https://ir.unisa.ac.za/handle/10500/6418 2026-06-19T19:43:11Z 2026-06-19T19:43:11Z Moagi, Donald https://ir.unisa.ac.za/handle/10500/32635 2026-06-16T13:31:14Z 2025-01-01T00:00:00Z

Exploring inclusive pedagogical practices within school curriculum: a case study of Motupa circuit, Limpopo province Moagi, Donald The core fundamentals of teaching and learning are attributed to the practice of various teaching strategies and skills. These skills are a pre-requisite for the strategies for the successful implementation of inclusive pedagogical practices to accommodate all learners in teaching and learning. This study employed Archer’s social realist theory as a theoretical framework to underpin the exploration of inclusive pedagogies within the school curriculum. A qualitative approach was used for this study with an interpretive research paradigm and a case study design. Data for this study was collected through semi-structured individual interviews, structured observations and document analysis. The study population consisted of teachers from secondary schools in the Motupa Circuit. Purposive sampling was used to select seven schools and fourteen teachers representing the Motupa circuits. Data from the study was analysed through a thematic approach. The study’s findings reveal that teachers have various misconceptions about the concept of inclusive pedagogy. In addition, the study revealed that teachers have the will to use various teaching strategies to accommodate learners, despite the challenges they face due to a lack of in-service training and insufficient resources aligned with inclusive pedagogies, among others. The study recommends a collaborative framework for the practice of inclusive pedagogy where teachers, parents, learners, School-Based Support Teams, the Department of Basic Education and curriculum planners should reconfigure and incorporate to work together to enhance the practice of inclusive pedagogy.

2025-01-01T00:00:00Z Carstens, Rindi https://ir.unisa.ac.za/handle/10500/32585 2026-06-10T09:32:40Z 2025-11-01T00:00:00Z

Exploring the effect of teacher–parent involvement as a curriculum-as-practice partnership and its influence on Grade 6 learners’ comprehension development Carstens, Rindi Grounded in Bronfenbrenner’s Ecological Systems Theory (EST), this study investigated the impact of teacher–parent involvement on learners’ comprehension development. Within contemporary Curriculum Studies, curriculum is understood not merely as a prescribed body of knowledge, but as a lived and negotiated practice shaped through interactions among teachers, learners, families, and communities. In response to this perspective, the study foregrounded teacher–parent involvement as a curriculum-as-practice partnership that influences learners’ comprehension across home and school contexts. The study adopted an exploratory research design within a pragmatic paradigm, aligning with its aim to generate evidence-based recommendations to enhance teacher–parent communication and engagement. This paradigm supported the development of practical strategies to strengthen collaboration between home and school, ultimately improving learners' comprehension and academic performance. A qualitative research approach was employed, utilising open-ended questionnaires, focus-group interviews, and narrative analysis to gain an in-depth understanding of teacher–parent collaboration and its influence on language comprehension. This approach allowed for the consideration of contextual factors such as time, place, and participant roles, ensuring a holistic understanding of the phenomenon. The literature review highlighted the importance of a holistic approach to learning and identified strategies that teachers and parents can implement to promote engagement, improve reading comprehension, and build learner confidence. However, challenges including time constraints, communication barriers, and varying levels of parental involvement were also identified. Through the application of EST, these challenges were contextualised within the interconnected microsystems of home and school, with particular attention to how mesosystem influences, such as parental literacy levels and socioeconomic factors, shape learner outcomes. Findings indicated that sustained teacher–parent engagement fosters supportive learning environments that reinforce comprehension both inside and outside the classroom. The study contributes to Curriculum Studies by repositioning teacher–parent involvement as an integral curriculum partnership rather than a supplementary practice, and by offering practical recommendations to strengthen collaboration and enhance learners’ comprehension within an ecological framework.; Met Bronfenbrenner se Ekologiese Stelselteorie ( as grondslag het hierdie studie die impak van onderwyser ouer betrokkenheid op leerders se begripsontwikkeling ondersoek. Binne hedendaagse Kurrikulumstudies word kurrikulum nie bloot as ʼn voorgeskrewe kennisbasiskennisbasis verstaanverstaan nie,nie, maarmaar asas ʼnʼn geleefdegeleefde enen onderhandeldeonderhandelde praktykpraktyk watwat gevormgevorm wordword deurdeur wisselwerkingwisselwerking tussentussen onderwysers,onderwysers, leerders,leerders, gesinnegesinne enen gemeenskappe.gemeenskappe. InIn reaksiereaksie opop hierdiehierdie perspektiefperspektief hethet diedie studiestudie onderwyseronderwyser––ouerouer--betrokkenheidbetrokkenheid asas ʼnʼn kurrikulumkurrikulum--asas--praktykpraktyk--vennootskapvennootskap watwat leerdersleerders sese begripbegrip ooroor huishuis-- enen skoolkonteksteskoolkontekste beïnvloed,beïnvloed, vooropgestel.vooropgestel. Die studiestudie hethet ʼnʼn verkennendeverkennende navorsingsontwerpnavorsingsontwerp binnebinne ʼnʼn pragmatiesepragmatiese paradigmaparadigma aangeneem,aangeneem, inin lynlyn metmet sysy doeldoel omom bewysgebaseerdebewysgebaseerde aanbevelingsaanbevelings tete genereergenereer omom onderwyseronderwyser––ouerouer--kommunikasiekommunikasie enen --betrokkenheidbetrokkenheid tete verbeter.verbeter. HierdieHierdie paradigmaparadigma hethet diedie ontwikkelingontwikkeling vanvan praktiesepraktiese strategieëstrategieë ondersteunondersteun omom samewerkingsamewerking tussentussen huishuis enen skoolskool tete versterk,versterk, watwat uiteindelikuiteindelik leerdersleerders sese begripbegrip enen akademieseakademiese prestasieprestasie verbeterverbeter.. ʼn KwalitatieweKwalitatiewe navorsingsbenaderingnavorsingsbenadering isis gebruikgebruik metmet behulpbehulp vanvan oopoop vraelyste,vraelyste, fokusgroeponderhoudefokusgroeponderhoude enen narratiewenarratiewe analiseanalise omom ʼnʼn diepgaandediepgaande begripbegrip vanvan onderwyseronderwyser––ouerouer--samewerkingsamewerking enen diedie invloedinvloed daarvandaarvan opop taalbegriptaalbegrip tete verkry.verkry. HierdieHierdie benaderingbenadering hethet kontekstuelekontekstuele faktorefaktore soossoos tyd,tyd, plekplek enen deelnemerrolledeelnemerrolle inin agag geneem,geneem, watwat ʼnʼn holistieseholistiese begripbegrip vanvan diedie verskynselverskynsel versekerverseker het.het. Die literatuuroorsigliteratuuroorsig hethet diedie belangrikheidbelangrikheid vanvan ʼnʼn holistieseholistiese benaderingbenadering tottot leerleer beklemtoonbeklemtoon enen strategieëstrategieë geïdentifiseergeïdentifiseer watwat onderwysersonderwysers enen ouersouers kankan implementeerimplementeer omom betrokkenheidbetrokkenheid tete bevorder,bevorder, leesbegripleesbegrip tete verbeterverbeter enen leerdervertroueleerdervertroue tete bou.bou. Uitdagings,Uitdagings, insluitendinsluitend tydsbeperkings,tydsbeperkings, kommunikasiekommunikasiestruikelblokkestruikelblokke enen verskillendeverskillende vlakkevlakke vanvan ouerbetrokkenheid,ouerbetrokkenheid, isis egteregter ookook geïdentifiseer.geïdentifiseer. DeurDeur diedie toepassingtoepassing vanvan ESTEST isis hierdiehierdie uitdagingsuitdagings gekontekstualiseergekontekstualiseer binnebinne diedie onderlingonderling gekoppeldegekoppelde mikrostelselsmikrostelsels vanvan huishuis enen skool,skool, metmet besonderebesondere aandagaandag aanaan hoehoe mesosisteemmesosisteem--invloede,invloede, soossoos ouerouer--geletterdheidsvlakkegeletterdheidsvlakke enen sosiososio--ekonomieseekonomiese faktore,faktore, leerderuitkomsteleerderuitkomste vorm.vorm. Bevindinge het aangedui dat volgehoue onderwyser–ouer-betrokkenheid ondersteunende leeromgewings bevorder wat begrip binne en buite die klaskamer versterk. Die studie dra by tot Kurrikulumstudies deur onderwyser–ouer-betrokkenheid te herposisioneer as ʼn integrale kurrikulumvennootskap eerder as ʼn aanvullende praktyk, en deur praktiese aanbevelings te bied om samewerking te versterk en leerders se begrip binne ʼn ekologiese raamwerk te verbeter.; Ifakwe phakathi e-Grounded in Bronfenbrenner’s Ecological Systems Theory (EST), lolucwaningo luphenya umthelela wokubandakanya othisha nabazali ekuthuthukiseni ukuqonda kwabafundi. Ezifundweni ze-curriculum zangaleso sikhathi, i-curriculum ayiqondwa njengendikimba yolwazi enqunyiwe, kodwa njengomkhuba ophilayo nokuxoxiwe ngawo owenziwe phakathi kokusebenzisana nothisha, abafundi, imindeni kanye nomphakathi. Ngokuphendula lombono, ucwaningo lwandulela ukuzibandakanya kothisha nabazali njengokubambisana kwi-curriculum, emsebenzini wokuqonda kwabafundi kuzo zonke izimo zasekhaya nezesikole. Lolucwaningo lwamukele i-design yokuhlola phakathi kwe-paradigm ye-pragmatic, ukuhambisana nenjongo yokwenza izincomo ezisekelwe ukufakazi ukuze kuthuthukiswe ukuxhumana nokuzibandakanya kothisha nabazali. Lomqondo usekele ukuthuthukisa amasu asebenzayo okuqinisa ukusebenzisana phakathi kwekhaya nesikole, ekugcineni kuthuthukiswe ukuqonda kwabafundi kanye nokusebenza kahle kwezemfundo. Kusetshenziswe indlela yocwaningo esezingeni eliphezulu, kusetshenziswa uhlu lwemibuzo oluvulekile, izingxoxo zamaqembu okugxilwe kuwo, kanye nokuhlaziya ukulandisa ukuze uthole ukuqonda okujulile ngokubambisana kothisha nabazali okunomthelela wokuqonda ulimi. Lendlela yokwenza ivumela ukucabanga kwezici nengqikithi njengesikhathi, indawo nezindima zabahlanganyeli, ukuqinisekisa ukuqonda okuphelele kwaleso simo. Ukubuyekezwa kwezincwadi kugqamisa ukubaluleka kwendlela yokufunda ephelele iphinde ihlonze amasu othisha nabazali abangawasebenzisa ukuze bakhuthaze ukubandakanywa, ithuthukisa ukuqonda nokufunda uphinde wakhe ukuzethemba kwabafundi. Kodwa-ke, izinselela, okuhlanganisa ukulinganiswa kwesikhathi, izithiyo zokuxhumana, namazinga okubandakanye abazali, nabo abatholakele. Ngokusetshenziswa kwe-EST, lezizinselela zihlanganisa i-microsystem exhumene nekhanye nesikole, njengamazinga okufunda nokubhala kwabazali kanye nezici zenhlalo nomnotho, obubumba imiphumela yabafundi. Imiphumela ibonise ukuthi ukuhlanganyela okuqhubekayo kothisha nabazali kukhuthaza izimo zokufunda ezisekela ukuqonda kokufunda kwangaphakathi nangaphandle kwekilasi. Ucwaningo luneqhaza Ezifundweni Zohlelo Lwezifundo ngokubeka kabusha ukuzibandakanya kwabafundi nabazali njengobudlelwano obubalulekile be-curriculum esikhundleni sokwenza okongeziwe, nangokunikeza izincomo ezisebenzayo zokuqinisa ukusebenzisana nokuthuthukisa ukuqonda kwabafundi ngaphakathi kohlaka lwezemvelo. Abstract in English, Afrikaans and Zulu

2025-11-01T00:00:00Z Bauchoo, Ishaan https://ir.unisa.ac.za/handle/10500/32584 2026-06-10T05:14:22Z 2026-02-24T00:00:00Z

The effectiveness of using digital tools to teach Grade 9 mathematics in the Ekurhuleni district Bauchoo, Ishaan This study investigated the effectiveness of the use of digital tools in the teaching of Grade 9 mathematics. Using digital tools in the teaching of mathematics could create a more positive attitude in learners and result in improved learner results. In an era of digital evolution where teenagers, like Grade 9 learners, use digital devices and digital platforms throughout the day, has meant the need for a change in school-based activities, assessments and examinations. Amending pedagogical approaches with the use of digital devices in the teaching of mathematics could engage with learners on a higher level and change the negative perception that teenagers have about mathematics. Underpinned by a constructivist paradigm, this multiple case study within a qualitative approach, sought to explore the effectiveness of digital tools in the teaching of mathematics at the Grade 9 level. Educational technology theory together with the Technology, Pedagogy, and Content Knowledge model, commonly known as TPACK, formed the theoretical framework. Data were collected via the transect walks and informal interviews, observations and focus group discussions in three selected schools in the Ekurhuleni district in Gauteng with six participant teachers. The findings revealed that with the introduction and implementation of digital tools, teacher need to incorporate technology (TK), pedagogy (PK), and content (CK) in their practice in order to ensure quality teaching in mathematics.

2026-02-24T00:00:00Z Rabilall, Lavanya https://ir.unisa.ac.za/handle/10500/32553 2026-06-07T12:23:27Z 2026-02-27T00:00:00Z

Exploring generation alpha multiple intelligences for improved classroom learning in the Umlazi district: educator experiences Rabilall, Lavanya The rapid transformation of the educational landscape requires teaching methodologies that respond to the diverse learning needs of Generation Alpha learners, particularly within under-resourced South African contexts. This study explored how Grade Seven educators in primary schools in the Umlazi District, KwaZulu-Natal, employ teaching methodologies aligned with Howard Gardner’s Multiple Intelligences theory to enhance teaching and learning. The study addressed the need to understand how educators adapt pedagogy for diverse learners and the contextual challenges that influence implementation. An exploratory design and qualitative approach, guided by an interpretivist paradigm and a multiple case study strategy, were employed. Data were generated through semi-structured interviews and direct classroom observations involving 12 purposively selected Grade Seven educators across six schools. The findings revealed three key insights. First, educators demonstrated a stronger reliance on certain intelligences, particularly verbal-linguistic, interpersonal, and, to a lesser extent, visual-spatial intelligences, through practices such as discussion, explanation, group work, and the use of visual aids. However, limited integration of bodily-kinaesthetic, musical, and naturalistic intelligences was observed, indicating an imbalance in the application of MI-informed teaching. Second, the uneven implementation of multiple intelligences was shaped by contextual constraints, including overcrowded classrooms, limited teaching resources, language diversity, learner behavioural challenges, and heavy workloads, which restricted educators’ ability to incorporate more interactive and diverse intelligence-based approaches. Third, the findings revealed that insufficient access to sustained and contextually relevant professional development limited educators’ understanding and confident application of MI-informed teaching practices, particularly in relation to less dominant intelligences.. The study recommends strengthening MI-informed teaching through targeted professional development, improved resource provision, and greater institutional support to enable a more balanced and inclusive integration of all intelligences in classroom practice, thereby enhancing learning for Generation Alpha learners in disadvantaged primary school contexts.

2026-02-27T00:00:00Z