Adult learning theory tenets: A panacea to ICT skills gaps among educators in South Africa

The importance of Information Communication Technology (ICT) in attaining educational objectives cannot be overemphasised. Moreso, the late 2019 COVID-19 pandemic has necessitated using ICT in schools like never before. Nevertheless, the level of ICT proficiency among educators might not translate to the desired educational outcomes if ICT-oriented School-Based Teacher Professional Development is not prioritised. This theoretical paper responds to the lacuna of poor ICT skills among educators by advocating the tenets of Adult Learning Theory (ALT) as an alternative to the existing approach(es) and a veritable panacea. The paper is located within the transformative paradigm to assist educators in embracing ICT application in the classroom. Conceptual analysis principles were adopted to advocate and authenticate ALT tenets as a panacea to the lacuna mentioned above. The paper commences with unpacking ICT's exigency in the teaching-learning process. From there, it explores extant literature to establish the status quo vis-a-vis the level of ICT literacy among educators; and the essentials of involving educational consultants in ICT-oriented School-Based Teacher Professional Development. Next, the tenets of ALT were thematised in a manner that responds to the research question. The implications of these tenets for the effective deployment of ICT training in schools were highlighted and presented as a blueprint for schools. It was argued that adherence to the tenants of adult learning theory in planning, training and evaluation of ICT training in school would enhance teachers' productivity and ultimately, school effectiveness

Trends and challenges of higher education in Nigeria: Fine and applied arts technological literacy

This study explores the trends and challenges of teacher educators in the Fine and Applied Arts (FAA) and the impact on technological literacy. In Nigeria, internet facilities and digital technologies have changed the method of instruction and levels of student involvement in art education.  Visual art educators use multimedia software in Nigeria to provide challenging and authentic learning materials that develop the student’s potential and creativity through exploration, discovery and creativity. This study investigates the availability, accessibility and usability of ICT technological tools. Furthermore, it explores the strengths and challenges of pedagogical approaches used in the context of two higher education institutions in Nigeria. In this regard, the study focuses on the trends and challenges of higher education in Nigeria: art, design and technological literacy in perspective. A fundamental technology-based theoretical framework, namely, van Dijk’s (2005) resource and appropriation theory (RAT) formed this study's theoretical framework. The study was conducted at two higher education institutions considered to be the oldest tertiary institutions in Lagos State, Nigeria. It adopts a qualitative research approach, using a multiple case study, purposively selecting participants, comprising twenty student teachers and four lecturers. Data were collected using semi-structured interviews, focus group discussions and classroom observations. The data collected were transcribed, coded and analysed using content analysis to generate relevant themes for discussion. The findings of this research can inform curriculum planners, improve the models for advancing the technological literacy of FAA lecturers and students and can equip lecturers and students to meet the present and future needs of art education in a global society. Keywords: Fine and Applied Arts (FAA), Technological Literacy, Higher Education Art Education Trends in Art Teacher Education

The use of information and communication technology in the teaching of Sesotho as a home language

This paper focuses on the use of information and communication technology (ICT) in the teaching of Sesotho as a home language. It seeks to answer the central question: To what extent have schools in South Africa embraced ICT in the teaching of Sesotho, and what should be done to promote more effective adoption of ICT in the teaching of Sesotho as an indigenous language. The study employed a qualitative approach. A sample of 12 teachers was drawn to participate in the study, with the sampling design adopting a multi-stage sampling technique. Our significant findings indicate disparities across schools on the extent to which they have embraced ICT-based instructional practices. This discrepancy may be explained in terms of lack of ICT training among teachers and shortage of resources among schools. In line with these findings, we recommend that the Department of Education capacitates schools by continuously training, motivating, and resourcing teachers

“In the trenches”: South African vice-chancellors leading transformation in times of change

Abstract Background South Africa is committed to developing and transforming universities in order to meet its development goals and university leadership is a key factor in the achievement of these goals. In the context of multiple challenges and historical inequalities, the role of the university vice chancellor is of critical importance. However, a focus on university vice chancellors is not a common focus on leadership studies in South Africa. Aim This paper examined the transformational goals and strategies of nine black university vice chancellors in South Africa in order to understand how they direct transformation of higher education in the country. Methods The paper draws from narrative inquiry underlined by transformational leadership theory (TFL) and focuses on in-depth interviews with university vice chancellors. Results The study focused on the key themes that direct vice chancellors’ transformational leadership strategies. These are devolution of power, the need to transform the institutional culture and attain social equity through putting students first and addressing the next generation of academic scholars. Conclusion The paper draws attention to the enduring imperative to transform universities through a social equity lens and the significance of vice chancellors’ transformational agendas and strategies in this regard. The local context of the university plays an important role in transformational leadership goals and strategie

Student teacher learning in rural contexts: Challenges and opportunities

This paper explores particular aspects of the learning of Postgraduate Certificate in Education (PGCE) student teachers in the Wild Coast Rural Schools’ Partnership Project (WCRSPP). In considering how PGCE student teachers might be prepared to teach effectively in a deeply rural context, with its tensions and challenges, the paper’s objectives are to understand the complexity of the process of what student teachers learned and how they learned in this context. The article highlights the situated nature of the student teacher learning as well as the multidimensional and expansive nature of the learning that emerges through significant moments of mediation. By highlighting the contradictions in the context, and the potential for deep learning that can emerge in unexpected ways, the notion of teacher learning being clearly defined and stable is challenged.   Findings and discussions in this paper are drawn from the bigger PhD research project which explored student teacher learning in the WCRSPP

The complexities of learning to teach: Advancing the debates

Editoria

Enhancing pedagogy for teaching visual arts in the South African Foundation Phase classroom: A collaborative endeavor

This article reports on the pedagogy of a cohort of South African Foundation Phase teachers in the praxis of visual arts. Participatory action and action research (PALAR) was used as paradigm and methodology and data was generated collaboratively, through arts-based strategies such as photovoice, visual journaling, and reflexive group conversations. The data were analyzed using an inductive analysis approach. The data indicated a set of extrinsic and intrinsic barriers experienced by the participants in the praxis and pedagogy of visual arts in a South African context. Recommendations are provided for Foundation Phase teachers, school management teams, and governmental Departments of Education. This study contributes to the field of arts education by highlighting the plight of generalist teachers having to teach visual arts without sufficient training or support. Opportunities are created for arts educators to contribute to the experiences of these teachers

A literature review of South African schools for the blind and their use of educational sexual models in comprehensive sexuality education

Internationally, educational sexual models (ESMs) have been gradually incorporated within comprehensive sex education (CSE) in schools for the blind (SFB). However, there is limited evidence that this has been taking place in South African SFB. The review sought to establish how these models are perceived by teachers and whether South African teachers receive any training or exposure to use these models during their teacher education. The review not only established that limited training and exposure is taking place, but that teachers state that they need these models but feel constrained by parental censorship. This meant that crucial information was lacking from these lessons (e.g., a real-life demonstration of the difference between an erect versus a flaccid penis). The review suggests that teachers need to be capacitated with appropriate pedagogy, competencies, and resources to respond to controversial areas of teaching and learning, such as the place of ESMs in CSE lessons.&nbsp

Enhancing inclusive education through active student-teacher participation: A case study on a university in Cape Town

Addressing the needs of a diverse learner population remains one of the most pressing education concerns in the 21st century. One of the issues that are debated is whether responsive teacher education curriculum caters for the needs of student teachers, and how effective it is in preparing student teachers for teaching in diverse situations.  It is essential to locate the issue within teacher education – given the expectations on teacher graduates to deliver socially-just pedagogies in school terrains that are often marked by deep inequalities. The COVID-19 pandemic has illuminated these inequalities, which have become the subject of all education discourses. This study foregrounds student teacher voices regarding how they experienced curriculum reforms in inclusive education within the Bachelor of Education (B Ed) programme at one university[1] in Cape Town, South Africa. Specifically, the study engages with how different modes of curriculum delivery position student teachers as both recipients and co-creators of the intended knowledge and skills – who can engage in critical interaction with the learning material and provoke self-scrutiny among student teachers and lecturers. This qualitative and interpretivist study was framed around constructs of cognitive apprenticeship, guided participation, participatory appropriation, and border crossing. Data were collected through focus group interviews. It was found that an approach to learning, where student teachers are positioned as knowledge collaborators leads to a meaningful appropriation of some aspects of a curriculum on inclusive education.   [1] The name of the university is withheld for ethical reasons

Designing an English language and literacies knowledge and skills test for ITE students in South Africa

Abstract Since 2016 the PrimTEd project has assessed first and fourth year student teachers’ English language and literacies knowledge and skills with a view to optimising what is offered in teacher education courses.   In 2021, after a critical review of  these Englsih language assessments, a process of test redesigning, which also provides professional development opportunities for language teacher educators, was initiated.     This paper reports on this process of modifying an existing test and, of a new design which is still work in progress. It is argued that the emerging test has the potential to contribute to improved English language teacher education at universities and to improved languages and literacies teaching and learning in South African primary schools. Keywords: Assessment, PrimTEd English language project, test item development, Core Academic Language Skills Initial Teacher Education (ITE) professional development of language teacher educator