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Professional learning through a teacher capacity development programme : experiences of rural senior primary school teachers in one Zimbabwean province
(2024-12) Mabaleka, Mthabisi; Mukeredzi, Tabitha; Hiralaal, Anita
Unprecedented changes in curriculum reforms by many education systems globally have often brought challenges for teachers due to mismatches between new reform demands and teacher knowledge and skills. Zimbabwe was not an exception. Following the introduction of a new curriculum in 2014, Zimbabwe met serious challenges, as teachers lacked the requisite skills, knowledge, dispositions and aptitudes to handle the curriculum (MoPSE 2015; Hawson and Kingsbury 2021). Consequently, the government launched a state-sponsored teacher capacity development programme (TCDP) through five universities. This was to enable teachers to professionally learn and upgrade their knowledge to deliver the new reform. The government focussed on, on-the-job professional learning as it was impossible for all teachers to undertake fulltime study (MoPSE 2015). Many teachers thus enrolled on this TCDP. However, the nature of their professional learning engagements is not clearly known. This study sought to explore the professional learning engagements of rural senior primary school teachers (SPSTs) enrolled on this government sponsored TCDP, teaching in one province in Zimbabwe. The study also wanted to establish the mediational tools that enhanced professional learning on the programme as well as forms of support that the teachers received in their schools to promote their learning on the TCDP. The third generation of Cultural Historical Activity Theory (CHAT) guided this study to generate and analyze data, and explain findings. This generation of CHAT, is composed of seven nodes/elements: subjects, object, mediation tools/artifacts, rules, community, division of labour and outcome, which constitute an activity system (Engestrom 2015). This was a qualitative study within an interpretive paradigm where data were generated from 30 purposively selected rural SPSTs through individual face-to-face interviews, focus group discussions and professional learning map discussions. Manual data analyses involving eight interrelated steps of open coding was adopted. Findings indicated that professional learning for the rural SPSTs occurs in interaction in multiple domains of formality: formal in the university, non-formal in school meetings and ministry workshops, and informal/incidental through spontaneous collegial chats (Mukeredzi 2016). Formal university learning occurred in face-to-face lectures through student-student interaction, student-lecturer interaction, note-taking, lecturer guidance, group work, and question and answer. The study also found that rural SPSTs engage in professional learning through various forms of technology: PowerPoint, Web sites, WhatsApp, and zoom classes. Non-formally, rural SPSTs engaged in professional learning in whole-school staff development meetings, grade-level meetings and lesson observation/supervision by school management. In wider professional sites, professional learning was from cluster meetings and ministry workshops; while WhatsApp, and informal discussions promoted informal learning. Mediational tools that supported teacher professional learning on TCDP, included computers, handouts, infrastructure and human mediational tools-like lecturers, and peers. The rural schools offered teachers on TCDP resource support, emotional support, and collegial support. It also emerged that rural SPSTs enrolled on the TCDP for both intrinsic and extrinsic push/pull factors. While the study yielded significant findings, this was a small research of 30 participants teaching in one district of one province. This thesis therefore suggests comprehensive research involving more provinces and more universities. Regarding the CHAT, while the framework was helpful in analysing professional learning, it emerged that on its own it does not allow for differentiation of the nature of professional learning activities that take place within the activity system. This study, therefore suggests a typology combining CHAT with domains of formality: formal, non-formal and informal to fully understand professional learning engagements on the TCDP. The study therefore proposes an all-embracing study, drawing on the theoretical framework to develop it beyond this study.
Appreciative inquiry into aspects of the Basotho culture to develop innovative fashion
(2024-12) Lepheana, Nteboheleng; Pratt, Deirdre; Moodley, Sunthra
The purpose of this study was to revive Basotho fashion by using appreciative inquiry to probe aspects of Basotho culture at a deeper level than that of the stereotypical Basotho motifs previously used, namely, the Seshoeshoe fabric, the Seanamarena blanket and the Mokorotlo hat. Instead, the aspects of Basotho culture involved were Litsoejane (women initiates), Litema (motifs/geometric patterns) and Balisana (shepherds), which were used as design probes to create a fashion collection showcasing examples of the innovative fashion items arising from the project. This study was framed by theories of Decolonisation and Afrofuturism in order to assist students to transform Basotho fashion by stretching, re-imagining and re-creating a renewed cultural fashion identity in the context of Lesotho. The research was exploratory and participatory in that the design process was a collaboration between the researcher/lecturer and a group of fashion students registered at Limkokwing University of Creative Technology, Lesotho Campus, in the Faculty of Design Innovation. The research was qualitative in nature and was approached through the mode of Participatory Action Research (PAR) and the 5 D Cycle of Appreciative Inquiry (AI). The 5-D Cycle was adapted further to guide the development of the participatory project by categorising it into three phases of PAR. Phase 1 focused on the inquiry, whereby the researcher/lecturer inquired about background knowledge of students on aspects of the selected three design probes and shared information gathered with students. Phase 2 focused on the development of the project, namely, design, pattern drafting and garment construction. Phase 3 was based on the presentation of the outcome of the project and was rounded off by showcasing the collection and final reflection on the entire process. Participants comprised two community elders who were indigenously knowledgeable and a group of Fashion students. The community elders, who were keepers of Basotho tradition and cultural knowledge, were questioned through structured interviews, while students were questioned through semi-structured focus groups. The garments created by the students were then showcased to the Limkokwing community. The value of the research is thought to lie in decolonising the Fashion curriculum by using motifs gleaned from the cultural heritage of the Basotho people to arrive at an innovative cultural fashion identity
Sexual harassment in Zimbabwe teacher education : unheard voices of pre-service teachers in selected teacher training colleges
(2024-12) Muradzikwa, Herbert; Mukeredzi, Tabitha Grace
Sexual harassment is an unwanted conduct of a sexual nature that affects individual dignity and may be physical, verbal, and non-verbal, often sexually coloured, offensive, intrusive, degrading or intimidating (Oni et al. 2019; Worke et al. 2023). The recent rise of sexual harassment cases globally in workplaces and educational institutions has become a cause for concern and is now viewed as a social ill. Given the focus of sexual harassment research, on universities, and workplaces, internationally, and locally (Vohlidalova 2018; Bondestam and Lundqvist 2020) it became imperative to investigate the phenomenon in teacher training colleges. This study explored sexual harassment in Zimbabwe teacher education through the unheard voices of pre-service teachers in selected teacher training colleges. It sought to understand student teachers’ experiences, the coping strategies that they adopt and the factors contributing to the prevalence of this of sexual harassment phenomenon in these institutions. An interpretive paradigm informed the study where multiple-site case study design and a qualitative approach investigated 12 purposively sampled lecturers and 30 students from three selected teacher training colleges. Data which were generated through face-to-face interviews and drawings were analysed manually through eight interrelated steps of open coding. The study was grounded in two theories Social Construction of Gender Theory (SCGT) and Transactional Model of Stress and Coping (TMSC) theory, which provided a lens for understanding and explaining findings. Student teachers understood sexual harassment as pressured sexual intimacy which involves sexual assault, uncomfortable contact, and use of threats, derogatory language, and misuse of authority. Sexual harassment affected victims socially, emotionally (psychologically) and academically. The study further revealed that student teachers experienced coerced sexual engagements, rape, uncomfortable touching, sexual exploitation, demeaning sexual remarks and jokes. Findings also revealed that student teachers adopted mainly three coping strategies: emotion - based coping, problem-based coping and the avoidance coping (dysfunctional or harmful coping) to deal with sexual harassment effects. The factors contributing to the prevalence of sexual harassment in the teacher training colleges that emerged from this study include poverty; lack of knowledge and absence of legislation on sexual harassment, normalisation and trivialisation of sexual harassment, cultural practices, indecent dressing and laziness among student teachers. This study suggests the re-introduction of student grants and loans withdrawn a few years ago to cushion them against poverty and hence reduce their vulnerability to sexual harassment. Relevant legislation against sexual harassment needs to be instituted and actively executed to curb sexual harassment of student teachers and the colleges are called upon to introduce sexual harassment education to make student teachers aware of how to avoid, and how to handle the phenomenon should it occur. While the study discovered that a combination of theories SCGT and TMSC provides a useful lens for unpacking, understanding and explaining sexual harassment experiences, coping strategies and factors contributing to the prevalence of the phenomenon, this was a small study of 42 participants from only three of the seventeen teacher training colleges. The thesis suggests a need for comprehensive studies drawing on this framework and involving more teacher training colleges.
Exploring the perceptions and experiences of chiropractors in the eThekwini Municipality regarding interprofessional referrals
(2026-01-21) Kolia, Amina; Varatharajullu, Desiree
Background Interprofessional collaboration refers to the collaboration among various healthcare practitioners with the intention of providing patients with the most effective and appropriate form of care. These collaborations can be defined as interactions and relationships formed among various healthcare practitioners. This collaboration allows for improved patient outcomes, cost effective healthcare, allocation of resources, and improved satisfaction for the patient and practitioner. A referral among various healthcare practitioners can enable and facilitate interprofessional collaboration. The perceptions and experiences of South African chiropractors needed to be explored and understood. Many studies have focused on how other healthcare practitioners view chiropractors and their perceptions and experiences from the collaboration. Referrals occur when healthcare practitioners interact with one another to provide their patient with the best possible care. Understanding interprofessional referral networks requires a comprehensive analysis of all parties involved in the referral process. The perspectives and experiences offer valuable insights into barriers and challenges encountered in the interaction and collaboration among healthcare practitioners. In South Africa, chiropractors are trained to diagnose any physical defect, illness or deficiency. The treatment for these conditions may be outside chiropractors’ scope of practice, necessitating the use of the referral network. Exploring the perceptions and experiences of South African chiropractors facilitates the identification of potential barriers and challenges, as well as the development of solutions to address them. Aim of the study The aim of this study was to explore the perceptions and experiences of chiropractors with respect to their interprofessional referrals to healthcare practitioners. Methodology This study entailed a qualitative design, using an explorative study design. The study population was qualified chiropractors registered with the Allied Health Profession Council of South Africa, in the location of the eThekwini Municipality, KwaZulu-Natal, South Africa. Purposive and snowball sampling strategies were used to recruit participants. A sample size of 13 participants was used and one-on one interviews were conducted using a semi-structured interview guide. The interviews were approximately 30 to 40 minutes long and were transcribed verbatim. The transcripts were analysed and a list of topics were made. The topics were abbreviated into codes and these were arranged in alphabetical order. The codes that were similar and regular were grouped to form categories. Themes or concepts were made from the categories and a theoretical construct was formed. Thematic analysis was conducted using Tesch’s method of thematic analysis. Results The study identified four main themes, namely interprofessional collaboration and referral dynamic, patient perspectives on referral and continuation of care, challenges encountered in the referral process, and enhancement of the referral network. The participants expressed reasons for patient referrals in the chiropractic profession, as well as other professions. They emphasised their personal networks and expressed shared values on interprofessional interactions, with noted positive outcomes. The participants noted a correlation among patient preferences and their healthcare decisions. Obstacles encountered by patients impacted their referrals and the participants emphasised the relevance of these obstacles to patient care. A variety of obstacles encountered by the participating chiropractors were discussed, including stereotypes, misconceptions surrounding the chiropractic scope of practice, geographical location, communication barriers, chiropractic jargon, other practitioners age and sense of ownership, as well as the exclusion of chiropractic from the public healthcare system. Methods to improve interprofessional referrals and collaboration were then outlined and discussed in detail. Conclusion This qualitative study explored the perceptions and experiences of chiropractors in eThekwini Municipality regarding interprofessional referrals and collaboration. This study emphasised the importance and value of referrals when patient care falls outside the scope of chiropractic and emphasised that positive working relationships facilitate evidence-based and patient-centred care. Several challenges to collaboration were found to be stereotyping, communication barriers, and exclusion from the public healthcare system. This study outlined the need for better communication, new graduate guidance and clinical training to facilitate and improve the collaborative relationships among chiropractors and other professions. It offers insights from the perspective of South African chiropractors and recommends further investigative studies in other municipalities.
The value of the strengths-based approach at residential child and youth care facilities in eThekwini, KwaZulu-Natal
(2025-06-20) Khumalo, Nkosingiphile; Dewan, Fathima
The child and youth care profession has always existed to provide services for children and youth who are vulnerable, orphaned or at risk, as well as for their families. However, there is insufficient information on the approaches utilised by child and youth care professionals to ensure optimum growth and development in residential child and youth care facilities. The findings of this study intend to provide knowledge about the application and challenges child and youth care professionals may encounter when using the strengths-based approach, which is an approach that seeks to empower children by focusing on their existing capabilities and resources, rather than solely focusing on their deficits or problems. The study’s aim was to explore the value of the strengths-based approach at residential child and youth care facilities and provide recommendations to enhance and inform strengths-based work in child and youth care. The study adopted a phenomenological research approach using eighteen locally based child and youth care workers from three child and youth care centres in the eThekwini region, Durban, KwaZulu Natal. The study participants were purposively chosen to participate in semi-structured in-depth interviews. Data was analysed using thematic analysis. All the ethical considerations, such as voluntary participation, anonymity, informed consent, and confidentiality, were thoroughly followed and adhered to. The research study results highlighted the significant value of strengths-based work in residential child and youth care settings. Notably, this approach has been instrumental in promoting language and age-appropriate programmes, interventions, and assessments tailored to the unique needs of young people. Moreover, strengths-based work has fostered growth and development in the lives of young people, yielding positive outcomes. Participants emphasised that the strengths-based approach is a valuable tool in child and youth care because it governs the way they think about children and young people and the way they go about their life-space work daily. This approach is responsible for meaningful behavioural changes in young people which is the core objective for child and youth care work. Participants in the current study also highlighted the disadvantages of employing this approach stating that strengths-based work is time-consuming, requiring significant investment in building relationships and implementing individualised plans. Additionally, participants reported difficulties in the implementation of the strengths-based approach, highlighting the negative behaviours and attitudes they encounter from children, which hinders progress and create challenges for practitioners. There is also inadequate emotional and financial support offered by the organisation. According to the study results, it was established that many problems in the strengths-based approach can be solved by training, support or education. A better understanding of strengths-based work and the value of this approach may strengthen and improve strengths-based services, broaden knowledge, and enable child and youth care workers to provide thorough treatment and appropriate interventions for children’s developmental needs. It is therefore recommended that future studies evaluate the effectiveness of strengths-based approaches from the perspectives of children and young people in residential care and compare outcomes across different settings and populations to further inform best practices.