Realigning Teacher Training in the 21st Century: South African Edition, 1st Edition

Professor Meahabo Dinah Magano, Dr. Soane Joyce Mohapi, Dr. David Robinson

Copyright 2017
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Realigning Teacher Training in the 21st Century: South African Edition 1st Edition by Professor Meahabo Dinah Magano/Dr. Soane Joyce Mohapi/Dr. David Robinson

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Overview
Meet the Authors
Features
Table of Contents
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Overview

Realigning Teacher Training in the 21st Century is the product of extensive research that was conducted by UNISA academics in five provinces in South Africa. In this project, 500 primary schools were targeted and the research aimed to find out how Annual National Assessments were affecting the performance of the learners. In addition, the study explored the curriculum and its challenges in schools. The findings clearly indicated that these schools face many challenges and that there is a need to realign teacher training in South Africa so that teaching and learning address the issues uncovered by the research. This book addresses ways that this realignment can happen. Each chapter focuses on a particular aspect or challenge, relating to the subjects that were targeted in the research project. The chapters offer a theoretical approach, where appropriate, and focus on practical changes that can be implemented.

Meet the Authors

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Professor Meahabo Dinah Magano

Professor Meahabo Dinah Magano is a full professor in the Department of Psychology of Education at the University of South Africa (UNISA), specialising in psychology of education, with a passion for teacher education. Professor Magano spent 22 years as a high school educator, head of department and deputy principal. Professor Magano supervises masters and doctoral students. In addition, she mentors post-doctoral fellows and junior academic staff members. Currently she is leading a research project in correctional centres in South Africa. She is passionate about community engagement and was the recipient of the Woman of the Year award in 2014 for Community Service at UNISA. She is the current chairperson of the Education Association of South Africa.

Dr. Soane Joyce Mohapi

Dr Soane Joyce Mohapi is a senior lecturer in the Department of Early Childhood Education and manager of the Centre for Continuing Education and Training at UNISA’s College of Education. She is a graduate of the University of Pretoria with a DPhil in education management and policy studies. Dr Mohapi also has MTech and BA(Hons) degrees from the University of South Africa (the Former Technikon of South Africa) and University of the North respectively. She is currently the project leader of a college project called ‘Together making schools better’ and she led the 500 Schools Project from 2013 to 2015.

Dr. David Robinson

Dr David Robinson is an academic in the Department of Education and Curriculum Studies, Faculty of Education, University of Johannesburg. He has worked in secondary schooling and in the tertiary education sector in South Africa. He has published several academic articles and presented papers at international conferences.

Features

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The book is an attempt to address some of the challenges that teachers encounter in the field on a daily basis and is therefore very practical in its approach.
The chapters in the book were chosen and written as a ‘response’ to the findings of extensive research that has been done as part of UNISA’s 500 schools project.
The subjects targeted in the research were Mathematics, Natural Science, Home Language, First Additional Language and Life Skills – areas of great focus and concern in general.
Each chapter starts with an abstract which gives the reader a useful summary of what will be covered in the chapter.
The book includes recommendations which adds to the practical solutions offered by the chapters.
The book is targeted at teachers who are busy with their undergraduate degrees but will be equally useful to those doing postgraduate qualifications or short learning programmes.

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1. Curriculum change in the 21st century: Rethinking solutions for improved learner performance
2. Positioning and realigning the role of the teacher for classroom practice
3. Developing learning cultures in schools
4. Teaching the basics in the primary schools, reading, writing and numeracy
5. Home language teaching in South African schools and its implications for teacher education
6. Realigning English language teaching and teacher training in South Africa in the 21st Century
7. Mathematics education in the Foundation Phase
8. Distilling principles for the professional development of science teachers
9. Parent engagement in primary and secondary schools
10. Realigning adult basic education towards the 21st century
11. Realigning the role of the school-based support team for addressing barriers to learning
12. Re-positioning teacher in-service training for optimum continuous professional development
13. The use of available information and communication technology (ICT) in schools
14. Whole school improvement through inclusion
15. Addressing barriers to learning in First Additional Language (second language)
16. Improving the approaches to the teaching of mathematics in primary schools
17. Rethinking Life Skills and Life Orientation: A wellness perspective
18. Rethinking school discipline
19. Learners’ learning experiences in the GET band in a rural primary school: An intellectual wellness perspective