Challenges Influencing the Professional Context of the Foundation Phase Teachers in Rural and Township Schools in South Africa

South Africa is one of the most unequal societies in the world (Breetske, 2018), which also is visible in the schooling system, ranging from private, inner-city, township and rural schools. The general perception is that there is an ongoing crisis in South African education, and that the current system is failing the majority of South African’s youth (Spaul, 2013). There is worldwide consensus that the quality of education should already be addressed in the foundation phase, spanning the first three years of formal education. This article explores the perceptions of 282 foundation phase teachers predominantly in rural and township schools on various aspects regarding the education system. Using the theoretical framework of Mockler (2011) to assess teacher professional identity, the first dimension of teacher identity, namely personal experience, was used as lens to conduct the empirical study. Four themes emerged, namely competence, relationships, school context and challenges. Findings indicate that foundation phase teachers in general have positive attitudes towards various education related matters, but their perceptions were associated with the types of schools where they were teaching. Lack of resources and overcrowded classrooms were highlighted as manifestations of inequality.Group C: Teacher Professional Developmen

Experiences of black teaching students regarding their training in early childhood education at a former white university : a case study

Alhoewel die swart studentebevolking aan tersiêre inrigtings in Suid-Afrika tans op 68% staan, bestaan dieselfde tendens nie by inskrywings vir Vroeë Kinderonderwys- (VKO-) programme aan Suid-Afrika se verskeie tersiêre instansies nie. ’n Opname oor die onderwysersvoorsiening in die grondslagfase aan een van die grootste voormalige wit universiteite in Suid- Afrika wat deur Green (2010) onderneem is, het bevind dat slegs 1,5% (2 uit 135) swart studente na verwagting hulle finale (vierde) jaar sal voltooi. Navorsing dui aan dat die lae registrasiesyfer moontlik toegeskryf kan word aan kultuur- en taalverskille tussen die studente se tuisomgewing en die universiteitsopset. Die gevolg is dat studente dikwels botsende belange tussen persoonlike opvoedkundige doelwitte en gesinsverantwoordelikhede ervaar. Nog ’n struikelblok is die akademiese eise van ’n instelling wat nie met studente se huistaal en kultuur bekend is nie. Deur die kragveldmodel vir professionele ontwikkeling (force field model of professional development) as teoretiese lens te gebruik, word daar met die studie waarop hierdie artikel baseer is, beoog om die ervarings van swart studente aan ’n voormalige wit universiteit binne die VKO-program te verken en te bepaal in welke mate hierdie ervarings tot lae registrasiesyfers bydra. Fokusgroeponderhoude is met al die swart grondslagfasestudente in die VKO-program gevoer. Bevindings dui daarop dat finansiële beperkings, bepaalde onderrigpraktyke en taalgrense onder die faktore tel wat swart studente as struikelblokke in hulle studies ervaar, en wat as redes vir die lae inskrywings vir VKO aangegee kan word.South Africa, like many other countries in the world, is experiencing a short supply of teachers in the quest to provide quality education to all. Early childhood education (ECE) is affected more severely by this; and it is generally recognised that there is a serious shortage of well-trained, qualified teachers at this level, especially black teachers. A survey of the provision of teachers in the foundation phase has indicated that the training of these teachers by higher education institutions does not come anywhere near meeting provincial and national needs. This can in part be ascribed to how training of black teachers took place during the apartheid era, where they needed only standard 8 (current grade 10) and then a further two-year course to obtain a Lower Primary Certificate to enter the education system. The training of African language-speaking foundation phase teachers is consequently particularly problematic, especially when mother-tongue instruction in the context of early childhood education is considered.http://www.litnet.co.za/Category/akademies/litnet-akademies OR http://reference.sabinet.co.za/sa_epublication/litnet?am201

A photo voice perspective on factors contributing to the resilience of HIV positive Yoruba adolescent girls in Nigeria

There is a growing discourse worldwide on the impact of the Human Immunodeficiency Virus (HIV) on “at risk youths”. In response, five HIV-positive Nigerian adolescent girls were qualitatively investigated in collaboration with a non-governmental organisation (NGO) in Ibadan, an urban settlement in Nigeria in 2013. Using a secondary data analysis from a photo voice component of the research, combined with narratives, we show that participants possess the capacity to overcome their adversities from the effects of HIV infection and remain resilient. Few studies have used photovoice − a visual participatory approach − and its impact on this group. The theories of Bourdieu, Piaget and Erikson were used as tools to interpret and document, resilience, social capital and coping among participants. Findings reveal participants frame positive goals, use social competence, coping skills, and express personal challenges. These have serious implications for policy makers, researchers and programmer in strengthening adolescents‟ resilience.http://www.elsevier.com/locate/jado2018-04-30hb2017Early Childhood Educatio

The career orientation of final year teacher training students

The research was prompted by the assumption that the many problems in South African education (e.g. continuous curiculum changes, insufficient in-service training and support, classroom overcrowding, discipline problems,administrative paperwork, low teacher morale, high teacher attrition rate, low societal status of the teaching profession) must have an adverse effect on the career orientation of teacher training students. Our research was embedded in the theoretical framework of eco-systemic theory (Bronfenbrenner 1990), through which we indicated how the teacher is surrounded and influenced by various societal systems in four levels of proximity: the micro, meso, exo and macro levels. From these systems we established the conceptual framework, in which we discussed negative forces on the teacher as these are eminent in societal expectations about the teacher, the professional identity of the teacher and the retention rate in the teaching profession. The discussion of these negative forces and their impact affirmed our initial assumption and led to our research question: To what extent are teaching training students positively inclined towards a career in teaching? This question implied attention to a) the career motivation, and b) the moral values of the modern South African teaching training student. The empirical study was conceptualised as a pilot project. We involved the full number of final year teaching training students at one of the largest education faculties in South Africa, namely at the University of Pretoria. The students (n = 403) were asked to complete a questionnaire which focused inter alia on respondents’ exposure to daily news, reasons for choosing the education career path, attitudes towards the teaching profession and medium to long term prospects in the profession. Moral inclinations were also probed, e.g. with items on religion, discipline, language of instruction, multicultural teaching and being a role model. The questionnaire findings were verified in a focus group interview with five purposively selected respondents in the questionnaire survey. Our findings nullified our initial assumptions. Not only were the students strongly committed to their chosen career, notwithstanding the questionable societal status of the teaching profession and the formidable teaching challenges (of which they were apparently keenly aware), but they also conveyed a strong message about moral values and the teacher’s role in modelling those in and beyond the school. Our findings are prospective and certainly need verification on a broader scale. We are also planning a follow-up study with the same respondents, once they have completed two years of full time teaching. The findings could serve as impetus for education management measures to ensure that aspiring teachers’ level of commitment is sustainable. One of these measures could be an online advice and counselling service for beginner teachers.Die navorsing het ontstaan uit die aanname dat die onderwysproblematiek in Suid-Afrika (voortdurende kurrikulumwysigings, gebrekkige indiensopleiding, dissiplineprobleme, lae beroepsmotivering onder onderwysers en gebrekkige aansien van die onderwysberoep) ’n negatiewe uitwerking op die beroepsinstelling van onderwysstudente het. Vanuit die teoretiese raamwerk wat gebruik is, naamlik Bronfenbrenner (1990) se ekosistemiese samelewingsmodel, is die negatiewe kragte wat op die onderwys inwerk, nader toegelig. In die lig van die intensiteit van hierdie kragte het die volgende as navorsingsvraag gedien: In welke mate het die huidige onderwysstudent ’n positiewe beroepsingesteldheid? In ’n vraelysopname onder 403 finalejaar onderwysstudente, is die aanvanklike aanname verkeerd bewys. Die vraelysrespondente was nie alleen positief ingestel teenoor hul toekomstige loopbaan in die onderwys nie, maar hulle was ook uitgesproke oor hul taak daarin as morele rolmodelle. Die positiewe aard van ons voorlopige bevindings onderstreep alreeds die absolute noodsaaklikheid van onderwysbestuursmaatreëls om die volhoubaarheid van beginneronderwysers se positiewe beroepsingesteldheid te verseker. ’n Elektroniese advies- en motiveringsdiens vir beginneronderwysers kan heel moontlik as eerste en uitvoerbare projek hiertoe dien.http://www.journals.co.za/ej/ejour_akgees.htmlgv201

A bird’s eye view on the status of the module “life skills” in the foundation phase at higher education institutions in South Africa

This paper explores how the foundation phase subject area of “life skills” is being offered at (n= 9) higher education institutions (HEIs) in South Africa. The aim of the study, about which we report, was to identify similarities and differences in the curricula offered at these institutions and to establish the extent to which the different modules attend to the various aspects of life skills according to the most recent national curriculum. We conducted semi-structured interviews with participants who teach the subject at universities and we also analysed curriculum documents. We worked with a purposive sample of 9 respondents from the respective universities. The study found that although universities use the CAPS (national curriculum) document as guideline for structuring their curricula in teacher education programmes, some participants indicated that they follow an integrated approach, thereby implying that the different components of the school curriculum as outlined in the CAPS document are not specifically accommodated within their programmes. An additional finding was that there is a vast difference in the range of credits allocated to the various aspects of life skills that may restrict social mobility between various HEIs.http://www.sajce.co.za/index.php/sajceam2016Education Management and Policy Studie

Early Childhood Education (ECE) in South Africa : Black student teachers’ views on push and pull forces in their training

Although the Black student population in South Africa now amounts to 72% of student enrolments in higher education, the same trend is not experienced in early childhood education (ECE). Research suggests that cultural and linguistic differences between home communities and university settings as well as meeting the academic demands of an institution that is unfamiliar with students‟ home languages and cultures can be overwhelming. Using the Force Field Model of Professional Development as a theoretical lens, the experiences of Black students are explored at a previous White university. Findings from focus group interviews indicate that financial restraints, unfamiliar teaching practices and language barriers are amongst the factors that are experienced as barriers and could serve as reasons for the low enrolment in ECE.http://jas.sagepub.comhb2016Early Childhood Educatio

Institutional factors that affect black South African students' perceptions of Early Childhood Teacher Education

Black students account for over 72% of enrolments in higher education, but only a small percentage of them choose Early Childhood Education (ECE) as a field of study and complete the qualification. The purpose of this study was to examine, from the perspective of black ECE students, why so few of them enrol in this particular programme at a historically white university. Through a qualitative, case study approach the reasons for the low enrolment and completion rates were investigated. Participants mentioned that recruitment for this programme, particularly in rural areas should be improved. They also pointed out the higher prestige of other career options, the linguistic challenges they face, the cost of university education and early teacher education in particular, as well as access to transport and resources as barriers to recruitment and retention. Their recommendations for higher enrolment rates included the use of black students to recruit in rural and in township areas, increased funding for bursaries, and more culturally sensitive pedagogies in early childhood teacher education.http://www.sajournalofeducation.co.zaam201

The influence of ecosystemic factors on black student teachers' perceptions and experience of early childhood education

The low enrolment and pass rate of black students motivated this study to explore how the ecosystemic factors influenced black student teachers' perceptions and experiences of early childhood education (ECE) at a former white university. The study aimed to understand black student teachers' perceptions and experiences of ECE; to provide recommendations to strengthen the ECE programme in order to meet the needs of the black students it serves; and finally to gain insight in order to address the need to recruit and retain black students. Qualitative research methods, such as 'photo voice' (Olivier, Wood and De Lange 2009), narratives and semi-structured interviews were conducted and examined through the theoretical lens of Bronfenbrenner's ecological systems theory. Initial analysis of the data revealed several categories, such as perceptions of career, status and programme; financial implications; support; and current experiences. Thereafter, further interpretation of the data explicated the following themes: 'history', 'it's all about money', 'community', 'cultural relevance' and 'me, myself and others'.http://www.sajhe.org.za/2015-07-30hb201

My future in South Africa : perspectives and expectations of the Afrikaans-speaking youth

The orientation and nature of the future expectations of adolescents is of particular relevance in South Africa due to the extent of social challenges currently experienced. Media reports on crime, corruption, mismanagement, poverty and HIV/AIDS are on the rise and many hold the view that it seems that crime has spiraled beyond control. The social contexts in which the youth build their dreams and formulate their plans concerning the future are determined by politics and the domestic affairs of the state, such as political order and the efficiency and stability of the state. Larson (2002:16-17) cautions that governmental dysfunction and violent conflict have dire consequences for adolescents and for their preparation toward adulthood. Weak, destabilized and distracted governments are less able to provide a beneficial developmental infrastructure to children and adolescents. This prompted the research question: To what extent does a “beneficial developmental infrastructure” (see above) exist for the South African youth? It was decided to make use of Afrikaans speaking grade 11 learners as research population for the study. This decision was based on the assumption that a negative future orientation would be strongest amongst the white and coloured Afrikaans-speaking adolescents for the following reasons: (1) The political transformation that took place in South Africa in 1994 had a substantial impact on the white Afrikaans speaking population, in the sense that they had to abdicate political power and became a minority group; (2)There appears to be a pertinent feeling amongst the coloured Afrikaans-speaking population that their situation has not really improved in the new dispensation in South Africa. They experience discrimination re. job opportunities and political opportunities, because they are not really regarded as part of the black population, and due to the perception that they actually received preferential treatment during the apartheid years (Beeld, 2006d). This situation causes considerable bitterness, in the realisation that they have not really advanced from a minority group position. A qualitative approach was initially followed. Grade 11 learners from a large Afrikaans secondary school were probed on their future expectations. The school is multicultural with coloured and white learners and serves an affluent white community, as well as a coloured community with numerous socio-economic problems. By involving the Afrikaans language teacher, the learners had to write essays of 300 words on the topic: “My future in South Africa”. The essays were analysed to determine the drift of, and themes on, future expectations. Useful data could be gathered and were verified by interviewing a focus group of eight learners, equally representing gender, race and positive/negative views as expressed in the essays. The themes emerging from the essays were subsequently used to compile a questionnaire for application on a larger scale, involving five secondary schools, of which three were in Pretoria (representing varying socio-economic contexts), one in the Free State province (representing a mining community) and one in a semi-rural area of the Mpumalanga province. The research departed from the theoretical hypothesis that the extent of social problems (violent crime, corruption and mismanagement) in South Africa would have a decidedly negative impact on the local orientation of the respondents’ future plans, particularly as reflected in the aspiration to emigrate. This hypothesis was falsified. Although the respondents realized the seriousness of inter alia HIV/AIDS, unemployment and violent crime as social problems in South Africa, it became evident that they did not generally view the extent of these problems as cause to get away and seek their future elsewhere. OPSOMMING: Die vraag na die oriëntasie en aard van toekomsverwagting onder die jeug is besonder aktueel in Suid-Afrika vanweë die omvang van die maatskaplike problematiek wat tans in die land heers. Die media berig met ontstellende daaglikse reëlmaat oor geweldsmisdaad, korrupsie, wanbestuur, armoede en HIV/VIGS wat klaarblyklik buite doeltreffende beheer geraak het. Die jeug se persepsies oor hul toekoms in Suid-Afrika kan insiggewende aanduiders wees van (onder andere) die waargenome welstand van die Suid-Afrikaanse samelewing. Heel prakties is die vraag: Hoedanig dra die maatskaplike problematiek in Suid-Afrika by tot ’n “wegkomwens” in die jeug se toekomsverwagtinge? In hierdie artikel word verslag gelewer oor die toekomsperspektiewe van die jeug in die breë Afrikaanssprekende gemeenskap. Die fokus is as geregverdig beskou omdat (a) die Afrikanerbevolkingsgroep spesifiek geraak is deur die politieke transformasie in Suid-Afrika vanweë die verandering in status van maghebbers na minderheidsgroep, en (b) die bruin Afrikaanssprekende gemeenskap in die nuwe politieke bedeling steeds ’n gemarginaliseerde groep is. Graad 11 leerders het by wyse van ’n fokusgroeponderhoud en ’n daaropvolgende vraelysondersoek aan die navorsing deelgeneem. As vernaamste gevolgtrekking geld dat die respondente oorwegend positief was oor die verwesenliking van hul toekomsideale in Suid-Afrika

The effects of social problems on the future expectations of Afrikaans speaking South African adolescents

Youth is synonymous with future expectations. Should these be marred or negative, it could be an indication that all is not well in society, and that the values and conditions in society should critically be examined and attended to. The interest in the orientation and nature of the future expectations of adolescents is of particular relevance in South Africa due to the extent of social challenges which is currently experienced such as crime, corruption, poverty and HIV/AIDS. An empirical study was conducted to establish Afrikaans speaking youth’s expectations regarding their future. Questionnaires were completed by grade 11 learners from five schools. The study was based on the assumption that social problems in South Africa would significantly impact on the future plans of adolescents, particularly on those who aspire to emigrate. The most important conclusion is that this hypothesis could not be verified. The respondents were predominantly positive regarding their future ideals