Exploring teachers’ implementation of knowledge and skills beyond a school-university partnership

Abstract

Skool-universiteit-vennootskappe het getoon dat dit doeltreffend is om die kennis en vaardighede in deelnemende onderwysers te ontwikkel. Om te verstaan wat onderwysers in die klaskamer met hierdie kennis en vaardighede doen, insluitend ná die einde van die vennootskap, en die faktore wat dit beïnvloed, is noodsaaklik in die assessering van die langtermynimpak en volhoubaarheid van sulke vennootskappe, maar is grootliks nog nie bestudeer nie. Hierdie kwalitatiewe gevallestudie beskryf die ondervinding van 16 deelnemers wat wiskunde en fisiese wetenskappe in ʼn skool-universiteitvennootskap onderrig het, die wyse waarop hulle die kennis en vaardighede wat hulle danksy die vennootskap geleer het geïmplimenteer het, asook hul persepsies van die bedreigings en voorwaardes vir die suksesvolle implementering van kennis en vaardighede ná die vennootskapsperiode. Die ondersoek het data vanuit twee bronne betrek: semi-gestruktureerde onderhoude en fokusgroepbesprekings. Die data is ontleed deur gebruik te maak van ʼn interprevistiese paradigma wat ʼn iteratiewe en prosesgeoriënteerde navorsingsbenadering moontlik gemaak het. Die kennis wat geproduseer is, is ontleed en geïnterpreteer deur gebruik te maak van Kram se raamwerk van mentorskap en die komplekse sisteemteorie. Die bevindinge dui daarop dat die onderwysers inhoud- en pedagogiese kennis, en kurrikulumbestuur- en assesseringsvaardighede ontwikkel het, en ʼn verskeidenheid benaderings gebruik om dit te implimenteer, selfs ná die vennootskapsperiode. Sekere individuele en institusionele faktore wat ’n bedreiging is, en onderwyser-eienskappe en skooltoestande wat ’n voorwaarde is vir hierdie implementering, is geïdentifiseer. Op grond van die bevindinge maak die studie verskeie aanbevelings vir toekomstige skool-universiteit-projekte. Sleutelterme: Onderwysers, kennis- en vaardigheidsontwikkeling, implemetering van kennis en vaardighede, wiskunde en wetenskappe, skool-universiteitsvennootskappe, Studenteborgskap programme

School–university partnerships have been shown to be effective in developing the knowledge and skills of participating teachers. Understanding what teachers do in classrooms with these knowledge and skills, including after the end of the partnership, and factors that affect this, is vital in the assessment of the long-term impact and sustainability of such partnerships, but is largely unexplored. This qualitative case study describes the experiences of 16 participants who taught mathematics and physical sciences within a school–university partnership, ways in which they implemented the knowledge and skills they gained through this partnership, and their perceptions of threats to, and conditions for, successful implementation of this knowledge and skill beyond the partnership period. The investigation drew data from two sources: semi-structured interviews and focus group discussions. The data were analysed using an interpretivist paradigm that allowed for a iterative and process-oriented research approach. The knowledge produced was analysed and interpreted using Kram’s framework of mentoring and complex systems theory. The findings suggest that the teachers developed content and pedagogical knowledge, and curriculum management and assessment skills, and are using a variety of approaches to implement these beyond the partnership period. Certain individual and institutional factors that threaten, and teacher traits and school conditions that are conditional for this implementation, were identified. Based on the findings, the study makes several recommendations for future school–university projects.

Ubudlelwane besikole nenyuvesi sekuvezwe njengempumelelo ekuthuthukiseni ulwazi kanye namakhono kothisha ababamba iqhaza. Ukuqonda ukuthi othisha benzani emaklasini ngalolu lwazi kanye namakhono, okubalwa kukho nangasemumva kokuphela kobudlelwane, kanye nesimo esinomthelela walokhu, kubalulekile ekuhlolweni umthelela wesikhathi eside kanye nokulondolozeka kwalolu hlobo lobudlelwane, kodwa akukaphenywa kakhulu. Lolu cwaningonto lobunjalobotho luchaza izimo eziphilwa ngababambiqhaza amayi-16 abafundise izibalo kanye nesayensi yemvelo phakathi kobudlelwane besikole nenyuvesi, izindlela abasebenzisa ngayo ulwazi kanye namakhono abakuthola kulobu budlelwane, kanye nokuqonda kwabo ubungozi, kanye nezimo zokusebenzisa ulwazi ngempumelelo kanye namakhono ngale kwesikhathi sobudlelwane. Ukuphenya kwadonsa imininingo ezizindeni ezimbili; izingxoxo ezisakuhleleka kanye nezingxoxo namaqoqo acwaningwayo. Imininingo yahlaziywa ngokusebenzisa iparadaymu yomhumusho evumele indlela ephindaphindayo futhi eyencike enqubeni yocwaningo. Ulwazi olukhiqiziwe luhlaziyiwe futhi lwahunyushwa ngohlaka lukaKram lokubuka kanye nenjulalwazi yezindlela ezinxakanxaka. Imiphumela iphakamisa ukuthi othisha baqamba umongo kanye nokufundisa ulwazi, kanye nokwenyangelwa okufundwayo kanye nokuhlola amakhono, futhi kusebenzisa izindlela ezahlukene ukusebenzisa lokhu ngale kwesikhathi sobudlelwane. Abanye abantu abathile kanye nezimo zesikhungo ezinobungozi, kanye nezinkomba zothisha kanye nezimo zesikole ezencike kulokhu kusebenza, kwakhonjwa. Ngenxa yemiphumela, ucwaningo lwenza izincomo eziningana zemisebenzi yezikhathi ezizayo zesikole nenyuvesi.

Tshebedisanommoho ya sekolo/ yunivesithi e bontshitse matla bakeng sa ho ntshetsa pele tsebo le bokgoni ba matitjhere a nang le seabo. Ho utlwisisa seo matitjhere a se etsang ka phaposing ya borutelo ka tsebo ena le kamora tshebedisanommoho ena, esita le tse tla ama sena, ho bohlokwa ho hlahloba tshusumetso le ho ‘phela’ ha tshebedisanommoho eo, empa sena ha se so fuputswe kapa ho shebisiswa. Diphuputso tsena di hlalosa seo ba bileng le seabo ba 16 ba rutileng Mathematics le Thuto ya Mahlale, ba se boneng le ho se utlwa ho tshebedisanommoho ya sekolo le yunivesithi. Tsela tseo ba di sebedisitseng ho kenya tsebo le bokgoni boo ba bo fumaneng ho tshebedisanommoho eo, le dikgopolo tsa bona tsa ditshoso, le maemo ao ba shebileng ho atleha ka ona ha ba sebedisa seo ba se ba le bang, ho se na ba ba tsheheditseng. Diphuputso di fumane deitha mehloding e mmedi: dipuisano tse hlephileng le dipuisano tsa dihlotshwana. Deitha e ile ya hlahlojwa. Mokgwa wa Kram o ile wa sebediswa ho hlahloba tsebo e fumanweng. Tse fumanweng di bontshitse hore matitjhere a ile a fumana tsebo ya dintlha, ho tsamaisa kharikhulamo le ho hlahloba ka ho sebedisa tsela tse ngata, le kamora nako ya tshebedisanommoho. Batho ba bang, mmoho le mabaka, a dibaka tsa ho ruta, ba ile ba bonwa mme ba hlahiswa. Ho itshetlehilwe diphuputsong le tse fumanweng, diphuutso tsena di etsa le ho fana ka dikeletso bakeng sa diprojeke tsa tshebedisanommoho pakeng tsa dikolo le yunivesithi.