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African Journal of Teacher Education
Number of Followers: 7

This is an Open Access Journal

Open Access journal
ISSN (Online) 1916-7822
Published by U of Guelph

[8 journals]

What newspapers tell us about teacher-on-learner violence in South African
schools
- Authors: Corene de Wet
  Pages: 1 - 27
  Abstract: This small-scale qualitative study of newspapers’ portrayal of teacher-on-learner violence in South African schools is informed, firstly, by the World Health Organisation’s definition of violence and four of the World Health Organisation’s six main types of violence involving children and, secondly, by John Galtung’s theory of violence. South African media was used as a database for identifying South African English newspaper articles on teacher-on-learner violence. Qualitative content analysis was employed to systematically work through the identified newspaper articles. Five types of direct teacher-on-learner violence were identified: (1) The physical abuse of learners under the pretext of addressing learner misbehaviour; (2) the normalisation of the sexual abuse of learners by their teachers; (3) teachers’ use of words to systematically humiliate and tear down learners; (4) teachers’ negative stereotyping and discrimination of learners belonging to a different race; and (5) teachers’ malicious neglect of their in loco parentis responsibilities. Looking at teacher-on-learner violence through the lens of Galtung’s theory of violence, this study facilitates an understanding of the multi-layered and complex nature of teacher-on-learner violence and contributes to the existing body of knowledge on teacher-on-learner violence.
  PubDate: 2024-01-24
  DOI: 10.21083/ajote.v13i1.7589
  Issue No: Vol. 13, No. 1 (2024)
Effectiveness of professional suitability scale in assessing teaching
suitability among primary school teachers in Tanzania
- Authors: Fidel Dassan Gwajekera, Joel Matiku Joshua
  Pages: 28 - 49
  Abstract: This study intended to evaluate effectiveness of professional suitability scale (PSS) in assessing primary school teachers’ suitability for teaching profession in Tanzania in an attempt to address the challenges of professional unsuitability among teachers in Tanzania. Specific objectives of this study were to explore the structure, validity and reliability of PSS in assessing the professional suitability among primary school teachers, to examine effectiveness of PSS in measuring differences in professional suitability among teachers by region and to examine the effectiveness of PSS in measuring differences in professional suitability between teachers in private schools and government schools. Data were collected among 365 primary school teachers using 26 items of the PSS. Principle Component Analysis (PCA) revealed that PSS is a valid four-factor scale comprised of social, practical, personal, and ethical suitability. It was also found out that PSS is a reliable tool with an internal consistency of Cronbach’s alpha coefficient of α =.79. Results further revealed no significant difference in professional suitability by region but found out significant difference in professional suitability with school ownership and school performance category (Low versus High Performing Schools). It was concluded that although PSS is an effective tool for measuring professional suitability among teachers, the difference in school performance by region or ownership can just partly be explained by teachers’ professional suitability. It was recommended that PSS may assist employers in assessing their employees’ suitability for teaching and that future studies may undertake a validation study for further improvement of the PSS.
  PubDate: 2024-01-24
  DOI: 10.21083/ajote.v13i1.7665
  Issue No: Vol. 13, No. 1 (2024)
Science and sociality: achieving the social dimensions of science through
contextualization of secondary school classroom instruction
- Authors: Dr. Uchenna Kingsley Okeke, Professor Sam Rmaila
  Pages: 50 - 76
  Abstract: This position paper is predicated on two focus areas. First, it recognises that scientific inquiry is performed in social situations and questions whether and how standard epistemology can be augmented to tackle this aspect. Within this focus, the goals of science education are reviewed. The second focus addresses sociality as an essential feature of knowledge and questions how standard epistemology can be reformed from this generally social perspective. Specifically, this study on one hand addresses the social dimension of science education, and on the other hand, examines the suitability of instructional contextualisation as a possible strategy to achieve the social dimensions of science education. The aim is to initiate a conversation about the importance of framing science education studies and experiences within the sociocultural context of interests and needs to achieve reliable participation of all concerned. To this end, this paper argues that science education ought to place considerable emphasis on students’ acquisition of values and skills of sociality. Furthermore, a comprehensive goal of science education should constitute both the normative and the non-normative aspects of science with a particular emphasis on the development of character formation, moral values, creativity skills and competences. There is, therefore, a need for an examination of the social dimensions of science education and its curriculum implications, especially as science education serves as the nexus between science and society.
  PubDate: 2024-01-24
  DOI: 10.21083/ajote.v13i1.7608
  Issue No: Vol. 13, No. 1 (2024)
Tumu College of Education trainee teachers’ perceptions of mentors’
pedagogical knowledge
- Authors: Shani Osman , Kassim File Dangor
  Pages: 78 - 104
  Abstract: The study accessed the perceptions of final year students in the Tumu College of Education towards the Pedagogic Knowledge (PK) of their mentors. It also investigated whether statistically significant differences existed in terms of mentees’ gender and programmes of study regarding the pedagogic knowledge of their mentors. The study used a census method to collect data from respondents for the study by distributing a closed-ended five-point Likert scale on Perceptions of Knowledge and Skills in Teaching (PKST) Questionnaires to all 215 students pursuing Early Grade and Primary Programmes, with an 84.2% (181) return rate. However, 175 respondents’ data were used, as six of the questionnaires contained incomplete data. Findings of the study revealed that participants perceived their mentors as having a high measure of PK, with an overall mean value for the student teachers ‘perceptions of their mentors PK of 3.62 (SD =.77). The study also revealed that there was no statistically significant difference in the perceptions of student teachers towards the PK of their mentors in terms of gender or programme of study. However, the study revealed that participants perceived their mentors to be less competent in effectively incorporating information and communication technology (ICT) in the classroom. It is recommended that the Ministry of Education and Ghana Education Service organise capacity building workshops for teachers to improve their competencies in integrating ICT in their classrooms.
  PubDate: 2024-01-24
  DOI: 10.21083/ajote.v13i1.7535
  Issue No: Vol. 13, No. 1 (2024)
Developing interactive pedagogies: A case of accounting pre-service
teachers from Ghana
- Authors: Bernard Fentim Darkwa, Douglas Darko Agyei, Joseph Tufuor Kwarteng
  Pages: 105 - 125
  Abstract: This is a study of how eight pre-service teachers developed their skills in developing interactive lessons to teach concepts in Accounting in Senior High Schools in Ghana. Sequential multiple case study design was employed to observe two cohorts of four pre-service teachers who worked in two phases of a professional development scenario to design and enact interactive Accounting lessons. Data for the study were collected through observation, interviews, lesson documents and questionnaires. Pictures, content and thematic analysis procedures were used to analyse the qualitative data, whilst means and standard deviation were used to analyse the quantitative data. It emerged from the results that the interactive lessons developed and implemented by the pre-service teachers were effective in promoting participation in the classroom. The study also brought to light that interactive teaching promotes collaboration among students through solving problems in groups which helps to strengthen the bond between students. The study thus, advocates the need for teacher training institutions to focus on training teachers to acquire the skills in designing and enacting lessons interactively to promote students’ participation in the classroom.
  PubDate: 2024-01-24
  DOI: 10.21083/ajote.v13i1.7218
  Issue No: Vol. 13, No. 1 (2024)
Communication barriers and deaf learner misbehaviour in a South African
special needs school
- Authors: Ratidzai Shoko
  Pages: 126 - 148
  Abstract: Mainstream schools often encounter problems with learner behaviour which disrupt effective teaching and learning. Inclusive special schools with learners with disabilities, including learners who are deaf, are not spared such problems. This is so especially when they face the challenges of communication barriers. This paper focuses on the influence of communication barriers on misbehaviour by learners who are deaf. The research was a qualitative case study conducted in Gauteng province of South Africa at an inclusive special needs school with learners with disabilities. It aimed to establish the effectiveness of interventions for managing behaviour among the learners. The study found that effective communication plays a vital role in the positive management of the behaviour of deaf learners. It recommends that the learners who are deaf be provided access to language and specialized communication support and language resources such as oral interpreting, sign language, and hearing aids.
  PubDate: 2024-02-26
  DOI: 10.21083/ajote.v13i1.7297
  Issue No: Vol. 13, No. 1 (2024)

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