme. The study employed a qualitative design and data were collected through a questionnaire administered to 146 part-time students on this programme. These students were teaching in different contexts: urban, rural and, township high schools. The findings indicated that teachers within the 0-3 years' professional life phase expected to gain knowledge of the curriculum. The student teachers did not believe that they possessed adequate content knowledge, despite their previous undergraduate training and thus expected to learn the subject content knowledge from the programme. Many of the students however had adequate understanding of teaching practice although they still expected to learn more, including learning about aspects of professional teacher attributes. The coreeducational modules in the programme exposed students to knowledge of curriculum and assessment requirements. However, these findings suggest a need to establish individual needs of students to ensure that their classroom practice needs are addressed by the time they graduate. Given the link between teacher content knowledge and student achievement, and the need to improve the content knowledge of PGCE part-time teacher-students, the study recommends inclusion of content knowledge in the curriculum.

SAGE Open, 2016

Recruitment of professionally unqualified teachers into teaching appears to be internationally ac... more Recruitment of professionally unqualified teachers into teaching appears to be internationally acclaimed to address shortages in rural schools. Nevertheless, teachers with limited knowledge are linked to lower quality education and student achievements. Relatively little attention has been given to professional needs of unqualified teachers in rural schools. Qualitative interview data were analyzed to explore professional needs of six teachers completing postgraduate certificate in education, to identify their needs as they traversed rural school contexts in becoming professionals. Data revealed needs around general pedagogy and pedagogic content knowledge, resourcing, and recognition and identity. The article illustrates that teacher learning and curriculum delivery among unqualified teachers may be enhanced if their needs are given attention.

This descriptive survey was conducted to establish the quality of service offered by the ZOU staf... more This descriptive survey was conducted to establish the quality of service offered by the ZOU staff at the regional centres. A total of 325 respondents drawn from the ten regional centres of the Zimbabwe Open University (ZOU), responded to questionnaires, which had both closed and open-ended items. The study established that staff at the regional centres was generally providing appropriate quality service to the students even though they were working under difficult conditions most of the time. Front desk staff was seen as marketing ZOU very well through quality service, whilst the academic staff was considered humble, accommodating and diligent. However, poor service was noted in registration, assignment marking and communicating with students. The attitude of some ancillary and library staff was also identified as an area of improvement. This service audit was seen as a way of contributing towards the improvement of service in the ZOU and in other ODL institutions.

Adult learners face limitations, constraints, consequences and challenges as they study statistic... more Adult learners face limitations, constraints, consequences and challenges as they study statistics at a distance. These aspects need to be revealed and debated and, this study attempts to contribute to that debate. The research analyzes causes of failure in statistics by ZOU students across different programmes by interrogating effectiveness of procedures, methods and materials. Questionnaires were administered on a purposeful sample of 167 respondents comprising students and tutors in ZOU centres nationally. A mixed method approach was adopted for data gathering, analysis and interpretation. Findings highlighted tutor effectiveness in the delivery of tutorials. Most students passed 'O'-Level mathematics creating an impression of reasonable grounding to understand statistics concepts. A general negative attitude and fear of figures existed among students and time allocated for the heavy statistics courses and examinations was limited. Course modules lacked adequate practice exercises, worked examples and examination type questions. The study concluded that failure in these courses was linked to both student and institutional factors. It recommended that revision of modules, tutorial and exposure to examination time type question were critical. Tutors need to build confidence in these adult learners during maiden tutorials to allay fears of figures and develop a positive attitude towards statistics.

South African Journal of Education, 2015

This paper reports on a study which explored the mentoring experiences of professionally unqualif... more This paper reports on a study which explored the mentoring experiences of professionally unqualified practicing teachers enrolled in a part-time Post Graduate Certificate in Education (PGCE) programme at the University of KwaZulu-Natal. The study sought to understand the mentoring experiences these students received from their teacher mentors, who were also their colleagues. Data was collected through interviews towards the end of their programme. Drawing on the concept of teacher knowledge, findings indicate that some students experienced subject-specific mentoring, others received only feedback on generic pedagogic issues, and some received minimal mentoring. They reported content-specific and pedagogical mentoring as the most useful, indicating that this significantly assisted them in improving their teaching, even though they had been teaching for some time. It also emerged that some students received very limited mentoring, where mentors simply complied to fulfil university assessment requirements. The study suggests a need for more focused, comprehensive and ongoing mentor training for mentor teachers. The success of this would require collaboration between all stakeholders involved in departments of education and universities. This paper further suggests that university-school partnerships required strengthening, along with appropriate strategies put in place, towards ensuring mentoring effectiveness.