Browsing by Author "Robinson, Maureen"

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    Cooperative learning for Interracial Interaction: An action research study
    (University of the Western Cape, 2002) Adams, Mark David; Robinson, Maureen
    South Africans are challenged daily by the legacy of apartheid. The racial divisions of the past continue to haunt South Africans, nine years into its democracy. This mini-thesis reports on an action research project that attempted to investigate the racial divisions that existed in my Natural Sciences classroom and to explore how cooperative learning could be utilized to get learners from different racial backgrounds interacting with one another. Learning to be an effective tool to get learners working together and interacting with one another, there need to be proper planning and structuring of cooperative leaning lessons, learners should know and understood what is e4pected of then, and learners should be placed in groups that would encourage interact interaction My research has also highlighted the difficulty) Xhosa speaking learners have with English being used as a medium of instruction and how this deepens the interracial division amongst learners in the classroom. This mini-thesis also puts forward the argument that education is a powerful tool to be used for social transformation and that teachers need to play a proactive and reflective role as agents of social transformation
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    Eritrean primary school teachers' perceptions of the relationship between pre-service education and the demands of the workplace
    (University of the Western Cape, 2001) Keflom , Tsegaye; Robinson, Maureen; Faculty of Education
    This study investigates six Eritrean primary school teacher's perceptions of their pre-service education. Six primary school teachers from three different schools in two different regions of Eritrea were interviewed. The researcher investigated whether primary school teachers found the knowledge and/or skill acquired from their pre-service courses in the Asmara Teachers' Training Institute helpful to make and use effective lesson plans, prepare and use relevant teaching aids, assess their students' performance, prepare lesson content, manage the classroom effectively, and select and use relevant teaching methods.
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    Gender issues and classroom practice in Namibia classrooms
    (University of the Western Cape, 2001) Nambala, Menette Nydeyapo; Robinson, Maureen; Meerkotter, Dirk
    This study investigates the extent to which sexist practices and gender bias are evident in particular Namibian school classrooms. The investigation was carried out at a Combined school in the Ondangwa West Region of Northern Namibia. It focuses on the question of whether teachers hold stereotypical views about the learners they teach and whether teachers can explain what they say and do to girls and boys based on gender. The investigation used observation of classroom and lesson proceedings, as well as group and individual interviews with Grades 5-7 teachers who teach selected subjects. Observations and interviews focused on soliciting teachers' views and perceptions of their learners in terms of academic performance, characteristics and behaviour. The data was analysed around common themes from the group interviews, individual interviews and classroom observation. The study found that teachers at this school hold gender stereotypical views of the learners. Through the tasks they give to learners and how they expect such tasks to be carried out, teachers unconsciously reinforced gender stereotypes. The stereotypes they held about their learners determined the treatment and the nature of the interactions with them. The study concluded with the argument and a recommendation that educating teachers intensively through in-service training initiatives is one of the most important ways to mentor them to act toward a sexism-free classroom environment. Classroom activities should be a way to empower girls and positively influence them to pick up their position in modern society in which a woman's role is changing
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    In-service education and classroom practice: Geography teaching in Namibia
    (University of the Western Cape, 2001) Mutwa, Raymond Simasiku; Robinson, Maureen
    After gaining independence in 1990, the Ministry of Education and Culture in Namibia introduced significant educational reforms that were to be implemented by currently serving teachers. As most of these teachers were trained according to the old paradigm of education, it became necessary to train serving teachers towards the new paradigm that puts emphasis on learner-centred rather than teacher-centred education. This training was done through in-service education programmes In this mini-thesis, I explore the impact of these in-service programmes on the classroom practice of some geography teachers in Namibia. The study also focuses on the perceptions that these teachers have about learner-centred education and how far they have gone in the implementation process. Factors that inhibit the successful implementation of learner-centred teaching and learning methods in geography classrooms are also identified and discussed? Suggestions on how to improve the present form of in-service education in Namibia are also included. The study used qualitative research methods and was conducted in the Caprivi region- It involved four geography grade l0 teachers from different schools. These teachers were selected on the basis that they had learned about learner-centred education through in-service programmes provided by advisory teachers. The results of the study indicate that these geography teachers have a clear understanding of what learner-centred education implies. They have an idea of what they should be doing differently in a learner-centred classroom as opposed to teacher-centred education- The results also indicate that the teachers have not implemented learner-centred teaching methods in their classrooms. various factors are identified as negatively influencing the implementation of learner-centred education in schools, including overcrowded classrooms, Iack of support from principals and in-service providers and lack of resources. ln order to improve on in-service education in its current form, it is recommended that teachers should be involved in the planning and implemenration phases of in service education programmes- workshops should be followed up with training and support from the in-service providers. Enough resources in the form of appropriate textbooks that promote active participation in classrooms should be supplied to schools.
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    Who teaches the teachers? Identity, discourse and policy in teacher education
    (Elsevier, 2006) Robinson, Maureen; McMillan, Wendy
    In this article we argue that understanding the identities that teacher educators construct for themselves is central to effecting innovation within a changing policy environment. The article begins with a theoretical perspective on the nexus of change and identity. It then discusses the central features of identity amongst a group of teacher college educators who have been incorporated into a higher education institution in South Africa. The discussion focuses in particular on their new roles as researchers. We argue that the promotion of research needs to be based on what teacher educators already perceive to be their particular strengths and roles. The paper ends with some examples of strategies for research promotion in this particular setting.