Enhancing the Learning of Under-qualified Black Teachers in Eastern Cape Province The story of one...

Enhancing the Learning of Under-qualified Black Teachers in Eastern Cape Province

The story of one teacher’s adventure into Action Research

Noreen Burton

School of In-service Programmes

Faculty of Education

University of Fort Hare (East London)

South Africa

nburton@ufh.ac.za

Education in a Changing Environment: Salford University, 2007

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Eastern Cape

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The Changing South African Scene• Restructuring of higher education and

massification of education

• Broader entry to tertiary studies

• Teacher Training Colleges closed

• Introduction of Curriculum 2005 completed in GET band [primary]

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The Changing South African Scene• Electrification of villages and schools

• Lack of facilities and resources hampers implementation in some schools

• Larger number of distance students (200 Km) without access to computers, but some access to internet café’s

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Changing Teacher Education Scene in SA• Legacy of apartheid teacher education

• Upgrade needed to become qualified

• New curriculum with LO’s and AS’s based on the SA Constitution, requiring– New teaching methods– New assessment strategies– Preparing learners for a changing future

where knowledge is power.

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Langelitsha School

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Bulumko Primary School

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Philemon Ngcelwane Senior School

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Peri-urban: Chumani

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Nosipho’s Classroom

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Interior of a classroom

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Nosipho’s Classroom

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Challenges

• South Africa bottom in the Trends in International Mathematics and Science Study (TIMSS)

• Lack of content knowledge and practice

• Change needs to happen in the primary school

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Advanced Certificate in Education

• Designed as a re-skilling course

• Used for up-grading the qualifications of in-service teachers with Matric + 3 years teacher training

• Two years part-time

• Weekend contact sessions account for 40% of time

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Student Challenges

• English is a second language• Lack of academic culture• Weak literacy and numeracy skills • Low level of computer literacy

• Distance and part-time students• Too much work to cover in 2 years part-

time

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Changing UFH Environment and Challenges

• Campus bursting at the seams

• Insufficient computer lab space

• Lack of technical support over weekends

• No teaching facilities for science practicals

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Painted glass

No ventilation

Used as a Seminar Room. Can’t be prepared in advance.

No cupboards

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Changing UFH Environment and Challenges

• Students do not come to campus between sessions

• Students do not make sufficient use of the library or computers

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Research Question

How can I help my students to become effective change agents for science teaching in the new South Africa?

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Action Research Cycle One

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Cycle One Research Question

Will the provision of detailed resource notes improve my students content knowledge and improve their teaching?

How can I help my students to become effective change agents for science teaching in the new South Africa?

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2002-2003 Action plan

• Photocopied content handouts

• Practical work using recycled materials / improvised materials

• Teaching science in a standard classroom modelled

• Week-long computer courses

• Assignments to be word-processed

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2002-2003 Action plan

Data: 19 students from G1 – G12, 1 dropoutQualitative dataAll students passed (some took 3 years)

• Examination results• Student portfolio • End of year evaluation• My reflections

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2002 – 2003 Student Evaluation and Lecturer Reflection

• Very little improvement in content knowledge and understanding compared to past years

• Primary school teachers found text too dense, language difficult

• Students had to borrow senior school text books• Content was not covered in sufficient detail

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2002 – 2003 Student Evaluation and Lecturer Reflection

• Practical activities appreciated

• Teaching methods applied in schools

• Computer literacy only marginally improved.

• Majority paid for typing to be done.

• Visual material needed

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Action Research Cycle 2

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Cycle 2 Research Question

Will providing interactive content notes and visual material and requiring students to reflect in a journal on the process of learning achieve change in students’ assimilation and application of knowledge?

How can I help my students to become effective change agents for science teaching in the new South Africa?

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2005-2006 Plan

• Concentrate on GET Band (GR – 9)

• Interactive content books prepared for each theme in Natural Sciences.

• Visual material and extra notes for content placed on university intranet

• Introduce WWW as the starting point for computer skills

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2005-2006 Plan

• Short tests on each unit for each theme

• Model different teaching strategies

• Literacy courses in year 2

• Journal to encourage ‘deep learning’

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2005-2006 Action plan

Data: 20 students, 1 dropout(4 students finishing off this year)

• Examination results• Student evaluation and reflections via

journals (qualitative)• End of year evaluation analysis• My reflections

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2005 – 2006 Student Evaluation and Lecturer Reflection

70% of students returned evaluation forms

• Everyone found the visual material either quite helpful, very helpful or extremely helpful

• Teachers copied notes and visuals for use at home and in schools where computers were available

• Most students found the journal ‘quite helpful• Two students did not find them helpful

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2005 – 2006 Student Evaluation and Lecturer Reflection

• Content knowledge and understanding improved

• Computer skills improved significantly

• WWW encouraged personal research

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2005 – 2006 Student Evaluation and Lecturer Reflection

• Some teachers bought personal computers

• Need to be taught according to the grades taught

• Not enough contact time

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Action Research Cycle 3

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Cycle 3 Research Question

Will ‘blended learning’ using WebCT improve student learning and application of knowledge?

How can I help my students to become effective change agents for science teaching in the new South Africa?

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2007 – 2008 plan

• Continue with interactive theme books [2 per year]

• Contact sessions used for discussion and more advanced practical work

• Literacy courses in first term

• Introduce ‘Harry Wong’ tests

• Issue a SA text book on Science teaching

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2007 – 2008 Action Plan

• Computer skills integrated with intranet resources and course content

• Class email list set up for class communication

• WebCT introduced to encourage more [virtual] contact time

• No journals • Site visits

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Learning to use a computer

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Learning to use ‘unavailable’ technology

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Working together

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2007-2008 Action Plan

Data: 22 students. 2 dropouts.

• Examination results

• Mid- and End of year evaluation

• My reflections

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2007 Student and Lecturer Mid-year evaluation

• Knowledge growing for most• Computer skills greatly improved but not enough

to introduce WebCT in 1st semester• Mathematics generally weak

• Distance learners feel disadvantaged• Communication with students not good enough

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Cycles within Cycles

• Site visits show that little change has occurred in the classroom. Talk and chalk. Must find a way to improve classroom practice

• Need student journals to inform my teaching

• Need a way to encourage and challenge students to do science.

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Teachers’ Challenges to Classroom Implementation

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Lack of classroomsand facilities

Tshatshatsha Primary School. Deep rural Transkei.

No electricity.

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Lack of basic resources

Tshatshatsha Primary School.

Bare classrooms, No science resources.

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Overcrowding

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Lack of learning facilities

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Lack of motivation

“I’ve given up teaching science. I’m frustrated because there is no apparatus. Science is not ‘living’, it’s just talk and therefore I am not doing it until we get materials. We must let learners see for themselves, or it becomes abstract for the learners”.

ACE 2006

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2007 Answers so far

• Change is slow and we have limited time, but I have got further than last cycle

• Teachers enjoy researching topics – next: practice being a scientist

• Computers enhance and stimulate learning

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2007 Way forward

• Ready to try WebCT

• Extra Mathematics

• I need to converse with my students

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2008 Way forward

• Expand WebCT in 2008 as a support medium – blended learning

• Introduce independent scientific research

• District workshops in using and managing science resources

• Negotiate for ACE laptops with wireless connection for use in class

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What have I learned so far?

Cycle 1: Visual and practical activities are exciting and encouraged participation

Cycle 2: Interactive resources and Internet access promote learning and

application

Cycle 3: Off-campus access is important for adult learners

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The adventure continues …