Research Articles (School of Education Foundations)

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    “I Mainly Rely on the Textbook:” a call for teacher enhancement in agricultural sciences
    (OpenED Network, 2023) Baas, Nkwenyana Solomon; Tsotetsi, Cias Thapelo
    Universities play a crucial role in teachers' professional development. This study aims to examine the following research question: How can universities enhance the teaching of agricultural sciences in schools? Previous research has focused on the university’s collaboration with stakeholders, such as parents, to enhance teaching, but without a specific focus on the teaching of agricultural sciences. In response to this question, a transformative theoretical framework anchors this study. This study employed a participatory action research design involving focus group discussions to determine the need for improving the teaching of agricultural sciences. Eleven participants were involved in this research, and pseudonyms were used to ensure privacy and protect their identities. The study findings from the three schools in the Thabo Mofutsanyana District of the Free State Province, included in the study, revealed that there is an inability to meet curriculum requirements, accompanied by a reluctance to implement continuous professional teacher development. The findings emphasize the need for extended university involvement in the implementation of teacher development policies to address the teachers’ needs.
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    Social capital, culture, and codes in higher education: Bourdieusian and Bernsteinian philosophical underpinnings in the South Africa environment
    (OpenED Network, 2024) Pietersen, Doniwen; Tsotetsi, Cias; Barnett, Emma
    Social capital ignored is an “object of political and ideological struggle” created to stifle working-class students in educational spaces. Furthermore, as societal dynamics are constructed in the student-lecturer relationship, this article seeks to evaluate how deliberative democracy in the online higher education space can inspire care through the ongoing dialogue between student and lecturer. This is framed against the Bourdieusian (social capital) and Bernsteinian (social code) framework because both theorists’ work highlights how the dominant class (represented by lecturers) consciously and unconsciously tends to ignore students’ social and cultural capital and codes. This, in turn, leads to a lack of dialogue and care in student-lecturer relationships in higher education. One of this study’s findings is that higher education is aimed to support more middle-class students. The reason for this is that our findings show that lecturers tend not to know what to do with the social habitus of working-class or disadvantaged students. The aforementioned phenomena were foregrounded through Bourdieusian (social capital) and Bernsteinian (social code) model that is situated in the sociological approach, which is interpretive in nature, to explore whether dialogue and care were shown.
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    Teachers’ lived experiences of school violence and their coping strategies
    (University of the Free State, 2024) Okeke, Charity; Simphiwe, Windvoël
    School violence perpetrated against teachers is becoming a scourge in South African schools, and as a result, teachers feel stressed, depressed, unsafe and demotivated to continue teaching. This problem, which has had a severely negative impact on the quality of teaching and learning, has also permeated the entire educational system in South Africa. Hence, the emergence of this study, which applied the routine activity theory also to investigate factors influencing perpetrators (learners) to target their victims (teachers) in the absence of capable guardians. This qualitative study adopted a phenomenological case study design to establish teachers’ lived experiences of school violence and their coping strategies to improve teaching experiences. The sample size comprised eight purposively selected high school teachers who had experienced at least one form of violence at a school in the Free State Province. Data were collected via audio recordings during face-to-face semi-structured interviews, which were then transcribed and analysed following Braune and Clarke’s thematic analysis approach. The findings indicate that the teachers interviewed were emotionally stressed and demotivated by their experiences of school violence. Additionally, data revealed that the teachers in the study expressed strong feelings of insecurity and disappointment with the teaching profession. Regarding teachers’ coping strategies, the findings indicate that school-based counselling services and sharing experiences with colleagues help to alleviate the influences of school violence. It is recommended that incidents of school violence experienced by teachers be reduced or even eliminated if all relevant stakeholders consider the coping strategies.