Teacher Education through Flexible Learning in Africa (TETFLE)
The Teacher Education through Flexible Learning in Africa (TETFLE) and other developing contexts online journal is a refereed, open-access e-journal that publishes original research on distance teacher education in Africa. TETFLE aims to create a platform for researchers and practitioners on glocal matters that relate to distance teacher education on the continent. Publications cover issues of content, pedagogical consideration, technology and management in distance education. Exemplar papers with rigour showing research evidence are most appreciated. TETFLE also publishes review articles and book reviews. TETFLE currently appears once in a year, with an additional special edition from accepted biennial conference papers, as applicable. The journal is the official journal of the Distance Education and Teachers’ Training in Africa (DETA) biennial conference, hosted by the Faculty of Education, University of Pretoria, South Africa. INDEXING TETFLE is indexed by the Directory of Open Access Journals (DOAJ). TETFLE Publication Fee The TETFLE journal charges a publication fee of R3 000 (Three Thousand Rand). This excludes VAT for authors from South Africa. The current US Dollar rate applies. This fee is charged after the manuscript has been accepted for publication. The author(s) will be duly informed when to make payment. Published articles are accessed by users without fees on the website.
Authors who publish with this journal agree to the following terms: Authors retain full copyright and grant the journal right of first publication with the work simultaneously licensed under the Creative Commons Attribution Share-alike 4.0 International License This license lets others remix, adapt, and build upon authors' work non-commercially, as long as they credit the author and license their new creations under the identical terms that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Fostering Inclusive Education through Multilingualism: Towards more Equitable Education?
For over 40 years now, the United Nations Educational, Scientific and Cultural Organisation (UNESCO) has been celebrating International Literacy Day by reminding the international community that literacy is a human right and the foundation of all learning. In the year 2017, International Literacy Day was celebrated across the globe under the theme of ‘Literacy in a digital world’. For statistical purposes, UNESCO defines a literate person as someone who can read and write a short simple statement about their life. In recognising its impact on poverty, health, active citizenship, and empowerment, the development community recognises that “illiteracy is a condition that denies people opportunity” (UNESCO, 2018:6). Literacy, besides being a fundamental human right, is a foundation for reaching the overarching goal of reducing human poverty. Institutions today continue to witness an increase in the number of students who are being taught in a language different from their home language. This desktop study is aimed to unpack the trend of language and literacy from the pre- to post-colonial era in sub-Saharan Africa and how this affects learning. The authors reviewed purposively sampled documents relevant to the aim of the study. The article unpacks the trend of language and literacy from the pre- to post-colonial eras and recommends the incorporation of multilingual pedagogies in the present-day classroom and distance education.
Copyright (c) 2025 Erasmos Charamba, Peter J.O Aloka, Judah P. Makonye https://creativecommons.org/licenses/by-nc-sa/4.0
Transitions in ICT-Integrated Teaching and Learning in Trans-disciplinary STEM Education: A Systematic Review Through a Scopus Bibliometric Analysis
The integration of digital technologies into teaching and learning practices accelerated significantly during the COVID-19 pandemic, driving enduring pedagogical shifts that persisted beyond the pandemic. At the onset, educational institutions faced a choice: suspend curricular delivery or embrace alternative modalities to maintain instruction. Most opted for the latter, catalysing the widespread adoption of virtual technologies. Although virtual tools predated the COVID-19 pandemic, the pandemic dramatically increased their centrality in educational practice. This research is based on a systematic review of peer-reviewed literature from 2010 to 2024. Using the Substitution, Augmentation, Modification, and Redefinition (SAMR) model, this systematic study maps current pedagogical practices and interrogates the affordances and constraints of digital tools in teaching, learning, and assessment. The findings reveal incremental movement toward transformative use, but emphasise that substitution and augmentation remain dominant. The study contends that a deeper pedagogical transformation is necessary to fully harness information and communication technology (ICT) for innovative, trans-disciplinary science, technology, engineering, and mathematics (STEM) learning environments.
Copyright (c) 2025 Judah Makonye https://creativecommons.org/licenses/by-nc-sa/4.0
Cultivating Inclusive Classrooms: Equipping Pre-Service Teachers for Indigenous Language Integration
Research in South Africa shows that teacher education is often overlooked in language related studies, despite its central role in preparing educators for increasingly diverse classrooms shaped by migration and multilingualism. Many teachers report feeling inadequately prepared to respond to these realities, with monoglossic pedagogies persisting as a carry-over effect in higher education. This systematic review examined peer-reviewed studies published between 2020 and 2025, sourced from databases such as Scopus and Web of Science, and thematically analysed the evidence on how higher education institutions can better prepare teachers for culturally responsive teaching. Findings reveal that while multilingualism is the norm, relevant pedagogical strategies remain limited, leaving teachers under-equipped to meet learners’ needs and risking cognitive and equity gaps. The review highlights practical approaches for cultivating inclusive classrooms and offers recommendations for restructuring teacher education to foster competence in multilingual and culturally responsive pedagogy
Copyright (c) 2025 Shalom Nokuthula Ndhlovana, Dr Erasmos Charamba https://creativecommons.org/licenses/by-nc-sa/4.0
Designing and Developing Self-Directed Learning Resources in Open Distance Learning (ODL) Contexts: A Ghanaian Case Study
The expansion of Open and Distance Learning (ODL) is critical for teacher education in Ghana. This study explores the on-the-ground reality of how educational resources are designed, developed, and used within a major Ghanaian university’s ODL teacher education programme. Using qualitative case study design, semi-structured interviews were conducted with 15 participants, comprising curriculum developers, module authors/lecturers, and course tutors. Findings reveal a systematic approach centred on collaborative co-authoring to create interactive, self-directed print textbooks locally referred to as modules, which serve as primary learning materials. The design approach emphasises interactive self-study, enabling learners to engage with content independently. However, significant challenges emerge from a systemic fragmentation between content creation and delivery. Tutors, who are at the forefront of implementation, have limited formal channels for providing feedback, leading to a disconnect between the intended and enacted curriculum. The current study highlights the need for greater pedagogical coherence and institutionalised feedback loops to enhance the quality and effectiveness of ODL resources in this context.
Copyright (c) 2025 Dr Eric Addae-Kyeremeh, Dr Jane Cullen, Dr Margaret Ebubedike, Dr Joyceline Alla-Mensah, Dr Might Kojo Abreh https://creativecommons.org/licenses/by-nc-sa/4.0
Transforming Distance Learning: New Assessment Methods Impact on Student Success in First-year Public Administration at Free Stat
This qualitative case study investigates the impact of revised assessment practices on student success in the first-year online module, Public Administration and Management Theories (EPAM1514), at the University of the Free State (UFS). Historically delivered in a traditional face-to-face format, the transition to online learning presented challenges, particularly in providing timely feedback on assessments. Guided by the theoretical frameworks of constructive alignment and Taylor’s principles, this study explores how aligning learning outcomes, teaching activities, and assessment strategies can improve student success in an online environment. The research employed a qualitative desktop analysis, utilising document analysis and descriptive methods to analyse course documents, assessments, and student performance data. The findings indicate that aligning assessment practices with these principles positively impacts student success, primarily by enabling formative assessments and timely feedback. This approach empowers students to monitor their progress and take ownership of their learning. The study concludes that adapting assessment practices is crucial for enhancing student success in distance learning and emphasises the need for continuous evaluation to maintain alignment with learning outcomes. This research offers valuable insights for both educators and institutions aiming to optimise student learning and performance in online environments.
Copyright (c) 2025 Mojaesi Violet Phejane https://creativecommons.org/licenses/by-nc-sa/4.0
Teachers’ perspective on their readiness for experiences of overcrowded classrooms: Reflections from Kenya and South Africa
Governments in sub-Saharan Africa (SSA) have increasingly pushed for Education for All (EFA), however, with little effort to expand the necessary resources, which raises concerns over teachers’ abilities to handle overcrowded classrooms. Through the perspectives of Africentric and reslience approaches, this paper explores teachers’ perspectives on their training, readiness, and experiences of overcrowded learning environments. It is important to understand their experiences holistically and how teaching processes and learning outcomes are affected. Through a qualitative approach, this study sought teachers’ views on their training and how prepared they were for their experiences in overcrowded learning spaces. A purposive sample of 11 foundation phase teachers (four from South Africa and seven from Kenya) were invited to participate in the current study. Thematic analysis was utilised to process the qualitative data collected through focus group discussions, obserations, conversational and semi-structured interviews. The findings indicate that teachers perceived lack of acknowledgment to their ‘plight’ in handling many learners, contrary to official teacher-child ratio. Concerns on teacher training lacking in actual experiences of large classrooms that have diverse learners while using minimal infrastructural provisions emerged. However, teachers’ perceptions that difficult circumstances were opportunities for better learning outcomes was indicative of their readiness, being creative in teaching and resilient, while those who perceived large class sizes as overwhelming and having lower learning outcomes were also resilient in their functions as teachers. This study makes suggestions for a holistic approach to addressing concerns of teachers in crowded classrooms which includes teacher training, upskilling, infrastructural development, updating policies in teacher recruitment and peer teaching, resource generation, and use of modern instructional approaches to teaching among others.
Copyright (c) 2025 Linet Imbosa Muhati-Nyakundi https://creativecommons.org/licenses/by-nc-sa/4.0
Autonomy versus Care: Adult Learners Respond to the Provision of Affective Support in an Online Setting
The purpose of this study is to determine whether adult distance learning students place value on being provided with affective support during their studies, or whether their need to manage their own learning experience perhaps supersedes their reliance on such support mechanisms. The literature suggests that while there is a measure of appreciation for affective support in an online setting, adult learners tend to favour support of a more generic nature that allows them to navigate the day-to-day demands of an online learning environment. Drawing from the literature, a conceptual framework for supporting adult learners was devised and is elaborated on in this study. Using a qualitative case study approach and an interpretivist paradigm, 23 adult online learners enrolled with a private higher education institution in South Africa were invited to share their ideas and experiences of a role known as a Programme Success Tutor (PST), whose sole focus is the provision of affective support for its online students. Using the thematic analysis model of Braun and Clarke, the study revealed that while these adult learners acknowledged the PST presence in a positive light, they placed significantly more importance on their autonomy and the ability to selfmanage their learning journey—only seeking support of a more generic nature as and when required. These findings led to a recommendation to replace the current PST designation with one more suited to the needs of the adult learner in an online setting.
Copyright (c) 2025 Liesl Scheepers https://creativecommons.org/licenses/by-nc-sa/4.0
Impact of In-Service Teacher Training (INSET) on Navigating Opportunities and Challenges in Contemporary Classrooms: A Systematic Literature Review
This systematic literature review addresses the pivotal role of in-service teacher training (INSET) in empowering educators to navigate the complexities of modern classrooms effectively. As educational landscapes continually evolve, teachers encounter diverse challenges necessitating ongoing professional development. The study aims to systematically analyse the existing literature to assess the efficacy of INSET programmes in equipping teachers with essential skills and strategies. By scrutinising a range of scholarly sources, including research articles and academic journals, the research synthesises insights into how INSET initiatives enhance teachers’ pedagogical practice and their ability to address contemporary educational challenges. Notably, it examines factors such as technological advancements and diverse learner populations, underscoring the imperative for teachers to adapt continually. Through this review, the study aims to offer a comprehensive understanding of both the strengths and limitations of current INSET practices. The findings hold potential implications for policymakers, educational institutions, and practitioners, informing the development of more tailored and effective INSET programmes. In conclusion, this systematic exploration seeks to elevate the quality of teacher training initiatives, thereby enriching students’ educational experience in today’s dynamic classrooms.
Copyright (c) 2025 Oluwatoyin Ayodele Ajani https://creativecommons.org/licenses/by-nc-sa/4.0
Understanding Multi-layered Conceptualisations of Innovation in Education
Innovation is a difficult concept to pin down. Indeed, there are intense debates and deep disagreements about this topic. The same can be said for innovation in education. While it is agreed that education is vital for creating a sustainable future, innovation in education has disparate meanings for various actors involved in education. Innovation in education may be driven by a host of factors ranging from sociological constructs such as equity or gender to global phenomena such as COVID-19. Innovation also varies in nature and degree. It can be in the form of an augmentation on current educational practices or artefacts, or in terms of a radical change. Innovation can be building on existing or disrupting current educational practices and artefacts. It can be inspired or imposed by educational authorities. This paper seeks to understand how various stakeholders of the education sector conceptualise what innovation is in education, and how it impacts their sector. The stakeholders include policymakers, educators, educational cadres that oversee policy implementation and teacher educators. The data has been produced through online questionnaires and focus group discussions. These data were analysed through the lens of different taxonomies of innovation that constitute the conceptual framework of the paper. The findings indicate that each stakeholder has a unique conceptualisation of what innovation in education entails. These conceptualisations do have commonalities among them. More importantly, the findings indicate gaps that exist among the different views that need to be bridged for the successful implementation of innovative projects in education.
Copyright (c) 2025 Waaiza Udhin, Vicky Avinash Oojorah https://creativecommons.org/licenses/by-nc-sa/4.0
Translanguaging as leverage for developing inclusive communication in superdiverse contexts of inner-city schools
This article reports on the findings of using translanguaging as leverage for developing inclusive communication in superdiverse contexts of inner-city South African schools, where English is the language of instruction. The study employed sociocultural and experiential theories and a qualitative research approach. Purposive sampling was used to select the two participating schools. The participants comprised eight teachers and 33 learners from two inner-city secondary schools in Pretoria, Gauteng province, South Africa. Data were gathered through classroom observations, focus group discussions, semi-structured interviews, and workshop reflections and were examined using inductive thematic analysis. The findings revealed participants’ awareness of the pedagogical benefits of translanguaging for concept clarification, heightened motivation and interest in the subject, learner engagement, and improved academic performance. Furthermore, there was an acknowledgement of learner identity, inclusive communication in learning, and acceptance of language and cultural differences with improved learner-teacher relationship. Some teachers were sceptical about the implementation processes, while most learners enjoyed translanguaging and benefited from it, as opposed to monolingual English classes. Challenges of raising teacher awareness of the benefits of translanguaging and implementation can be addressed using distance education for teacher professional development of in-service teachers. Future research is required to explore the integration of translanguaging methods with assessment activities and the model for support through distance learning avenues.
Copyright (c) 2025 Clifford Kgabo Dihangoane, Margaret Funke Omidire https://creativecommons.org/licenses/by-nc-sa/4.0
Reviewing English teacher education and challenging context in India: A multilingual turn in Continuous Professional Development activities
Teacher education for language teaching is based on the premise that teachers can deliver quality education when they are supported with adequate training about updated pedagogies in addressing learner needs and making classrooms socially just and inclusive. In the contemporary world, multilingual education has gained momentum on account of the majority of learners and teachers being multilingual. Based on their diverse pedagogical needs, teachers need to be supported through in-service continuous professional development (CPD) activities with a multilingual turn. This paper critically reviews the state of affairs in Indian language teacher education to make teachers ready for delivering English education in multilingually diverse classrooms. It presents a pertinent discussion on the lack of multilingual CPD activities in Indian language education and teacher training policy. To address this gap, the present paper adopts a narrative overview approach to report two examples from short-term research projects in India that provide evidence of the benefits of adopting a multilingual turn in CPD of in-service Indian teachers. Thereafter, drawing from the positive experiences of the teachers in these projects, it operationalises the multilingual pedagogical needs of Indian teachers which are equally applicable to other multilingual teacher education contexts, globally. It classifies different types of translanguaging which can be practiced in the classroom and presents classroom strategies to be included during multilingual CPD training. It is hoped that such multilingual CPD activities would help teachers cope with the contextual challenges of dealing with linguistically diverse classrooms. It would also help them systematically scaffold instruction to cater to the cognitive and affective needs of their multilingual learners and deliver education in a socially just manner.
Copyright (c) 2025 Lina Mukhopadhyay https://creativecommons.org/licenses/by-nc-sa/4.0
An exploration of course tutors’ reported teaching practices in a distance learning institution in Ghana
Quality teacher education is contingent upon the pedagogical practices of teacher educators. While various studies have explored these practices, few have situated them in the broader framework of teacher education models. This article leverages tutors’ perceived pedagogical approaches and learners’ demographic characteristics to interrogate the implementation of transformative pedagogy within Ghana’s distance learning setting. Through the analysis of semi-structured interviews with course tutors and senior leaders, rooted in the concept of transformative distance learning (DL) pedagogy drawn from Paulo Freire’s work (1970), we highlight the model’s effectiveness, emphasising the role of facilitation and dialogue, in the creation of empowering learning experiences. This study provides insights for comprehending, reflecting on, responding to, and learning from the evolving practices of course tutors in a distance learning institution in Ghana. Based on these insights, we propose recommendations to enhance the model’s pedagogical potential, which offers valuable implications for advancing teacher education policies and practices in Ghana and other African countries with similar distance learning models.
Copyright (c) 2025 Eric Addae-Kyeremeh; Jane Cullen , Might Kojo Abreh, Margaret Ebubedike, Joyceline Alla-Mensah https://creativecommons.org/licenses/by-nc-sa/4.0
Early Grade Teachers’ Implementation of Phonics-based Literacy Instruction for Reading Skills Development: Do Teachers’ Professional Experiences Make a difference?
In-service training in phonics-based literacy instruction comparing the USAID and non-USAID Jifunze Uelewe schools has not been focused on by the research team in Tanzania. Thus, there has been limited evidence to inform planning and implementing lessons improving reading skills among early grades pupils using phonics-based literacy instruction. Three data collection methods were used: in-depth interviews, classroom observation and a questionnaire reaching 305 participants (208 early-grade teachers, and 97 Ward Education Officers) in 50 public schools (40 in the Tanzania mainland and 10 from Zanzibar). Content analysis was used to analyse responses given by teachers’ and education quality assurance officers on the focused research questions. The results indicate that teachers reported receiving better support for teaching practices than for the preparation of materials or for growing their content knowledge. Also, the programmes rarely help teachers gain skills for teaching children with special needs. Overcrowded classrooms and lack of technological materials were reported to compromise teachers’ ability to promote responsive classrooms in their teaching. A good number of teachers (78%) in the USAID Jifunze Uelewe regions and 48% from non-USAID regions had an opportunity to attend in-service professional development on working with special needs children. Some teachers felt less satisfied with the in-service training they received as it was conducted over a short period, thereby not impacting their teaching skills. The study concludes that in-service training, especially mentoring and coaching, should be sustained to improve teachers’ knowledge and skills to prepare and deliver phonics-based lessons appropriately.
Copyright (c) 2025 Pambas Tandika Basil, Placidius Ndibalema, Godlove Lawrent, Joyce Mbepera, Prosper Gabrieli https://creativecommons.org/licenses/by-nc-sa/4.0
Challenges and Opportunities of Teaching in Multilingual and Multicultural Education Contexts in Namibia
This study investigated the challenges and benefits of teaching in Namibia’s multilingual and multicultural educational contexts. A sample of 30 teachers was purposefully selected for the current study. The data were collected through focus group discussions and a self-administered questionnaire and analysed using a thematic data analysis method. The findings show that teachers have difficulties in serving learners from various cultures and languages, which creates challenges to inclusive learning settings. Although the teachers (participants) experienced difficulty in assessing learners’ oral tasks, it emerged that their cultural awareness and language proficiency increased. The study emphasises the significance of a comprehensive training plan in multicultural learning programmes for developing cultural competency and preparing teachers for multilingual and multicultural settings.
Copyright (c) 2025 Anna Niitembu Hako, Aili Nuusiku Kapolo, Petrus D. Shipalanga https://creativecommons.org/licenses/by-nc-sa/4.0
Strategies for Enhancing Acceptance of New Technologies by Open, Distance, and eLearning Centers in Kenya
Introducing a new technology can be very exciting especially to the technology creators. However, as espoused by the Technology Acceptance Model (TAM), while the creator of a given technology may believe that the new technology is very user-friendly, it may only be accepted by its potential users if they share the same beliefs. The study sought to establish strategies that Open, Distance, and eLearning Centers pursue to enhance acceptance of new technologies by online learners. This study is mainly anchored on the Technology Acceptance Model (TAM) which is widely used to explain the factors related to users’ acceptance of new technologies. A cross-sectional survey of seventy-three (73) universities in Kenya was undertaken with the in-charge Open, Distance, and electronic Learning (ODel) Centers as the respondents. Fifty-nine (59) respondents completed a survey tool, which was shared as a Google form. Data were analysed quantitatively and qualitatively. Continuous evaluation and improvement of ODeL technologies was the most common strategy perceived to enhance new technology acceptance at 85%. The study recommends a need to develop and operationalise a new technology acceptance and adoption policy as a key strategy to enhance the acceptance of new ODeL technologies.
Copyright (c) 2025 Michael Ngala https://creativecommons.org/licenses/by-nc-sa/4.0
Teachers’ Resilience in Managing Learners in Diverse Classrooms: A Qualitative Case Study in the Outjo Circuit of the Kunene Region of Namibia
This qualitative study explored teachers’ resilience in managing diverse classes in the Kunene region of Namibia, specifically the Outjo circuit. Through interviews and questionnaires with 25 teachers from both junior primary, senior primary, and secondary phases, the research examines how resilience influences teachers’ capacity to handle classroom challenges. Findings indicate that teachers view resilience as crucial for effectively navigating diverse classroom environments, supported by factors such as cultural awareness, language support, inclusive teaching practices, and communication skills. However, they faced obstacles like absenteeism, discipline issues, low self-esteem, language barriers, and tribal tensions. Additionally, teachers reported inadequate preparation due to limited training and resources, constraining their ability to implement inclusive practices. To address these issues, teachers recommended strategies like fostering self-awareness, individualised support, and incorporating learners’ first languages into instruction. These insights inform potential policy and intervention developments aimed at strengthening teacher resilience and fostering inclusive, effective learning environments in remote areas like the Outjo circuit
Copyright (c) 2025 Anna Niitembu Hako, Aili Nuusiku Kapolo, Marha Amutenya https://creativecommons.org/licenses/by-nc-sa/4.0
Experiences with interactive video assessment in higher education to enhance teaching and learning
When designing quality educational experiences, decisions must be made based on the latest educational technologies available. Interactive videos are one of the most advanced digital information technology and multimedia content developments. Therefore, using interactive videos requires significant investment in technology and human resources, which could be challenging in countries experiencing socio-economic or digital inequalities. Using a four-phased sequential exploratory mixed-method research design, this study aimed to explore lecturers’ (n=20) and students’ (N=800) experiences with interactive videos in South Africa to discover the underlying drivers for adopting interactive videos and identify factors that could hinder adoption. During the exploration, the Community of Inquiry (CoI) framework informed the study on instructional design principles to consider when creating educational experiences (i.e., social presence, cognitive presence, and teaching presences) and the Technology Acceptance Model (TAM) provided insight into determinants (i.e., perceived usefulness; perceived ease of use; behavioural intention to use technology) that directly or indirectly could explain lecturers’ behavioural intentions to adopt interactive videos. This study found that interactive videos have significant benefits and advantages that can positively impact teaching and learning experiences, making them a valuable application for lecturers and students. Findings also show the diverse possibilities for using interactive videos to promote a teacher and cognitive presence online. Findings from this study could help support and guide the adoption of interactive videos in higher education.
Copyright (c) 2025 Joyce West https://creativecommons.org/licenses/by-nc-sa/4.0
Editorial: Teacher Education Practices in a Flexible, Higher Education Environment
Copyright (c) 2024 Ruth Aluko https://creativecommons.org/licenses/by-nc-sa/4.0
Translanguaging as a responsive pedagogy for enhancing reading comprehension in bi/multilingual classroom contexts
Classroom situations have globally shifted from monolingual to multilingual perspectives due to globalisation and movement across the world. This has raised awareness of the fluid and porous nature of linguistic boundaries between and across nations. The situation necessitates adoption of new approaches in teaching and learning in multilingual classroom contexts. Translanguaging pedagogy is one of the approaches that allows concurrent use of several languages in multilingual classrooms. This article investigates how teachers could use translanguaging to develop reading comprehension in bi/multilingual classroom contexts. The participants were four Grade 5 teachers, two of whom teach English and two teaching Sesotho. The study employed a quasiexperimental design and used pre- and post-tests on reading comprehension, in both English and Sesotho. The experimental group was subjected to a translanguaging intervention between the pre- and post-tests periods to determine the impact of the intervention. The results showed that the experimental group outperformed the control group confirming translanguaging as a pedagogy that could improve learners’ reading comprehension. The study concludes and recommends translanguaging as relevant in assisting teachers’ use of learners’ linguistic repertoires to improve reading comprehension in multilingual classroom contexts.
Copyright (c) 2025 Malephole Philomena Sefotho https://creativecommons.org/licenses/by-nc-sa/4.0
Editorial for special issue: A paradigm shift towards innovative, resilient and transformative teacher education
Copyright (c) 2025 Dr. Tony Lelliott, Ms Mohini Baijnath https://creativecommons.org/licenses/by-nc-sa/4.0
Teacher education in a flexible higher education environment: Considerations for the future
Although teacher education practices had undergone major changes due to the possibilities that came with developments in the field of information and communication technologies and the introduction of online teaching and learning since the turn of the century, the COVID-19 pandemic brought about further major paradigm shifts and greater flexibility in the way teacher education for prospective and in-service teachers can be and are offered. The question can rightfully be asked by higher education institutions offering these programmes, what should inform their thinking and planning going forward, specifically in the Sub-Saharan context where the demand for education is ever-rising, amongst other, due to the relatively young population of the region and the massification of higher education. Yet the question can be asked now that the pandemic is almost over, how higher education institutions move forward with teacher education programmes, and on what they base decisions on. We thus highlight some considerations for universities on the future of flexible teacher education programmes. We start by discussion the concept of flexible learning, and specifically flexible modes of delivery for teacher education. We then provide some theoretical and contextual considerations for higher education institutions to take into account, after which we consider challenges, solutions and impact of such programmes. We argue that higher education institutions should embrace flexible learning as the way forward for teacher education programmes, but that they should make sure that it aligns with the context of the institution.
Copyright (c) 2024 Lynette Jacobs, Karen Ferreira Meyers https://creativecommons.org/licenses/by-nc-sa/4.0
Comparative and International Education as a Way to Strengthen Internationalisation in Teacher Education Programmes at Universities in Africa
One lacuna in teacher education programmes at universities in Africa is a lack of internationalisation. This is a position paper, using the method of comparative and international education. The paper argues that imbuing teacher education programmes at universities in Africa with comparative and international education is an obvious way to counter such detrimental trends of parochialism, universities appointing their alumni, an inward orientation and to effect internationalisation in such programmes. This is particularly significant at this point, when the constraints brought about by the COVID-19 pandemic have rendered many of the other conventional means of internationalising higher education difficult or impossible. The article concludes comparative ad international education courses in teacher education programmes fully serve a host of purposes. These include description of education systems, understanding of education systems, improvement of education practice (both at policy and at classroom level), applying the comparative method to investigate or illuminate education issues, and furthering of the philanthropic ideal. Furthermore, such courses appear to be ideally suited to bring about much-needed internationalisation in such programmes. Being part of an internationalisation drive, it may have several additional benefits related to the countering of Northern hegemony in education, and shaping the course of the decolonisation of education drive.
Copyright (c) 2024 Charl Wolhuter https://creativecommons.org/licenses/by-nc-sa/4.0
Student Teachers’ Views on Developing Practical Online Art Skills During Teaching Practice
Addressing the learning needs of grades 10-12 art students, specifically those students who are vulnerable to exclusion and marginalisation, requires inclusive and innovative approaches when teaching practical art skills online and face-to-face. The aim of the study was to establish student teachers’ challenges when teaching practical art online during COVID-19 and to find innovative ideas for addressing such challenges. Qualitative data was collected from art student teachers (n=147) who reflected on their teaching practice experiences and responded to two online open-ended questions. Challenges that student teachers mostly experienced included a lack of in-person teaching, internet connection and data, student-teacher support from mentors and lecturers, not enough practical teaching experience hours, stress, and anxiety. If not addressed, these challenges could have an impact on not only the practical application of art skills but also the development of scarce skills such as creativity and problem-solving skills that are necessary for all citizens to make informed decisions. In addressing these challenges, various innovative online and offline activities were suggested, such as demonstrations posted on WhatsApp groups, peer tutoring, extension of submission dates for practical art activities, creating offline videos for learners to view and work on activities at their own pace, repeat lessons, keeping activities simple, virtual museums, and using natural resources from learners’ surroundings to develop practical art skills.
Copyright (c) 2024 Thelma de Jager https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of COVID-19 on inclusive mathematics education
The COVID-19 pandemic has dramatically changed education all over the world. As part of emergency remote teaching (ERT), the switch to online instruction had several technological, pedagogical and social challenges. Oral hearing impaired (HI) learners experienced difficulties during synchronous online lessons with hearing devices not picking up sounds, disruption to comprehend the lesson, not familiar with the online devices and emotional side-effects (Krishnan et al., 2020). The research question that guided this study is what is the influence of COVID-19 on mathematics teachers’ inclusive practices for oral HI learners? This study followed a case study design and collected data from two high school inclusive mathematics teachers before the pandemic and during ERT. The South African Department of Basic Education’s (DBE, 2011) Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statements and Whittle, Tiwari, Yan and Williams’ (2020) ERT environment framework’s design step guided the data collection and analysis processes. Data was collected in the form of interviews, observations and document analysis. It was found that teachers should receive adequate training when teaching in an inclusive school focusing on hearing impairments. During ERT the teachers felt teaching became a 24-hour job, the school’s expectations were high and they had strict requirements on the appearances of the videos. They had to produce between 12 and 16 videos per week for asynchronous teaching. Hardly any inclusive practices were implemented during ERT. The HI learners were neglected during the lockdown of schools during the COVID-19 pandemic as the teachers only focussed on making videos and tried to cope with the demands. More research needs to be done to determine how the COVID-19 pandemic, and possible future pandemics, and lack of inclusive practices influence the HI learners’ understanding and progression in mathematics. From that a framework can then be constructed to guide inclusive teachers in possible future pandemics and ERT scenarios.
Copyright (c) 2023 Linda Le Hanie, Sonja van Putten, Hanlie Botha https://creativecommons.org/licenses/by-nc-sa/4.0
Teaching practice efficacy for preservice student teachers under COVID-19: A case study of Chitungwiza schools.
This qualitative case study aimed to evaluate pre-service student teachers’ conceptions of the quality of teaching practicum on their preparedness for service. The establishment of teaching practice efficacy under pandemic induced circumstances can inform teacher education on developing new models of supervision. The COVID-19 outbreak around November 2019 created extensive interruption across all human activities. Lockdowns and movement restrictions to curb the spread of the disease had a profound impact on access to education in general and in particular pre-service student teachers' teaching practice. Focus group discussions and semi-structured individual interviews were used to solicit views from a sample of twenty students attached to two primary schools and their mentors and six teaching practice lecturers from two primary school training colleges. Data were analysed thematically. The results indicated that pre-service student teachers and the entire education sector were caught unprepared by the sudden demand for online education. The study found infrastructure and human capacity deficit to ensure the provision of quality education effectively. A prolonged school absence meant students could not thoroughly test theoretical knowledge through practice. The study established that pre-service student teachers need support through further training on emerging online teaching and learning technologies after the practicum. Mentors also need urgent in-service training on the use of information communication technologies. Lastly, the government must start developing policies that promote and enhance support information communication infrastructure availability. Further research might look into the well-being of pre-service students in a pandemic environment.
Copyright (c) 2023 Abigirl Mawonedzo https://creativecommons.org/licenses/by-nc-sa/4.0
Self-directed assessment framework for practical tasks for Clothing and Textile Technology undergraduate teacher trainees under COVID-19 conditions
COVID-19 has affected social and economic life in several countries and the educational system is no exception. In response to the prevalence of the pandemic, digital technology has become a critical addition to face-to-face interactions for educational purposes. This study aimed to design a self-directed assessment framework (SDAF) for clothing and textile technology (CTT) undergraduates for distance learning. The assessment framework derived its understanding from the key concepts constituting assessment as the broader construct associated with sub-constructs such as skills and rubrics. A mixed methods approach was used in which twenty students and four lecturers from four purposively selected universities in Zimbabwe participated. Curriculum documents were analysed to identify skills to be assessed. Focus group discussions with lecturers confirmed the skills identified and ascertained the rubric for assessment. The framework was validated using a pilot test and Likert administered to students. A content data analysis method was used. Results showed that students found the framework for self-directed assessment of the skills outlined in the curriculum document valuable. Future explorations will help determine the usefulness of a similar framework in the theoretic concepts of the CTT curriculum.
Copyright (c) 2023 Rumbidzayi Masina, Joe Phaeton Mukaro, Tawanda Chinengundu https://creativecommons.org/licenses/by-nc-sa/4.0
Assessing Student Support Services in Open and Distance Learning: The Case of Botswana Open University
ABSTRACT To ensure that all students studying through the open and distance learning (ODL) system have enduring learning experience and success, there is a need for a practical and effective student support system. Research in the United Kingdom and elsewhere has shown that the rate of attrition is higher in ODL when compared to the conventional systems. In an ODL environment, student support services entail academic, psychosocial, and administrative support. Botswana Open University (BOU) is no exception to having pitfalls considering the queries raised by students. This study assessed the effectiveness of student support services in an ODL institution like BOU. The researchers adopted Tinto’s Student Integration Model as their theoretical benchmark. The model states that students are more likely to remain enrolled in an institution if they become connected to the social and academic life of that institution. A qualitative design involving interviewing tutors, students, heads of departments, tutor coordinators, and the student counsellor allowed for collection of data that was thematically analysed. The findings identified challenges related to administrative, academic and psychosocial support. Based on these findings, recommendations were made to improve student support services at BOU. Key words: Student Support Services, Open and Distance Learning, eLearning Support, Academic support, Psychosocial support, administrative support
Copyright (c) 2023 Fidzani Agnes Majaule https://creativecommons.org/licenses/by-nc-sa/4.0
Student views on strategies to promote sustained learning in distance learning: An Ubuntu perspective
Distance learning in South Africa has been experiencing the unfortunate occurrences of low student throughput and retention. Therefore, the purpose of this paper was to determine possible strategies for sustained learning. Framed by Ubuntu as its theoretical perspective, the researchers discovered valuable insights through a methodological literature review and an empirical inquiry. Eight undergraduate students reflected on their distance learning experiences and challenges and suggested strategies for sustained learning. From an interpretivist research paradigm supported by a qualitative research approach, the study used a case study to conduct semi-structured interviews to gather data at an open distance learning institution in South Africa. The findings indicate that distance education institutions should provide sufficient learning support; conduct surveys to determine student challenges and needs; improve communication with students; develop a hotline; use open education resources and provide financial aid to all disadvantaged students. The study argues that the values of Ubuntu as set out in this paper, should be considered when drafting policy and implementing strategies to support students
Copyright (c) 2023 Nancy Tafirenyika, Geesje van den Berg https://creativecommons.org/licenses/by-nc-sa/4.0
Using ICT-based pedagogy to teach English First Additional Language during the COVID-19 pandemic: A rural case study
During the COVID-19 pandemic, face-to-face teaching was suspended and teachers were forced to transition to online teaching supported by information and communication technology (ICT)-based pedagogy. This study explored how teachers used ICT-based pedagogy to facilitate EFAL learning during COVID-19 in a rural area of Limpopo, South Africa. A qualitative descriptive case study was grounded in interpretivism and informed by teacher self-efficacy (TSE). Nine purposefully sampled EFAL teachers (four male and five female) were interviewed. Data were analysed using thematic analysis. The findings indicate that only two of the nine teachers employed ICT in online teaching and learning using social media platforms like WhatsApp and YouTube. Challenges such as the lack of teachers’ ICT knowledge and skill, lack of data bundles for internet connection and learners’ lack of digital devices emerged. The two teachers were unable to effectively provide online teaching to the learners due to a lack of adult support. It was concluded that only a few EFAL teachers were ready to apply ICT in their teaching on a permanent basis. This study recommends that in-service teachers’ training in the integration of ICT in the teaching and learning process is needed.
data bundles, digital devices, information and communication technology, online teaching and learning, social media
Copyright (c) 2023 Margaret Maja https://creativecommons.org/licenses/by-nc-sa/4.0
Learning about fostering student engagement during online teaching: A collaborative reflective inquiry of two teacher educators
The rapid shift to online teaching and learning during the COVID-19 pandemic required lecturers to think of altering their pedagogical approaches to suit online learning. One of those pedagogical approaches is fostering student engagement. We are two teacher educators who collaborated using a self-study methodology to look into our practice to learn about fostering student engagement in an online teaching environment. This study was guided by the theory of experiential learning and collaboration. Data were collected from our journal entries and collaboration discussions to narrate how our collaborative endeavours enabled us to learn about fostering student engagement in an online teaching platform. While the findings of what we learnt about fostering student engagement when teaching online are not entirely new in literature, we found that our collaborative endeavours helped us to deal with our fears and vulnerabilities as well as noticing pertinent aspects of student engagement in online teaching. We recommend that lecturers need to embrace collaboration in negotiating new and challenging educational situations.
Student engagement, distance education, online education, COVID-19, collaboration
Copyright (c) 2023 Yemisi Deborah Ali, Climant https://creativecommons.org/licenses/by-nc-sa/4.0