Browsing by Author "Sosibo, Zilungile"

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    From theory to practice: Beginner teachers’ experiences of the rigour of the Postgraduate Certificate in Education programme
    (© UV/UFS, 2016) Nomlomo, Vuyokazi; Sosibo, Zilungile
    This article focuses on how recent graduates perceive the rigour of the Postgraduate Certificate in Education (PGCE) initial teacher education (ITE) programme. The article is based on qualitative data collected from a purposely selected sample of 19 beginner teachers who graduated from two higher education institutions that offer PGCE programmes in the Western Cape. Data were primarily collected by means of open-ended semi-structured interviews and triangulated through document analysis. Results revealed how beginner teachers’ conceptions of rigour of the ITE programme differ considerably from those advocated by experts on teacher education. The authors of this paper recommend that if rigour in teacher education programmes is to be understood, voices of student teachers and other stakeholders (e.g. teachers, school principals, communities, policy makers) should be included in the design and development of teacher-education curricula. Inclusion of these voices might constructively complement existing conceptions of rigour and influence ITE curriculum policy for the benefit of all stakeholders. Nonetheless, it should be borne in mind that some of these conceptions of rigour might not be informed by theoretical underpinnings and can therefore not supersede those of the experts.
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    Indigenous knowledge systems and early literacy development: An analysis of isiXhosa and isiZulu traditional children’s folktales and songs
    (Taylor & Francis, 2016) Nomlomo, Vuyokazi; Sosibo, Zilungile
    This paper provides an analysis of IsiXhosa and IsiZulu folktales and traditional children’s songs in order to highlight the relationship between Indigenous Knowledge Systems (IKS) and early literacy development in young children. Through the lens of the cognitive and socio-cultural theories, it explores the kind of knowledge embedded in the IsiXhosa and IsiZulu folktales and traditional children’s songs, and the value and relevance of such knowledge in supporting early literacy development. It argues that oral literacy in indigenous languages has always existed, but became dormant and invisible as a result of assimilation and acculturation into the Western norms. The paper concludes with an acknowledgement that folktales and traditional children’s songs are a rich and perennial reservoir through which young learners can acquire not only literacy skills, but also cognitive, linguistic and social skills that can help them to become active citizens in the world and the workplace.