A constructivist framework to prepare teachers for sustainable rural learning ecologies

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Date
2017
Authors
Dlamini, Moeketsi Elias
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Publisher
University of the Free State (Qwaqwa Campus)
Abstract
English: The study aimed to propose a constructivist framework to prepare teachers for sustainable rural learning ecologies. Generally, newly qualified teachers are not prepared to teach in rural schools. This may be because they were not trained or exposed to rural learning ecologies during their training for the profession. Although the government has come up with strategies to recruit teachers for rural teaching, the study therefore sought to prepare student teachers while in their field of study. Student teachers in the study used constructivism as a teaching and learning approach in rural learning ecologies as solutions to address the challenges. Constructivism in the study was used to acknowledge sustainable rural learning ecologies for student teachers as learners to the profession, to bring their existing ideas about teaching, and learn through others viewpoints on how to facilitate the lesson in rural learning ecologies. Critical Emancipatory Research (CER) was used as the paradigm underpinning the study to empower the marginalized group. Participatory Action Research (PAR) was adopted as the methodology for generating data to allow freedom of participation for co-researchers. The generated data were analysed and interpreted through the use of Critical Discourse Analysis (CDA) which subsequently made it possible for data to be interpreted at textual, social and discursive levels. The study makes recommendations to propose a constructivist framework to prepare teachers for sustainable rural learning ecologies using constructivism.
Afrikaans: Die studie gemik voor te stel 'n Konstruktivistiese raamwerk om voor te berei onderwysers vir volhoubare landelike leer ekologie. Oor die algemeen, nuut gekwalifiseerde onderwysers is nie bereid om te leer in landelike skole. Dit kan wees omdat hulle nie opgelei of blootgestel aan landelike leer ekologies gedurende hul opleiding vir die professie. Hoewel die regering het kom met strategieë om onderwysers vir landelike onderrig werf, die studie dus gesoek om voor te berei student onderwysers in hul veld van studie. Student onderwysers in die studie gebruik konstruktivisme as 'n onderrig- en leerprosesse benadering in landelike leer ekologies as oplossings om die uitdagings aan te spreek. Konstruktivisme in die studie was om te erken volhoubare landelike leer ekologies vir student onderwysers as leerders aan die professie, bring hul bestaande idees oor onderrig en leer deur ander standpunte oor hoe om te fasiliteer die les in landelike leer ekologies gebruik. Die studie gemik voor te stel 'n Konstruktivistiese raamwerk om voor te berei onderwysers vir volhoubare landelike leer ekologies. Oor die algemeen, nuut gekwalifiseerde onderwysers is nie bereid om te leer in landelike skole. Dit kan wees omdat hulle nie opgelei of blootgestel aan landelike leer ekologies gedurende hul opleiding vir die professie. Hoewel die regering het kom met strategieë om onderwysers vir landelike onderrig werf, die studie dus gesoek om voor te berei student onderwysers in hul veld van studie. Student onderwysers in die studie gebruik konstruktivisme as 'n onderrig- en leerprosesse benadering in landelike leer ekologie as oplossings om die uitdagings aan te spreek. Konstruktivisme in die studie was om te erken volhoubare landelike leer ekologie vir student onderwysers as leerders aan die professie, bring hul bestaande idees oor onderrig en leer deur ander standpunte oor hoe om te fasiliteer die les in landelike leer ekologie gebruik.
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Keywords
Constructivism, Work Integrated Learning (WIL), Sustainable rural learning, Education, Rural, Teacher effectiveness, Dissertation (M.A. ((Higher Education Studies))--University of the Free State (Qwaqwa Campus), 2017
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