Teachers’ perspectives on professional development for classroom implementation of the integrated curriculum in Lesotho
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Date
2021
Authors
Tafai, Mapapali Gladys
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract in other languages 𝘚𝘤𝘳𝘰𝘭𝘭 𝘥𝘰𝘸𝘯 𝘧𝘰𝘳 𝘈𝘧𝘳𝘪𝘬𝘢𝘢𝘯𝘴, 𝘚𝘦𝘚𝘰𝘵𝘩𝘰 𝘢𝘯𝘥 𝘐𝘴𝘪𝘡𝘶𝘭𝘶
Abstract in other languages 𝘚𝘤𝘳𝘰𝘭𝘭 𝘥𝘰𝘸𝘯 𝘧𝘰𝘳 𝘈𝘧𝘳𝘪𝘬𝘢𝘢𝘯𝘴, 𝘚𝘦𝘚𝘰𝘵𝘩𝘰 𝘢𝘯𝘥 𝘐𝘴𝘪𝘡𝘶𝘭𝘶
Abstract
𝑬𝒏𝒈𝒍𝒊𝒔𝒉
Despite the fact that Professional Development (PD) programmes have been accepted generally as essential tools for the improvement of education, reviews of PD research constantly point out their ineffectiveness. Lesotho is currently in the process of implementing a new curriculum [integrated curriculum (IC)] in primary schools. Therefore, in the context of a relatively new curriculum such as the IC, it is important to understand teachers’ perspectives during its implementation and PD’s efficiency. This study explored primary teachers’ perspectives on professional development for classroom implementation of the integrated curriculum in Lesotho. This study used the Desimone’s comprehensive framework for evaluating the effect of Continuous Development (CPD). This study further followed sense-making theory (SMT) as a theoretical lens to explore primary school teachers’ perspectives on CPD regarding the implementation of the new IC, because sense-making suggests that teachers use their prior knowledge and experiences to interpret and enact their own meaning of reform. The study followed a qualitative approach and used multiple case studies. Semi-structured interviews, lesson observations and document analysis were used to collect data. The collected data were used to generate themes and the data analysis was guided by a five-featured conceptual framework for professional development as well as SMT. The first set of findings from the first article indicates that the participating primary school teachers’ perspectives were that they are inadequately provided with enduring CPD activities, guidance and monitoring to assist them in the implementation of the IC as required by the Curriculum and Assessment Policy (CAP).
Inadequate skills and knowledge resulted in the teachers being less effective in implementing the IC, although they had attended the planned professional development workshops and training sessions. The findings suggest that teachers should be provided with more frequent training sessions by the Ministry of Education and Training (MOET) and that there should be follow up activities and monitoring in schools after the teachers’ training. The second set of findings from the second article indicates that although teachers participated in workshops (CPD programmes), the participating teachers indicated that those programmes had limitations in preparing them to effectively navigate many contextual factors. These factors include lack of materials, lack of the appropriate skills to facilitate/implement learner-centred approaches and limited use of ICT and Continuous Assessment (CASS) in the classroom. These findings point to the need for CPD programmes that comprise support, supervision and training for teachers to incorporate new knowledge into their daily lessons, rather than leave the burdens for them when they return to the classroom. The third set of findings from article three reveals that the participants’ perspectives vary, although they all participated in IC training workshops and regular cluster workshops (CPD programmes) for the implementation of the IC. The CPD programmes changed the teachers’ perspectives in different ways due to the different sense-making that the teachers acquired. That is, the participating teachers’ perspectives, attitudes, beliefs and the learners’ outcomes in the process of the IC implementation were differently shaped (positive for some teachers but negative for others depending on the difference in their sense- making) The findings suggest that CPD practices should, in addition, be focused on the shaping of teachers’ perspectives regarding the new curriculum rather than being focused only on instruction and assessment.
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𝑨𝒇𝒓𝒊𝒌𝒂𝒂𝒏𝒔 Ten spyte van die feit dat Professionele Ontwikkelingsprogramme (PO-programme) algemeen aanvaar is as noodsaaklike hulpmiddels vir die verbetering van onderwys, wys resensies van PO-navorsing voortdurend op die ondoeltreffendheid daarvan. Lesotho is tans in die proses om 'n nuwe kurrikulum – die geïntegreerde kurrikulum (IK) – in laerskole te implementeer. Daarom, in die konteks van 'n relatief nuwe kurrikulum soos die IK, is dit belangrik om onderwysers se perspektiewe tydens die implementering daarvan en Professionele Ontwikkeling (PO) se doeltreffendheid te verstaan. Hierdie studie het primêre onderwysers se perspektiewe op professionele ontwikkeling vir klaskamer-implementering van die geïntegreerde kurrikulum in Lesotho ondersoek. Hierdie studie het Desimone se omvattende raamwerk gebruik vir die evaluering van die effek van Deurlopende Professionele Ontwikkeling (DPO). Hierdie studie het verder die “sinmaakteorie” (sensemaking theory) (SMT) gevolg as 'n teoretiese lens om laerskoolonderwysers se perspektiewe op PO rakende die implementering van die nuwe IK te verken, omdat “sinmaking” daarop dui dat onderwysers hul vorige kennis en ervarings gebruik om hul kennis en ervaring te interpreteer en hul eie betekenis van hervorming te realiseer. Die studie het 'n kwalitatiewe benadering gevolg en verskeie gevallestudies gebruik. Semi-gestruktureerde onderhoude, leswaarnemings en dokumentanalise is gebruik om data in te samel. Die versamelde data is gebruik om temas te genereer en die data-analise is gelei deur 'n konseptuele raamwerk met vyf kenmerke vir professionele ontwikkeling sowel as die SMT. Die eerste stel bevindinge uit die eerste artikel dui aan dat die deelnemende laerskoolonderwysers se perspektiewe was dat hulle onvoldoende voorsien is van volgehoue DPO-aktiwiteite, leiding en monitering om hulle te help met die implementering van die IK soos vereis deur die Kurrikulum- en Assesseringsbeleid (KAB). Onvoldoende vaardighede en kennis het daartoe gelei dat onderwysers minder effektief was in die implementering van die IK, alhoewel hulle die beplande professionele ontwikkelingswerksessies en opleidingsessies bygewoon het. Die bevindinge dui daarop dat meer gereelde opleidingsessies deur die Ministerie van Onderwys en Opleiding (MOET) verskaf moet word en dat daar opvolgaktiwiteite en monitering in skole ná die onderwysersopleiding moet wees. Die tweede stel bevindinge uit die tweede artikel dui aan dat alhoewel onderwysers aan werksessies (PO-programme) deelgeneem het, die deelnemende onderwysers aangedui het dat daardie programme beperkings het om hulle voor te berei om baie kontekstuele faktore doeltreffend te navigeer. Hierdie faktore sluit in 'n gebrek aan onderrigmateriaal, 'n gebrek aan die toepaslike vaardighede om leerdergesentreerde benaderings te fasiliteer/implementeer en beperkte gebruik van IK en Deurlopende Assessering (DASS) in die klaskamer. Hierdie bevindinge dui op die behoefte van DPO-programme wat ondersteuning, toesig en opleiding van onderwysers behels, om nuwe kennis in hul daaglikse lesse in te sluit, eerder as om die lading op hulle te plaas wanneer hulle terugkeer na die klaskamer. Die derde stel bevindinge uit artikel drie toon dat die deelnemers se perspektiewe verskil, hoewel hulle almal deelgeneem het aan IK-opleidingswerksessies en gereelde groepswerksessies (DPO-programme) vir die implementering van die IK. Die DPO-programme het die onderwysers se perspektiewe op verskillende maniere verander as gevolg van die verskillende “sinmaking” wat die onderwysers opgedoen het. Dit wil sê, die deelnemende onderwysers se perspektiewe, houdings, oortuigings en die leerders se uitkomste in die proses van die IK-implementering is verskillend gevorm (positief vir sommige onderwysers, maar negatief vir ander, afhangende van die verskil in hul “sinmaking”). Die bevindinge dui daarop dat DPO-praktyke boonop gefokus moet wees op die vorming van onderwysers se perspektiewe rakende die nuwe kurrikulum eerder as om slegs op onderrig en assessering gefokus te wees. ___________________________________________________________________
𝑺𝒆𝑺𝒐𝒕𝒉𝒐 Ho sa natswe hore bointlafatso ba ditsebo tsohle bo amohelehile kahohlehohle, ebile e le ditshiya tsa pele tsa bointlafatso thutong, bohlahlobi ba diphuputso tsa bointlafatso di supa hore ho ntse ho ena le dikgaello. Lesotho le mothating wa ho kenya moralo wa thuto o kenyeletsang ditsebo tsohle dikolong tsa poraemari. Ha ho le jwalo, boemong bo re ka reng ke moralo wa thuto, ho bohlokwa ho utlwisisa tjhadimo ya dititjhere ditabeng tsa ho kenywa ha moralo wa thuto le ntshetsopele ya thuto. Boithuto bona bo nyebekolla tjhadimo ya dititjhere tsa sekolo sa poraemari ntshetsopeleng ya thuto hore na boithuto bo kenyeletsang ditsebo tsohle bo sebediswa jwang Lesotho. Boithuto bona bo sebedisa lewakapa teori ya Desimon ho theha kutlwisiso ya ho hlahloba ntshetsopele ya tswelopele ka ho latela lewakapa teori ya ho etsa moelelo e kgothaletsang hore dititjhere di sebedise tsebo eo ngwana a nang le yona hammoho le tseo a fetileng ho tsona ho toloka ho utlwisisa tjhadimo ya dititjhere ho etsa moelelo ka phetoho e di tobileng. Boithuto bo latetse mekgwa ya bohlalosi ba boithuto bo tobileng batho ba mmalwa, dipotso tse sekgeqe, ho ruta ho lebeletsweng ka sehlopheng le ho hlahloba ditokomane. Tsena tsohle ke tsona tse sebedisitsweng ho bokella ditaba tsa diphuputso. Ditaba tse bokelletsweng di hlophisitswe ho latela mookotaba wa tsona mme bohlahlobi ba ntshetsopele ya ntlafatso bo tataisitswe ke ditshiya tse hlano tsa lewakapa teori ho etsa moelelo. Mokgahlelo wa pele wa tshibollo ho tloha palenyaneng ya pele, o bontsha hore dititjhere tsa dikolo tsa poraemari tse bileng le seabo di re ho na le dikgaello ho tse entsweng le tshehetso tsa ntshetsopele ya tswelopele, tataisong le bodiseng ha ho sebediswa moralo wa thuto e hokahanyang ditsebo tsohle tse hlokwang ke moralo wa thuto le leano la tlhahlobo. Kgaello ya ditsebo le tsebo di tswetse hore ebe dititjhere ha di be le molemo o mokaalo bakeng sa ho sebedisa moralo wa thuto o kenyeletsang ditsebo tsohle; leha di ile tsa ya dikwetlisong tsa nakwana tsa ntshetsopele ya tswelopele. Tshibollo e nngwe ke hore dititjhere di lokela ho etsetswa dithupelo kgafetsa ke lekala la Thuto le Kwetliso (MOET) mme ho be le pehelo le bodisa dikolong kamora hore dititjhere di fuwe kwetliso ya nakwana. Mokgahlelo wa bobedi wa tshibollo ho tswa palenyaneng o bontsha dititjhere di ile tsa iswa kwetlisong ya nakwana ya ntshetsopele ya tswelopele. Dititjhere tse bileng le seabo di bontsha hore dithupelo tseo di bile le dikgaello ho di thusa ho hlola diqholotso tsa maemo a moo dititjhere di sebetsang teng. Diqholotso tsena di kenyeletsa bosiyo kapa ho fokola ha disebediswa, ho haellwa ke ditsebo tsa ho tsamaisa kapa ho sebedisa boithuti ba boikganni e leng mokgwa wa ho ruta o dumellang hore moithuti a ikganne le kgaello ya tshebediso ya thekenoloji (maranrang) ekasitana le bohlahlobi ba nako le nako ka sehlopheng. Ditshibollo tsena di supa tlhokeho ya boithuto ba ntshetsopele ya tswelopele bo kenyeletsang ho fana ka tshehetso, ho tataisa, le ho kwetlisa dititjhere hore di tsebe ho lohella ditsebo tse ntjha ka hara serutwa sa letsatsi le letsatsi ho na le ho di siya le morwalo ha di kgutlela dikolong. Mokgahlelo wa boraro wa ditshibollo ho tswa palenyaneng ya boraro o bontsha maikutlo a dititjhere tse bileng le seabo boithutong bona a sa tshwane le ha e le hore di bile le seabo dikwetlisong tsa nakwana le dikwetliso tsa kgafetsa tsa ntshetsopele ya tswelopele tsa ho kenya tshebetsong moralo wa thuto wa ho kopanya ditsebo tsohle. Ntshetsopele ya tswelopele e fetotse tjhadimo ya dititjhere ka ditsela tse fapakaneng mabapi le lewa kapa teori ya ho etsa moelelo eo dititjhere di fuweng dithupelo tsa nakwana ka yona. Se bolelwang ke hore tjhadimo ya dititjhere, mokgwa wa tsona wa katamelo, ditumelo tsa tsona le makgabane a lokelang ho bokellwa ke bana qetellong ya dithuto a ntseng a hola, empa a hola ka ditsela tse sa tshwaneng (E le hantle ho dititjhere tse ding, empa e boetse e le hampe ho dititjhere tse ding), di laolwa ke lewa kapa teori ya ho etsa moelelo wa titjhere ka nngwe. Ditshibollo tse ding di sisinya hore mekutu ya ntshetsopele ya tswelopele e lokela ho kenyeletsa le ho tsepama hodima ho fa dititjhere sebopeho se setjha mabapi le kamoo di shebang ka teng ha di atamela moralo wa thuto o motjha ho na le ho tsepamisa maikutlo ho mekgwa ya ho ruta le ho hlahloba feela. ___________________________________________________________________
𝑰𝒔𝒊𝒁𝒖𝒍𝒖 Ngale kokuthi izinhlelo zokuzithuthukisa okuhlelekile kwemfundo zamukelwe ikakhulukazi njengamathuluzi abalulekile okuthuthukisa imfundo, imibono yocwaningo lokuzithuthukisa okuhlelekile kwemfundo ihlala iveza ukungasebenziseki kwazo. Njengamanje iLesotho isemkhankasweni wokuqalisa ikharikhulamu entsha [ikharikhulamu edidiyelwe] ezikoleni zamabanga aphansi. Ngakho-ke, esimeni sekharikhulamu entsha njengekharikhulamu edidiyelwe, kubalulekile ukuqonda imibono yothisha ngesikhathi iqaliswa kanye nokusebenza kokuzithuthukisa okuhlelekile kwemfundo. Lolu cwaningo luhlole imibono yothisha bamabanga aphansi mayelana nokuzithuthukisa okuhlelekile kwemfundo kokusetshenziswa kwekharikhulamu edidiyelwe emaklasini eLesotho. Lolu cwaningo lusebenzise uhlaka oluhlanganisayo lwe-Desimone ukuhlola umphumela wokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo. Lolu cwaningo luphinde lwalandela isense-making theory njengeso lenjululwazi lokuhlola imibono yothisha bezikole zamabanga aphansi ngokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo mayelana nokuqaliswa kwekharikhulamu entsha, ngoba injululwazi yokwenza umqondo iphakamisa ukuthi othisha basebenzise ulwazi lwabo lwangaphambili kanye namava abo ukuze bahumushe futhi benze incazelo yabo yoshitsho. Ucwaningo lulandele indlela yekhwalithethivu futhi lwacwaninga ngezinto eziningi. Kusetshenziswe izingxoxo ezihleliwe, ukubhekwa kwezifundo kanye nokuhlaziywa kwemibhalo ukuqoqa ulwazi. Ulwazi oluqoqiwe lwasetshenziselwa ukwakha izindikimba futhi ulwazi luhlaziywe ngokulandela uhlaka lomqondo olunezici ezinhlanu lokuzithuthukisa okuhlelekile kwemfundo kanye nenjululwazi isense-making theory. Iqoqo lokuqala lokutholwe kwi-athikili litshengisa ukuthi imibono yothisha basezikoleni zamabanga aphansi ababambe iqhaza kube ukuthi abanikezwanga ngokwanele imisebenzi yomphumela wokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo ehlala njalo, ukuqondiswa kanye nokuqashwa ukuze kubalekelele ekusebenziseni ikharikhulamu entsha njengoba kudingwa yiNqubomgomo Yekharikhulamu Nokuhlola. Ukuntuleka kwamakhono nolwazi kuholele ekutheni othisha bangakwazi ukusebenzisa kahle ikharikhulamu entsha, nakuba babehambele imihlangano yokucobelelana ngolwazi yokuthuthukisa amakhono namaseshini okuqeqeshwa. Imiphumela iphakamisa ukuthi othisha kufanele bahlinzekwe ngamaseshini amanye amaningi okuqeqeshwa nguMnyango Wezemfundo Nokuqeqesha nokuthi kufanele kube nemisebenzi yokulandelela kanye nokuqapha ezikoleni ngemva kokuqeqeshwa kothisha. Isethi yesibili yemiphumela evela kwi-athikili yesibili itshengisa ukuthi nakuba othisha bebambe iqhaza emihlanganweni yokucobelelana ngolwazi (izinhlelo zokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo), othisha ababambe iqhaza babonise ukuthi lezo zinhlelo azikwazi ukubaqeqesha ngokwanele ukuthi bakwazi ukusebenza kahle ezimeni eziningi ezingafani. Lezi zici zibandakanya ukushoda kwezinsizakusebenza, ukuntula kwamakhono afanelekile okusiza/ukuqalisa izindlela ezigxile kubafundi kanye nokusetshenziswa okulinganiselwe kwe-ICT kanye nokuhlola okuqhubekayo ekilasini. Le miphumela iveza isidingo sezinhlelo zokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo ezihlanganisa ukwesekwa, ukugadwa nokuqeqeshwa kothisha ukuze bezokwazi ukufaka ulwazi olusha ezifundweni zabo zansuku zonke, kunokuba babashiye nomthwalo wokuthi bazibonele uma sebebuyela ekilasini. Isethi yesithathu yokutholiwe kwi-athikili yesithathu iveza ukuthi imibono yaba bambiqhaza iyahlukahluka, nakuba bonke bebambe iqhaza emihlanganweni yokucobelelana ngolwazi yokuqeqeshelwa ikharikhulamu entsha kanye nemihlangano yokucobelelana ngolwazi evamile (izinhlelo zokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo) zokuqaliswa kwekharikhulamu entsha. Izinhlelo zokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo zashintsha imibono yothisha ngezindlela ezahlukene ngenxa yokwenziwa komqondo okuhlukahlukile okwatholwa othisha. Okusho ukuthi, imibono yothisha ababambe iqhaza, izimo zengqondo, izinkolelo kanye nemiphumela yabafundi ohlelweni lokuqaliswa kwekharikhulamu entsha kwakhiwa ngendlela ehlukile (emihle kwabanye othisha kodwa engemihle kwabanye kuye ngomehluko wendlela abakhe ngayo umqondo). Imiphumela iphakamisa ukuthi ukwenziwa kwezinhlelo zokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo kufanele, ngaphezu kwalokho, zigxile ekubumbeni imibono yothisha mayelana nekharikhulamu entsha kunokuba zigxile kuphela emyalelweni nasekuhloleni. ___________________________________________________________________
𝑨𝒇𝒓𝒊𝒌𝒂𝒂𝒏𝒔 Ten spyte van die feit dat Professionele Ontwikkelingsprogramme (PO-programme) algemeen aanvaar is as noodsaaklike hulpmiddels vir die verbetering van onderwys, wys resensies van PO-navorsing voortdurend op die ondoeltreffendheid daarvan. Lesotho is tans in die proses om 'n nuwe kurrikulum – die geïntegreerde kurrikulum (IK) – in laerskole te implementeer. Daarom, in die konteks van 'n relatief nuwe kurrikulum soos die IK, is dit belangrik om onderwysers se perspektiewe tydens die implementering daarvan en Professionele Ontwikkeling (PO) se doeltreffendheid te verstaan. Hierdie studie het primêre onderwysers se perspektiewe op professionele ontwikkeling vir klaskamer-implementering van die geïntegreerde kurrikulum in Lesotho ondersoek. Hierdie studie het Desimone se omvattende raamwerk gebruik vir die evaluering van die effek van Deurlopende Professionele Ontwikkeling (DPO). Hierdie studie het verder die “sinmaakteorie” (sensemaking theory) (SMT) gevolg as 'n teoretiese lens om laerskoolonderwysers se perspektiewe op PO rakende die implementering van die nuwe IK te verken, omdat “sinmaking” daarop dui dat onderwysers hul vorige kennis en ervarings gebruik om hul kennis en ervaring te interpreteer en hul eie betekenis van hervorming te realiseer. Die studie het 'n kwalitatiewe benadering gevolg en verskeie gevallestudies gebruik. Semi-gestruktureerde onderhoude, leswaarnemings en dokumentanalise is gebruik om data in te samel. Die versamelde data is gebruik om temas te genereer en die data-analise is gelei deur 'n konseptuele raamwerk met vyf kenmerke vir professionele ontwikkeling sowel as die SMT. Die eerste stel bevindinge uit die eerste artikel dui aan dat die deelnemende laerskoolonderwysers se perspektiewe was dat hulle onvoldoende voorsien is van volgehoue DPO-aktiwiteite, leiding en monitering om hulle te help met die implementering van die IK soos vereis deur die Kurrikulum- en Assesseringsbeleid (KAB). Onvoldoende vaardighede en kennis het daartoe gelei dat onderwysers minder effektief was in die implementering van die IK, alhoewel hulle die beplande professionele ontwikkelingswerksessies en opleidingsessies bygewoon het. Die bevindinge dui daarop dat meer gereelde opleidingsessies deur die Ministerie van Onderwys en Opleiding (MOET) verskaf moet word en dat daar opvolgaktiwiteite en monitering in skole ná die onderwysersopleiding moet wees. Die tweede stel bevindinge uit die tweede artikel dui aan dat alhoewel onderwysers aan werksessies (PO-programme) deelgeneem het, die deelnemende onderwysers aangedui het dat daardie programme beperkings het om hulle voor te berei om baie kontekstuele faktore doeltreffend te navigeer. Hierdie faktore sluit in 'n gebrek aan onderrigmateriaal, 'n gebrek aan die toepaslike vaardighede om leerdergesentreerde benaderings te fasiliteer/implementeer en beperkte gebruik van IK en Deurlopende Assessering (DASS) in die klaskamer. Hierdie bevindinge dui op die behoefte van DPO-programme wat ondersteuning, toesig en opleiding van onderwysers behels, om nuwe kennis in hul daaglikse lesse in te sluit, eerder as om die lading op hulle te plaas wanneer hulle terugkeer na die klaskamer. Die derde stel bevindinge uit artikel drie toon dat die deelnemers se perspektiewe verskil, hoewel hulle almal deelgeneem het aan IK-opleidingswerksessies en gereelde groepswerksessies (DPO-programme) vir die implementering van die IK. Die DPO-programme het die onderwysers se perspektiewe op verskillende maniere verander as gevolg van die verskillende “sinmaking” wat die onderwysers opgedoen het. Dit wil sê, die deelnemende onderwysers se perspektiewe, houdings, oortuigings en die leerders se uitkomste in die proses van die IK-implementering is verskillend gevorm (positief vir sommige onderwysers, maar negatief vir ander, afhangende van die verskil in hul “sinmaking”). Die bevindinge dui daarop dat DPO-praktyke boonop gefokus moet wees op die vorming van onderwysers se perspektiewe rakende die nuwe kurrikulum eerder as om slegs op onderrig en assessering gefokus te wees. ___________________________________________________________________
𝑺𝒆𝑺𝒐𝒕𝒉𝒐 Ho sa natswe hore bointlafatso ba ditsebo tsohle bo amohelehile kahohlehohle, ebile e le ditshiya tsa pele tsa bointlafatso thutong, bohlahlobi ba diphuputso tsa bointlafatso di supa hore ho ntse ho ena le dikgaello. Lesotho le mothating wa ho kenya moralo wa thuto o kenyeletsang ditsebo tsohle dikolong tsa poraemari. Ha ho le jwalo, boemong bo re ka reng ke moralo wa thuto, ho bohlokwa ho utlwisisa tjhadimo ya dititjhere ditabeng tsa ho kenywa ha moralo wa thuto le ntshetsopele ya thuto. Boithuto bona bo nyebekolla tjhadimo ya dititjhere tsa sekolo sa poraemari ntshetsopeleng ya thuto hore na boithuto bo kenyeletsang ditsebo tsohle bo sebediswa jwang Lesotho. Boithuto bona bo sebedisa lewakapa teori ya Desimon ho theha kutlwisiso ya ho hlahloba ntshetsopele ya tswelopele ka ho latela lewakapa teori ya ho etsa moelelo e kgothaletsang hore dititjhere di sebedise tsebo eo ngwana a nang le yona hammoho le tseo a fetileng ho tsona ho toloka ho utlwisisa tjhadimo ya dititjhere ho etsa moelelo ka phetoho e di tobileng. Boithuto bo latetse mekgwa ya bohlalosi ba boithuto bo tobileng batho ba mmalwa, dipotso tse sekgeqe, ho ruta ho lebeletsweng ka sehlopheng le ho hlahloba ditokomane. Tsena tsohle ke tsona tse sebedisitsweng ho bokella ditaba tsa diphuputso. Ditaba tse bokelletsweng di hlophisitswe ho latela mookotaba wa tsona mme bohlahlobi ba ntshetsopele ya ntlafatso bo tataisitswe ke ditshiya tse hlano tsa lewakapa teori ho etsa moelelo. Mokgahlelo wa pele wa tshibollo ho tloha palenyaneng ya pele, o bontsha hore dititjhere tsa dikolo tsa poraemari tse bileng le seabo di re ho na le dikgaello ho tse entsweng le tshehetso tsa ntshetsopele ya tswelopele, tataisong le bodiseng ha ho sebediswa moralo wa thuto e hokahanyang ditsebo tsohle tse hlokwang ke moralo wa thuto le leano la tlhahlobo. Kgaello ya ditsebo le tsebo di tswetse hore ebe dititjhere ha di be le molemo o mokaalo bakeng sa ho sebedisa moralo wa thuto o kenyeletsang ditsebo tsohle; leha di ile tsa ya dikwetlisong tsa nakwana tsa ntshetsopele ya tswelopele. Tshibollo e nngwe ke hore dititjhere di lokela ho etsetswa dithupelo kgafetsa ke lekala la Thuto le Kwetliso (MOET) mme ho be le pehelo le bodisa dikolong kamora hore dititjhere di fuwe kwetliso ya nakwana. Mokgahlelo wa bobedi wa tshibollo ho tswa palenyaneng o bontsha dititjhere di ile tsa iswa kwetlisong ya nakwana ya ntshetsopele ya tswelopele. Dititjhere tse bileng le seabo di bontsha hore dithupelo tseo di bile le dikgaello ho di thusa ho hlola diqholotso tsa maemo a moo dititjhere di sebetsang teng. Diqholotso tsena di kenyeletsa bosiyo kapa ho fokola ha disebediswa, ho haellwa ke ditsebo tsa ho tsamaisa kapa ho sebedisa boithuti ba boikganni e leng mokgwa wa ho ruta o dumellang hore moithuti a ikganne le kgaello ya tshebediso ya thekenoloji (maranrang) ekasitana le bohlahlobi ba nako le nako ka sehlopheng. Ditshibollo tsena di supa tlhokeho ya boithuto ba ntshetsopele ya tswelopele bo kenyeletsang ho fana ka tshehetso, ho tataisa, le ho kwetlisa dititjhere hore di tsebe ho lohella ditsebo tse ntjha ka hara serutwa sa letsatsi le letsatsi ho na le ho di siya le morwalo ha di kgutlela dikolong. Mokgahlelo wa boraro wa ditshibollo ho tswa palenyaneng ya boraro o bontsha maikutlo a dititjhere tse bileng le seabo boithutong bona a sa tshwane le ha e le hore di bile le seabo dikwetlisong tsa nakwana le dikwetliso tsa kgafetsa tsa ntshetsopele ya tswelopele tsa ho kenya tshebetsong moralo wa thuto wa ho kopanya ditsebo tsohle. Ntshetsopele ya tswelopele e fetotse tjhadimo ya dititjhere ka ditsela tse fapakaneng mabapi le lewa kapa teori ya ho etsa moelelo eo dititjhere di fuweng dithupelo tsa nakwana ka yona. Se bolelwang ke hore tjhadimo ya dititjhere, mokgwa wa tsona wa katamelo, ditumelo tsa tsona le makgabane a lokelang ho bokellwa ke bana qetellong ya dithuto a ntseng a hola, empa a hola ka ditsela tse sa tshwaneng (E le hantle ho dititjhere tse ding, empa e boetse e le hampe ho dititjhere tse ding), di laolwa ke lewa kapa teori ya ho etsa moelelo wa titjhere ka nngwe. Ditshibollo tse ding di sisinya hore mekutu ya ntshetsopele ya tswelopele e lokela ho kenyeletsa le ho tsepama hodima ho fa dititjhere sebopeho se setjha mabapi le kamoo di shebang ka teng ha di atamela moralo wa thuto o motjha ho na le ho tsepamisa maikutlo ho mekgwa ya ho ruta le ho hlahloba feela. ___________________________________________________________________
𝑰𝒔𝒊𝒁𝒖𝒍𝒖 Ngale kokuthi izinhlelo zokuzithuthukisa okuhlelekile kwemfundo zamukelwe ikakhulukazi njengamathuluzi abalulekile okuthuthukisa imfundo, imibono yocwaningo lokuzithuthukisa okuhlelekile kwemfundo ihlala iveza ukungasebenziseki kwazo. Njengamanje iLesotho isemkhankasweni wokuqalisa ikharikhulamu entsha [ikharikhulamu edidiyelwe] ezikoleni zamabanga aphansi. Ngakho-ke, esimeni sekharikhulamu entsha njengekharikhulamu edidiyelwe, kubalulekile ukuqonda imibono yothisha ngesikhathi iqaliswa kanye nokusebenza kokuzithuthukisa okuhlelekile kwemfundo. Lolu cwaningo luhlole imibono yothisha bamabanga aphansi mayelana nokuzithuthukisa okuhlelekile kwemfundo kokusetshenziswa kwekharikhulamu edidiyelwe emaklasini eLesotho. Lolu cwaningo lusebenzise uhlaka oluhlanganisayo lwe-Desimone ukuhlola umphumela wokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo. Lolu cwaningo luphinde lwalandela isense-making theory njengeso lenjululwazi lokuhlola imibono yothisha bezikole zamabanga aphansi ngokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo mayelana nokuqaliswa kwekharikhulamu entsha, ngoba injululwazi yokwenza umqondo iphakamisa ukuthi othisha basebenzise ulwazi lwabo lwangaphambili kanye namava abo ukuze bahumushe futhi benze incazelo yabo yoshitsho. Ucwaningo lulandele indlela yekhwalithethivu futhi lwacwaninga ngezinto eziningi. Kusetshenziswe izingxoxo ezihleliwe, ukubhekwa kwezifundo kanye nokuhlaziywa kwemibhalo ukuqoqa ulwazi. Ulwazi oluqoqiwe lwasetshenziselwa ukwakha izindikimba futhi ulwazi luhlaziywe ngokulandela uhlaka lomqondo olunezici ezinhlanu lokuzithuthukisa okuhlelekile kwemfundo kanye nenjululwazi isense-making theory. Iqoqo lokuqala lokutholwe kwi-athikili litshengisa ukuthi imibono yothisha basezikoleni zamabanga aphansi ababambe iqhaza kube ukuthi abanikezwanga ngokwanele imisebenzi yomphumela wokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo ehlala njalo, ukuqondiswa kanye nokuqashwa ukuze kubalekelele ekusebenziseni ikharikhulamu entsha njengoba kudingwa yiNqubomgomo Yekharikhulamu Nokuhlola. Ukuntuleka kwamakhono nolwazi kuholele ekutheni othisha bangakwazi ukusebenzisa kahle ikharikhulamu entsha, nakuba babehambele imihlangano yokucobelelana ngolwazi yokuthuthukisa amakhono namaseshini okuqeqeshwa. Imiphumela iphakamisa ukuthi othisha kufanele bahlinzekwe ngamaseshini amanye amaningi okuqeqeshwa nguMnyango Wezemfundo Nokuqeqesha nokuthi kufanele kube nemisebenzi yokulandelela kanye nokuqapha ezikoleni ngemva kokuqeqeshwa kothisha. Isethi yesibili yemiphumela evela kwi-athikili yesibili itshengisa ukuthi nakuba othisha bebambe iqhaza emihlanganweni yokucobelelana ngolwazi (izinhlelo zokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo), othisha ababambe iqhaza babonise ukuthi lezo zinhlelo azikwazi ukubaqeqesha ngokwanele ukuthi bakwazi ukusebenza kahle ezimeni eziningi ezingafani. Lezi zici zibandakanya ukushoda kwezinsizakusebenza, ukuntula kwamakhono afanelekile okusiza/ukuqalisa izindlela ezigxile kubafundi kanye nokusetshenziswa okulinganiselwe kwe-ICT kanye nokuhlola okuqhubekayo ekilasini. Le miphumela iveza isidingo sezinhlelo zokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo ezihlanganisa ukwesekwa, ukugadwa nokuqeqeshwa kothisha ukuze bezokwazi ukufaka ulwazi olusha ezifundweni zabo zansuku zonke, kunokuba babashiye nomthwalo wokuthi bazibonele uma sebebuyela ekilasini. Isethi yesithathu yokutholiwe kwi-athikili yesithathu iveza ukuthi imibono yaba bambiqhaza iyahlukahluka, nakuba bonke bebambe iqhaza emihlanganweni yokucobelelana ngolwazi yokuqeqeshelwa ikharikhulamu entsha kanye nemihlangano yokucobelelana ngolwazi evamile (izinhlelo zokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo) zokuqaliswa kwekharikhulamu entsha. Izinhlelo zokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo zashintsha imibono yothisha ngezindlela ezahlukene ngenxa yokwenziwa komqondo okuhlukahlukile okwatholwa othisha. Okusho ukuthi, imibono yothisha ababambe iqhaza, izimo zengqondo, izinkolelo kanye nemiphumela yabafundi ohlelweni lokuqaliswa kwekharikhulamu entsha kwakhiwa ngendlela ehlukile (emihle kwabanye othisha kodwa engemihle kwabanye kuye ngomehluko wendlela abakhe ngayo umqondo). Imiphumela iphakamisa ukuthi ukwenziwa kwezinhlelo zokuzithuthukisa okuqhubekayo okuhlelekile kwezemfundo kufanele, ngaphezu kwalokho, zigxile ekubumbeni imibono yothisha mayelana nekharikhulamu entsha kunokuba zigxile kuphela emyalelweni nasekuhloleni. ___________________________________________________________________
Description
Thesis (Ph.D.(Curriculum Studies))--University of the Free State, 2021
Keywords
Integrated curriculum, Continuous Professional Development, Ministry of Education, Professional development impact and teacher change