https://ir.unisa.ac.za/handle/10500/6418 2026-09-20T08:14:48Z https://ir.unisa.ac.za/handle/10500/33035 Geography Teachers’ Experiences of Implementing Grade 12 Geomorphology Fieldwork: A Case of Tshwane District Secondary Schools. Nkuna, Victor Rhulani study aimed to gain insight into the use of geomorphology fieldwork in Grade 12 classes for conceptual understanding. The geography CAPS document provides guidance to teachers on the concepts to be taught and assessed through the program of assessment and further recommends teaching strategies to be used thereof, and fieldwork is one of the suggested strategies. As a result, following purposive and convenience sampling, the study focused on nine secondary schools from three districts in Tshwane, investigating geography teachers’ experiences of implementing Grade 12 geomorphology fieldwork. Guided by the Place-Based Education theory, Social-Constructivism theory and Experiential Learning theory to identify and discuss the nuances of geography teachers’ practices, the study sought to understand geography teachers’ experience regarding fieldwork implementation in grade 12. This study adopted a qualitative approach through an intrinsic case study to generate data from participants using semi-structured interviews and document analysis, and the data were analysed thematically to facilitate seamless discussion of findings through the identified themes and sub-themes. The findings revealed a scant implementation of geomorphology fieldwork among the participants. However, this finding was backed by myriad challenges that participating teachers cited as hindering factors. Time constraints, curriculum coverage, financial implications, lack of stakeholder support, safety concerns, lack of adequate training to implement fieldwork, and teachers’ workload were challenges that impeded their successful implementation of geomorphology fieldwork in their classes. Nevertheless, the study concluded that there’s a lack of theoretical understanding of the importance of experiential learning in fieldwork as a result of the school-based policy on teaching and learning silence to support CAPS directive on the importance of fieldwork activities to enhance learners' comprehension of geomorphology. The study proposed a Framework for Geomorphology Fieldwork to guide Geography teachers to implement fieldwork in teaching successfully.; Ndzavisiso lowu a wu langutisisi hi ku kongoma ndlela leyi ntirho wa le masipala (fieldwork) wa geomorphology wu tirhisiwaka ha yona eka tidyondzo ta Geography ta Grade 12 ku pfuna ku twisisa switandzhaku. Xiletelo xa CAPS xa Geography xi nyika varhumiwa va dyondzo swikongomelo swa tidyondzo leswi faneleke ku dyondzisiwa ni ku kambisisiwa hi ndlela ya assessment naswona xi tlhela xi tshembisa swindlela swa dyondzo leswi nga tirhisiwaka, leswi endlaka leswaku ntirho wa le masipala wu va wun’wana wa swona. Ku ri hi leswi, ku tirhisa ku hlawula hi xikongomelo ni ku olova ka nkoka, ndzavisiso wu langute swikolo swa vunkombo eka tindzawulo ta nharhu ta Tshwane ku kambela matirhelo ya varhumiwa va Geography eka ntirho wa le masipala wa geomorphology wa Grade 12. Ndzavisiso wu khumbiwa hi Theory ya Place-Based Education, Social-Constructivism na Experiential Learning leswaku wu vona ni ku hlamusela matirhelo ya varhumiwa va Geography, wu ringete ku twisisa matirhelo ya vona hi ntirho wa le masipala eka dyondzo ya Grade 12. Ndzavisiso wu tirhise ndlela ya qualitative hi ku tirhisa case study ku kuma datha eka vath参与hi hi ku tirhisa swivutiso leswi nga hlawuleka ni ku hlaya matsalwa, naswona datha yi kambisisiwe hi ndlela ya themes. Swipatula swi kombisile leswaku ntirho wa le masipala wa geomorphology a wu tirhisiwa hi ntsongo swinene eka vath参与hi. Hambiswiritano, leswi swi ve ni swivangelo swo tala leswi varhumiwa va boxeke tanihi swihlawulekisi. Swivilelo swi katsa nkarhi wo ka wu nga eneleli, ntirho wo tala wa CAPS, timali, ku pfumeleriwa hi stakeholders, swivilelo swa nsirhelelo, ku ka ku nga vi na ku letela lokunene ni ntirho wo tala wa varhumiwa. Leswi swi endle leswaku ntirho wu nga koteki kahle. Ndzavisiso wu gimete leswaku ku na ku pfumala ka ku twisisa ka teoriya ya nkoka wa experiential learning eka ntirho wa le masipala hikwalaho ka maendlelo ya xikolo lawa ya nga vulavuli kahle hi nkoka wa ntirho wa le masipala lowu CAPS yi wu seketelaka leswaku wu pfuna eka ku twisisa ka vadyondzi hi geomorphology. Ndzavisiso wu tsarile Framework ya Ntirho wa le Masipala wa Geomorphology ku pfuna varhumiwa va Geography leswaku va kota ku tirhisa ntirho lowu hi ndlela leyi humelelaka.; Nyakišišo ye e beakantšwe go hwetša temogo ka ga tšhomišo ya tiro ya ka ntle (fieldwork) ya geomorphology dithutong tša Geography tša Grade 12 go matlafatša kwešišo ya diteng. Tokomane ya CAPS ya Geography e fa barutiši bohlale ka ga diteng tšeo di swanetšego go rutwa le go lekanyetšwa ka lenaneo la assessment, gomme e šišinya le ditsela tša go ruta, ye nngwe e lego tiro ya ka ntle. Ka gona, go dirišitšwe go kgetha ka boomo le go phošolla, nyakišišo e nepišitše dikolo tše senyane tše di lego dikgauswi tše tharo tša Tshwane go hlahloba maitemogelo a barutiši ba Geography ka ga tšhomišo ya tiro ya ka ntle ya geomorphology ya Grade 12. E laeditšwe ke dikgopolo tša Place-Based Education, Social-Constructivism le Experiential Learning go lemoga le go ahlaahla diphapantšo tša mekgwa ya barutiši ba Geography, nyakišišo e lekile go kwešiša maitemogelo a bona mabapi le tšhomišo ya tiro ya ka ntle dithutong tša Grade 12. E šomišitše mokgwa wa qualitative ka go diriša nyakišišo ya seabe sa ka gare (intrinsic case study) go hwetša tshedimosetso go tšwa go baratibogi ka dipotšišo tša sebopego se se šišintšwego le tshekatsheko ya ditokomane; tshedimosetso e ile ya sekasekwa ka mokgwa wa methopo le methopana. Dipholo di bontšhitše gore go na le tšhomišo e nnyane ya tiro ya ka ntle ya geomorphology mo barutising. Le ge go le bjalo, se se ile sa tiisetšwa ke ditlhohlo tše dintši tšeo barutiši ba di boletšego bjalo ka dilo tše di ba thibelago. Ditlhohlo di akaretša go hloka nako e lekanego, go swanetšwa go swara dithuto ka moka ka nako, ditšenyeletšo tša ditšhelete, go hloka thekgo ya stakeholders, ditaba tša polokego, go hloka go rutišwa gabotse ka ga tiro ya ka ntle, le mojaro wa mešomo ya barutiši. Tsena di ile tša thibela tšhomišo ye e atlegago ya tiro ya ka ntle. Nyakišišo e feleletše ka gore go na le go hloka kwešišo ya dikgopolo ka bohlokwa bja go ithuta ka maitemogelo ka tiro ya ka ntle ka lebaka la dipholisi tša sekolo tša go homotša tšeo di se nago polelo ka tše tše CAPS e di gatelelago ka ga bohlokwa bja tiro ya ka ntle go matlafatša kwešišo ya baithuti ka geomorphology. Nyakišišo e šišintše Moralo wa Tiro ya ka ntle ya Geomorphology go tataisa barutiši ba Geography gore ba tšweletše tšhomišo e atlegago dithutong. 2025-01-13T00:00:00Z https://ir.unisa.ac.za/handle/10500/33017 Factors influencing the teaching of English first additional language in selected rural grades 4 to 6 in the Baltimore circuit, Mogalakwena district Talakgale, Ngoako Lucas This qualitative study investigated the factors influencing the teaching of English First Additional Language (EFAL) in selected rural grades 4 to 6 in the Baltimore Circuit, Mogalakwena District, with a focus on the Intermediate Phase. The study was located within the interpretive paradigm and adopted a qualitative case study approach. Nine English First Additional Language (EFAL) teachers were purposefully selected from three public grades 4 to 6, particularly in grades 4 to 6. The research was guided by Vygotsky’s Social Constructivist Theory, particularly the concepts of social interaction and the Zone of Proximal Development, including scaffolding. Data were collected through semi-structured interviews and non-participant observation and analysed using thematic analysis. The findings indicated that EFAL teaching is hindered by several factors, including a lack of learning and teaching resources, overcrowded classrooms, limited parental involvement and challenges associated with the transition from the Foundation Phase to the Intermediate Phase. Despite these constraints, teachers employed code-switching and interactive teaching strategies, such as group work and question-and-answer methods, to enhance EFAL comprehension and learner participation. However, inconsistent support from parents, schools and district officials was reported as a challenge. The study concludes that improving EFAL teaching in rural grades 4 to 6, particularly in grades 4 to 6 requires adequate provision of learning and teaching support materials, strengthened teacher professional development through relevant workshops and enhanced home-school parental involvement. It further recommends continuous professional development aligned with the Department of Basic Education (DBE), the use of learner-centred and contextually responsive pedagogies, sustained institutional support from schools and district officials, and increased parental involvement to reinforce learners’ EFAL development within and beyond the classroom.; Thuto ye ya boleng e fatišišitše mabaka ao a amago go rutwa ga Seisemane bjalo ka Leleme la Mathomo la Tlaleletšo (English First Additional Language, EFAL) dikolong tše di kgethilwego tša magaeng tša mephato ya 4 - 6 ka gare ga Sedikothuto sa Baltimore, Selete sa Mogalakwena, ka go lebiša tlhokomelo go Legato la Magareng (Intermediate Phase). Phatišišo ye e be e theilwe godimo ga pharologanyo ya tlhathollo (interpretive paradigm) gomme ya šomiša mokgwa wa phatišišo ya boleng ya thutotaba (qualitative case study). Barutiši ba senyane ba EFAL ba ile ba kgethwa ka boomo go tšwa dikolong tše tharo tša mmušo tša mephato ya 4 go ya go 6. Phatišišo ye e be e hlahlwa ke Teori ya Kago ya Tsebo ya Leago (Social Constructivist Theory) ya go hlangwa ke Vygotsky, kudu dikgopolo tša tšhomišano ya leago le Lefelo la Tlhabollo ya Kgauswi (Zone of Proximal Development), go akaretšwa le thekgo ya go aga bokgoni (scaffolding). Tshedimošo e kgobokeditšwe ka dipoledišano tša sebopego sa seripa le tebeledišišo ya go se tšee karolo, gomme ya sekasekwa ka tshekaseko ya dihlogo. Dipoelo di bontšhitše gore go rutwa ga EFAL go šitišwa ke mabaka a mmalwa, go akaretšwa tlhokego ya methopo ya go ithuta le go ruta, diphapoši tše di tletšego kudu, go se be le seabe se se lekanego sa batswadi le ditlhohlo tše di amanago le phetogo go tšwa Legatong la Motheo go ya Legatong la Magareng. Le ge go be go na le ditlhohlo tše, barutiši ba dirišitše go fapantšha maleme le maano a go ruta ao a hlohleletšago tšhomišano, bjalo ka mošomo wa dihlopha le mokgwa wa dipotšišo le dikarabo, go godiša kwešišo ya EFAL le go kgatha tema ga barutwana. Le ge go le bjalo, thekgo ya go se tielele go tšwa go batswadi, dikolo le bahlankedi ba selete e begilwe bjalo ka tlhohlo. Phatišišo ye e phetha ka gore go kaonafatša go rutwa ga EFAL dikolong tša magaeng tša mephato ya 4 go ya go 6 go nyakega kabo ye e lekanego ya didirišwa tša go ithuta le go ruta, go tiiša tlhabollo ya seprofešenale ya barutiši ka dithuto tša maleba, le go godiša tšhomišano magareng ga batswadi le sekolo ka go akaretša batswadi kudu. Gape e šišinya gore go be le tlhabollo ya seprofešenale ye e tšwelago pele ye e sepelelanago le Lefapha la Thuto ya Motheo, tšhomišo ya mekgwa ya go ruta ye e lebanwego le morutwana le maemo a gagwe, thekgo ya go ya go ile go tšwa dikolong le go bahlankedi ba selete, gammogo le go oketša seabe sa batswadi go matlafatša tlhabollo ya barutwana go EFAL ka gare le ka ntle ga phapoši ya borutelo.; Ṱhoḓisio (qualitative) iyi ndi ya u todisisa zwivhangi zwi khakhisaho u funza English First Additional Language (EFAL) kha zwikolo zwa mahayani kha gireidi ya vhuna (4) u swika kha ya rathi (6) kha ḽiisela la Baltimore tshiṱirikini tshaMogalakwena, kha pfunzo yavhuimo ha vhukati. Ṱhodisiso iyi yo dzheniswa kha paradigm ya u tolula (interpretive paradigm) nahone yo shumisa nyambo ya u sedzana na khwaḽithethivi(qualitative case study). Vhadededzi vha EFAL vho pfumbaho vha tahe (9) vho khethiwa nga nḓila ya u u nanga hu re na tshipikwa (purposive sampling) kha zwikolo zwza zwiraru (3) u bvakha gireidi ya vhuna (4) u swika kha ya rathi (6). Ṱhodisiso iyi yo ditika nga theory i no pfi Vygotsky’s Social Constructivist Theory, nga nḓila ya u shumisa vhukonani ha vhathu, Zone of Proximal Development, na scaffolding. Data yo kuvhanganywa nga inthaviwu yo ditikaho nga mbudziso dza tshivhumbeo tsha tshipiḓa dza (semi-structured). Datanahone yo senguluswa nga thematic analysis. Mawanwa o sumbedza uri u funza EFAL hu khakhiswa nga zwiiitisizwinzhi, zwi katelaho u shaya ha zwishumiswa zwa u guda na u funza, u dala ha vhagudiswa nga ngomu kilasini, u sa di dzhenisa nga vhunzhi ha vhabebi kha ngudo ya vhana zwi tshi kwama u bva vhana kha pfunzo dza fhasi u da kha ya vhukati. Naho huna zwikhakhiso, vhadededzi vho shumisa code-switching na ndila dza u guda nga zwigwadai, u khwinisa u pfesesa EFAL na u dzhenelela ha vhagudiswa. Fhedzi, hu na u shaya ha thikhedzo ubva kha vhabebi, zwikolo, na vhaofisiri vha zwiṱirikizwo vhonala sa zwo khakhisaho. Ṱhodisiso ya khunyeledza nga u khwathisedza uri hu tea u vha na vhuleme ha dzhiela ntha pfunzo ya EFAL kha diredi ya vhuna u swika kha ya rathi nahone hu tea u vha na u funza na u funzwa lwo kalulaho na u maanḓafhadza kupfumbudzelwe kwa vhadededzi nga u ita uri hu vhe na miṱangano ya u pfumbudza vhadededzi na u ita uri hu vhe na u guda musi vhagudiswa vha hayani. Ṱhodisiso iyi o isa phanḓa na u themendela uri hu vha na mveledzo u guda yo ḓi tikaho na Department ya pfunzo dza fhasi (Department of Basic Education), na u shumiswa ha maitele a u ita uri vhagudiswa vha vhe kha vhukati ha pfuzo, na u tikedzwa ha pfunzo u bva kha zwikolo na vhaofisi vha zwiṱiriki na u engedwaz u dzhenelela vha vhabebi kha pfunzo ya vhagudiswa ngomu dzikalisini Abstract in English, Sepedi and Venda 2026-07-18T00:00:00Z https://ir.unisa.ac.za/handle/10500/33012 The teaching of English reading and writing proficiency to English second language learners in selected bilingual secondary schools in Istanbul, Turkey Ndebele, Tholiwe The study is about the teaching of reading and writing proficiency to English second language (L2) students in selected bilingual private secondary school in located in Istanbul, Turkey. The study delves into the reasons why learning English has increasingly become important in Turkey and how this has encouraged many parents to seek private schools for the purpose of exposing their children to English at an advanced level. The study is based on two theoretical frameworks that helped to shape the research questions, determine the nature of the research and underpin the research method and the manner of data gathering and analysis before finally generating conclusions. The study was qualitative in nature and employed the case study method. The data were gathered through document analysis, interviews and finally lesson observations. The study revealed several anomalies in the strategies used despite the strong language policies of the school. The main reasons for the weaknesses in the teaching of the English Language to Grade 10 included lack of proper certification by the teachers, student attitude to using the L2 in lesson tasks, unclear or ineffective teaching methods, lack of L2 reinforcement outside the English lesson and student resistance to exclusive use of English in lessons. The study concluded that there was a need for more governmental supervision of the private school recruitment procedures, more effective teacher collaboration and the revamping of the existing teaching methods to make them more cognisant of the needs of the students. This study is of value to bilingual secondary schools in helping them better understand the needs of the students and to improve the quality of teaching and learning of English as L2. 2024-09-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32984 Social sciences teachers’ experiences in integrating ICT tools in their teaching pedagogies in Tshwane West district Dinga, Samuel Tuli This study explored Social Sciences teachers’ experiences in integrating ICT tools into their teaching pedagogies in Tshwane West District, in Gauteng Province. A qualitative and phenomenological approach was employed to explore participants’ lived experiences. The study was steered by the interpretivist research paradigm and the Technology Acceptance Model framework. The study was conducted with 12 Social Science teachers and 3 departmental heads who were purposively sampled. A total of 15 participants were purposively selected. Data were gathered through semi-structured interviews and were analysed thematically. The findings revealed that there is uneven integration of ICT tools due to limited ICT tools, a lack of teacher professional development, low teacher confidence, insufficient support from the school management, and policy implementation. The findings further indicate that more support, continuous training and access to technological tools are required to facilitate the successful integration of ICTs in the teaching of Social Sciences, especially in the Tshwane West District of Gauteng Province, South Africa 2026-05-20T00:00:00Z