Search
Search

THEME: TEACHER DEVELOPMENT AND LANGUAGE

Written By: Western Cape College
Published: 10/1/1998

The Teacher Intervention and Support Programme (TISP) at the Western Cape College of Education (WCCE) was launched in 1995 in an effort to ameliorate the differences between the assistance given to student teachers by the supervising teachers and College lecturers. It is an experimental in-service programme designed to help teachers develop a constructivist view of learning as a foundation for classroom practice. It is geared towards helping teachers develop their abilities to teach in a manner that involves students in a problem-solving, active-learning approach to learning. The main aim of this research is to study changes in teachers' knowledge of their practices as they progress from existing teaching practices to one which is more commensurate with the ideals of Outcomes-based Education (OBE). More specifically, it looks at the changes that occur in teachers' knowledge of the curriculum, of assessment, of classroom management and of the subject - Mathematics, English and Science. The following were the research questions: 1. What are the distinctive characteristics of the teachers' knowledge of curriculum, assessment, classroom management and subject matter before TISP? 2. What are the distinctive characteristics of the teachers' knowledge of curriculum, assessment, classroom management and subject matter after TISP?

  Read More...

Written By: Joint Education Trust
Published: 1/1/1998

This research was commissioned by the President's Education Initiative (PEI). The project investigates teacher's use of texts written in their primary language. It aims to explore whether using primary language texts for preparation, teachers' mastery and coverage of the material they present in the classroom changes so as to include a more effective, learner-centered approach to teaching; whether having materials in both English and teachers' primary language, has any impact on teaching styles; to what extent changes in teaching style impact on learners' understanding of understaning geography; and medium of instruction policies and practices in the Human and Social Science classroom.

  Read More...

Written By: Department of English Studies, University of the North
Published: 1/1/1998

For the last two decades, group work has been considered a valuable teaching and teaming strategy in English Second Language (ESL) classrooms, and, in scone respects, superior to teacher-centred methods (Ellis 1994). Equal learner ' participation in the language class is difficult to achieve in a traditional teacher fronted class.  The frustration of the weaker students causes them to opt out. Group work is one possible solution to these types 'of problems. Group work increases language practice opportunities, improves the quality of` student talk. This report explores this in relation to English Second Language Teaching.his research was commissioned by the President's Education Initiative (PEI).

  Read More...

Written By: Joint Education Trust
Published: 10/1/1998

The overarching aim of this project was to provide detailed and rich descriptions of language practices of teachers in multilingual mathematics classrooms. The study fouses on the following key research questions: (i) What is the teachers' understanding of the new language policy? (ii) What language practices do these teachers use? (iii) How does their understanding of the language policy impact on their language practices? (iv) How do these teachers language practices facilitate or block (a) communicating mathematics during teaching and (b) learner access to mathematics?

  Read More...

Written By: Joint Education Trust
Published: 11/1/1998

A pilot study was conducted  in eight classrooms in KwaZulu Natal as part of the Presidential Education Initiative (PEI). The following questions were considered as part of the study: (i) How do teachers in large classes interact with their pupils? (ii) How effective is their teaching? (iii) What use is made of teaching and learning materials? (iv) How does the use of such materials contribute to effective learning? and (v) What do teachers, pricipals and materials designers feel about large class teaching and the benefits of the materials available to them?

  Read More...

Page 2 of 5First   Previous   1  [2]  3  4  5  Next   Last   

Copyright: Department of Basic Education 2021 Terms Of Use Privacy Statement