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Re-Imagining the Tapestry of Teaching: an Investigation Into Student Teachers’ Outcomes-Based Education (Obe) Instructional Practices

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Re-Imagining the Tapestry of Teaching: an Investigation Into Student Teachers’ Outcomes-Based Education (Obe) Instructional Practices i RE-IMAGINING THE TAPESTRY OF TEACHING: AN INVESTIGATION INTO STUDENT TEACHERS’ OUTCOMES-BASED EDUCATION (OBE) INSTRUCTIONAL PRACTICES. by BLANDINA TABITHA MAKINA submitted in accordance with the requirements for the degree of DOCTOR OF LITERATURE AND PHILOSOPHY in the subject ENGLISH at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: PROF L VILJOEN AUGUST 2011 ii DECLARATION Student number 3195-600-8 I declare that RE-IMAGINING THE TAPESTRY OF TEACHING: AN INVESTIGATION INTO STUDENT TEACHERS’ OUTCOMES-BASED EDUCATION (OBE) INSTRUCTIONAL PRACTICES is my own work and that all the sources that I have used or quoted have been indicated and acknowledged my means of complete references. Signed: Date: BLANDINA MAKINA iii ABSTRACT This study focussed on teacher training in the context of distance education. It investigated the impact on practice of an English methodology course offered by Unisa’s Department of English Studies at certificate level. The unit of analysis was a group of eight student teachers registered for the module ACEEN26 Teaching English: General Principles offered by Unisa’s Department of English Studies. This module aims to help students to understand the approaches that underpin Outcomes-based Education (OBE) and how these translate into practice in the English First Additional Language (FAL) classrooms. To investigate the participants’ classroom practices, the study adopted an open and inductive approach aimed at gauging their thinking with regard to teaching, learning, assessment and how these understandings reflected OBE practices. The aim was to determine how the eight students made sense of this phenomenon given their own epistemologies within the unique contexts in which they worked. Data collection consisted of a mix of lesson observations, in-depth audio-taped interviews and analysis of documents. The interview was the main data-gathering technique. All these instruments were supplemented by field notes based on informal observations which were entered in a reflective journal. The picture that emerged was of teachers who worked under demanding conditions as they tried to implement complex and sometimes contradictory policies and were constantly under the pressure of policy demands. Their practices were, to a large extent, inconsistent with the OBE approach to teaching and learning. Although they gained some iv theoretical surface knowledge from the course, the students’ practice remained traditional because of two main reasons emanating from the findings: their inability to internalise the theory to make it an integral part of their mental repertoire and the negative impact of disabling contextual factors. The study constituted an evaluation of the course and therefore fed directly into the whole concept of dialogue and student support which are necessary prerequisites for success in distance education. As a teacher educator, this research was also a way of illuminating my teaching practices through practical research that simultaneously informs the field of teacher education. Based on the training needs identified, a re-contextualised curriculum for the ACE English programme was proposed. This proposed new programme reflects my stance that instead of continuing to focus on pouring resources into dysfunctional schools, we should concentrate on the lowest denominator in the system — the teacher. Key words: outcomes-based education, continuing professional development, English First Additional Language, programme development, mediating learning. v DEDICATION This thesis is dedicated with love to the memory of my parents Joseph Jambu Ngondo and Prisca Dambudzo Ngondo Ndinomutendayi vi ACKNOWLEDGEMENTS Special thanks go to my daughters Anesu, Rumbidzai and Tsitsi for their moral and technical support. I am also grateful to my wider family, in particular my siblings, for their unstinting encouragement throughout the duration of this study. I wish to particularly acknowledge my sister Junia Ngondo who did not live to see the end of this project. She always rooted for me when I was feeling discouraged. Special thanks are also due to my colleagues in the Department of English Studies at the University of South Africa for their encouragement and advice on various matters pertaining to this study. I am most grateful to Dr Mirriam Lephalala for her guidance during the initial stages of this project and to Professor Fetson Kalua and Ms Thulile Shandu for accompanying me when I needed to locate the schools where I conducted my field work. To the students who participated in this study, I am very thankful. They allowed me into their working space; made sure I was comfortable and willingly shared with me their experiences of educational reform. Finally, I am deeply indebted to my supervisor, Professor Leonie Viljoen, for her expert guidance, nurturing, dedication and encouragement through difficult times as well as her determination to see the project to its end. She was an inspiration; working with her was a source of immense joy. God Almighty, I give you ALL the glory. Thank you for the blessing of this achievement which I accept with humility. 1 TABLE OF CONTENTS TABLE OF CONTENTS ..................................................................................................................... 1 LIST OF TABLES ................................................................................................................................................ 7 LIST OF FIGURES ............................................................................................................................................... 8 CHAPTER 1: INTRODUCTION ............................................................................................................................ 9 1. PREAMBLE .................................................................................................................................... 9 2. LEGITIMISING THE “I”.................................................................................................................... 9 3. BACKGROUND TO THE STUDY ....................................................................................................... 9 3.1. The spark that ignited the flame 10 3.2. Outcomes-based education (OBE) 10 3.3. Continuing professional development (CPD) 12 3.4. Distance education (DE) 14 3.5. Programme evaluation 14 3.6. Justification of the study 15 3.7. Delimiting the study 17 4. THEORETICAL FRAMEWORK ........................................................................................................ 18 4.1. Ontological and epistemological perspectives 18 4.2. The socio-constructivist paradigm 19 5. THE RESEARCH PLAN ................................................................................................................... 20 5.1. Methodology 20 5.2. Literature review 21 5.3. Research aims 21 5.4. Population and sampling 21 5.5. Research questions 22 5.6. Data collection tools 22 5.7. Data analysis 23 5.8. Ethical considerations 24 6. CHAPTER OUTLINES .................................................................................................................... 24 2 CHAPTER 2: CONTINUING PROFESSIONAL TEACHER DEVELOPMENT IN SOUTH AFRICA: A HISTORICAL OVERVIEW ......................................................................................... 26 1. INTRODUCTION ........................................................................................................................... 26 2. BACKGROUND TO CPD/INSET ..................................................................................................... 26 2.1. Defining the concept: what is CPD? 27 2.2. CPD as growth 27 2.3. Teacher training in apartheid South Africa 29 3. REFORM INITIATIVES IN TEACHER EDUCATION IN SOUTH AFRICA .............................................. 32 3.1. The establishment of a single ministry of education 33 3.2. The development and establishment of an NQF 33 3.3. Mergers of education and training institutions 35 3.4. Interventions to accelerate access of un- and under-qualified teachers to further and higher education 36 3.5. Introduction of a new schooling curriculum: Curriculum 2005, the Revised National Curriculum Statement (RNCS) and the National Curriculum Statement (NCS and OBE). 37 4. POLICIES IMPACTING ON TEACHER EDUCATION ......................................................................... 40 4.1. The National Policy Framework for Teacher Education and Development in South Africa (2006) 41 4.2. The Norms and Standards for Educators 42 5. BACKGROUND OF THE ACE QUALIFICATION................................................................................ 48 5.1. Rationale behind the establishment of the new qualification 48 5.2. The FDE English programme 49 5.3. The Unisa ACE programme 50 5.4. The Advanced Certificate in Education (ACE): English 50 5.5. 2005 Revisions 52 5.6. Student support system 54 5.7. Assessment 55 5.8. ACEEN2-6 in context 55 5.9. Module outcomes 56 5.10. Student profile from 2006 to 2010 (Appendix C) 57 5.11. Justification of choice of module 58 6. CONCLUSION .............................................................................................................................. 58 CHAPTER 3: LITERATURE REVIEW ......................................................................................... 60 3 1. INTRODUCTION ........................................................................................................................... 60 2. PART ONE: CONCEPTUALISING THE OUTCOMES-BASED APPROACH ..........................................
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