Theorising pedagogy: Guest editorial.

An introduction is presented in which the editor discusses various reports within the issue on topics including using the term of pedagogy and view of teaching of behaviourist view of learning

Theorising teaching

Theorising of teaching is not limited to the major theorists, as researchers and teachers also theorise teaching. This article explores theorising by researchers and a teacher in two ways: firstly, an overview or framework from the research literature on teaching as a sociocultural practice is developed, and secondly, the framework is tested by analysing the transcripts of a beginning teacher talking about her teaching

Teacher development for formative assessment.

This article reports on the teacher development that occurred during a two-year research project on the formative assessment practices of primary and secondary school teachers of science. The teacher development involved the teachers' professional, personal and social development. The project focused on clarifying what it was that served as formative assessment in the classroom. Personal development focused upon appreciating the risks and uncertainties involved in responding to what students are learning and acknowledging the importance of teacher confidence. Social development involved a re-examination of the nature of student-teacher interactions and of the complex and often contradicting roles of the teacher in relation to teaching, learning and assessment

Editorial

The article discusses various reports published within the issue including one by Beverley Bell on the use of theorizing in data analysis, the views on cross cultural research, and the collaboration between teachers and their students

Issues and challenges of using web blogs as a medium for research communication.

The advent of web-based technology has initially allowed millions of users to get hold of immense information and to communicate worldwide. In the field of education, for example, web-based technology has brought about significant influence in terms of teaching and learning approaches (Supyan, 2003; Supyan & Roziana, 2001; Zuwati, 2006). In fact, web-based technology is also now popular as a medium for data collection among researchers (C. Cooper, Cooper, Del Junco, Shipp, Whitworth, & Cooper, 2006; White, Carey, & Dailey, 2000). The purpose of this paper is to report on both issues that need addressing, and challenges in using web blogs as a medium for communicating with respondents for research purposes. The issues and challenges discussed in the paper were based on the researchers' own experience in conducting data collection using a qualitative approach through web blog discussions. With the socio-cultural approach in view, some recommendations are also included as guidelines for those planning to use such web-based technology as a medium of data collection in research

Pedagogical Practices in Early Childhood Education and Care in Tanzania: Policy and Practices

The purpose of this study was to examine current pedagogical practices in early childhood education and care in Tanzania, a reflection from policy and practices to the implementation of Learner-Centred Pedagogy and to put forward possible improvements for the future. In 2005 a new pre-school education curriculum introduced a learner-centred pedagogy so the first intention of this study was to find out how this pedagogy was being used in the classroom context. Anecdotal experiences indicated that classroom teachers continued teaching using traditional methods i.e teacher-centred pedagogy even after the new curriculum development which introduced child-centred learning.  Child-centred pedagogy has the potential for promoting children’s creativity, problem-solving skills, critical thinking skills, learning dispositions as well as socio-emotional/behavioural development skills. This study employed qualitative methodology and a case study approach. A total number of 28 people were participated in the study, whereby six were teachers, 12 children, and four parents in one rural and one urban pre-school (local level) and six government education officials (national level). Data was generated by using semi-structured interviews and focus-group discussions guided by a series of open-ended questions, as well as classroom observation and documentary reviews. Findings showed that teachers were not using child-centred approaches in teaching and learning due to a lack of knowledge of the methods of using the new approach, and large classes with untrained teachers with insufficient teaching and learning materials and facilities. This study recommends for future practice that changes need to be made, for government policy makers to address the challenges identified. It needs the provision of initial teacher education, professional development, and to be richly resourced, so that qualified teachers may be able to translate philosophy to practice and promote children’s meaningful learning and development. Keywords: Early childhood education and care, initial teacher education, learner-centred pedagogy, pre-school education curriculum, pre-school teachers

The contructivist paradigm and some implications for science content and pedagogy

Through a comparison of the widely-held traditional view of science with the constructivist view of science, we argue that the constructivist view of the content of science has important implications for classroom teaching and learning. This alternative view of science concepts as human constructs, scrutinised by application of the rules of the game of science, raises many challenges for teachers. Reconceptualisation of teachers' views of the nature of science and of learning in science is important for a constructivist pedagogy. We argue here that open discussion of the 'rules of the game' of science would contribute to better learning in the classroom, since learners would be better equipped to change their existing concepts by knowing more about the nature of science itself

Leadership for change

This edited volume reveals how the journey of transformation at the University of the Free State (UFS) became interwoven with student leadership development and global learning. The UFS initiated two intersecting co-curricular programmes, namely, the First-Year Leadership for Change (F1L4C) programme in 2010; and the triennial Global Leadership Summit (GLS) in 2012. Although these programmes changed over time, their core focus remained to be the development of transformational student leaders through the creation of global learning spaces. From its inception in 2010 to the last GLS in 2018, the UFS global learning project involved 780 students and 259 staff members from 109 institutions, across four continents. The goal of this edited volume is to create a deeper understanding of how the UFS F1L4C and GLS programmes enhanced student leadership development through global learning, especially in the context of higher education transformation

Leadership for change

This edited volume reveals how the journey of transformation at the University of the Free State (UFS) became interwoven with student leadership development and global learning. The UFS initiated two intersecting co-curricular programmes, namely, the First-Year Leadership for Change (F1L4C) programme in 2010; and the triennial Global Leadership Summit (GLS) in 2012. Although these programmes changed over time, their core focus remained to be the development of transformational student leaders through the creation of global learning spaces. From its inception in 2010 to the last GLS in 2018, the UFS global learning project involved 780 students and 259 staff members from 109 institutions, across four continents. The goal of this edited volume is to create a deeper understanding of how the UFS F1L4C and GLS programmes enhanced student leadership development through global learning, especially in the context of higher education transformation