Browsing by Author "Ntshangase, Thembela Comfort"
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- ItemManaging challenges faced by South African higher education institutions in implementing preservice teacher education curricular(University of Zululand, 2020) Ntshangase, Thembela ComfortThis study was informed by the persistent challenges faced by South African higher education institutions in implementing pre-service teachers’ programmes. The main purpose of this study was to investigate how challenges faced by South African higher education institutions in implementing curriculum for pre-service teachers’ preparation are managed. Briefly, objectives of the study were to (a) identify the challenges faced by South African higher education institutions in the curriculum implementation for preservice teachers’ preparations; (b) find out how the South African higher education institutions address the challenges they face in implementing the curriculum for preservice teachers’ preparations; and (c) investigate the views of academic staff on continuous curriculum review for pre-service teachers’ preparation. To achieve the objectives of the study, an interpretive paradigm was well suited to the study that used a qualitative approach and case study method. Purposive sampling was also used to select Sixteen (16) academics as participants to this study. In-depth interviews and document analysis were used as instruments in data collection. Thereafter, the researcher developed the themes and categories that were used without any comparison for data analysis and presentation. All these were done while university research ethics and national protocols for research were observed. Furthermore, this study was underpinned by a constructivist learning and experiential design as its theoretical framework to review assorted and related literature that revealed challenges faced in implementing teacher education in general. Amongst the findings, lack of contemporary material and equipment were noted while the rapid evolution of technology and lack of technical support were identified. Weak internet access, staff shortages, inadequate mentoring of pre-service teachers during teaching practice; unruly behaviour of students during teaching practice; the physical condition of facilities at schools where teaching practice takes place, and the lack of formal training for curriculum review and implementation, were among the chief findings of the study.
- ItemTeaching approaches used in the implementation of the accounting curriculum in the FET phase in the uThungulu District(University of Zululand, 2017) Ntshangase, Thembela ComfortThis study was influenced by the persistently poor performance of learners in Accounting in the uThungulu district. The KwaZulu-Natal Department of Education has revealed that in 2012 the poor performance in most districts was caused by teachers’ poor knowledge of the content in the subject of Accounting. The KwaZulu-Natal Department of Education has also revealed that the challenge of curriculum implementation is caused by the use of an unclear methodology. The main purpose of this study was to identify strategies that would improve the implementation of the Accounting curriculum to provide effective approaches for quality education. This study briefly aimed at (a) determining the level of teachers’ command of the content knowledge in teaching Accounting; (b) establishing whether teachers are equipped with appropriate teaching approaches to teach Accounting; and (c) identifying challenges experienced by the Accounting teachers’ in teaching the subject in the uThungulu district. This study provided new ideas to all role players in the implementation of the Accounting curriculum on how they can use approaches in curriculum implementation to improve learners’ academic performance. It also provided insight into shortcomings that might be a challenge in implementing the Accounting curriculum. Various items in the literature were reviewed to give depth to the study. The methods of the case study were used, and twelve teachers were interviewed and observed in the classroom from four circuits under one circuit management. The analysis of data from both structured interviews and observations was separately presented. Three themes, with subthemes, were formulated from both structured interviews and observations. The following are some of the recommendation that arose from this study: The Department of Basic Education must work in collaboration with the Department of Higher Education to sharpen teachers’ content knowledge; qualified trainers must be used to train teachers on teaching strategies; the Department of Basic Education must work with the Department of Higher Education and accounting professional bodies to develop a handbook on teaching strategies which may help in teaching accounting at high school; The matric Accounting paper must be divided into two; and the Department of Basic Education must review the curriculum content, hours for teaching EMS, and all other challenges on teaching and learning EMS.