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Teachers' perceptions of involving different role-players in school-based vegetable gardens in resource-constrained contexts
Dissertation (MEd)--University of Pretoria, 2019.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2020
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| _version_ | 1867613488276307968 |
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| access_status_str | Open Access |
| author2 | Ferreira, Ronel |
| author_browse | Ferreira, Ronel |
| author_facet | Ferreira, Ronel |
| collection | Thesis |
| dc_rights_str_mv | © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2019. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/76809 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:56.516Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2020 |
| publishDateRange | 2020 |
| publishDateSort | 2020 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/76809 Teachers' perceptions of involving different role-players in school-based vegetable gardens in resource-constrained contexts Ferreira, Ronel u12224342@tuks.co.za Van der Westhuizen, Tegan Leigh UCTD Health and food-related challenges Qualitative research Resource-constrained contexts Role-players in vegetable gardens School-based vegetable gardens Education theses SDG-02 Education theses SDG-03 Education theses SDG-04 Dissertation (MEd)--University of Pretoria, 2019. This study forms part of three broader research projects that focus on investigating ways in which teachers can promote resilience in resource-constrained contexts by means of implementing school health initiatives, such as school-based vegetable gardens. Following on a need identified within the broader research projects, the purpose of this study was to explore and describe teachers’ perceptions of involving different groups of role-players in school-based vegetable gardens in resource-constrained contexts in an attempt to understand how different role-players may contribute to successful gardens. For this purpose, I focused on the experiences of 36 primary school teachers from nine schools in the Eastern Cape province who have been involved in school-based vegetable gardens in recent years. I was guided by Ozer’s (2007) model of potential effects of school gardens as theoretical framework, utilised interpretivism as meta-theory and followed a qualitative methodological approach. I selected a case study research design, applying Participatory Reflection and Action (PRA) principles. Data were generated and documented by means of a PRA-based workshop, five semi-structured interviews and observation-as-contextof- interaction, supported by visual and audio documentation techniques, field notes and a reflective journal. Following inductive thematic analysis, I identified four themes and related sub-themes. The themes relate to role-players often involved in school-based vegetable gardens as well as their respective responsibilities; benefits associated with involving the various role-players; factors that may support the successful establishment and maintenance of school-based vegetable gardens, and challenges experienced when involving the different role-players. The findings of this study indicate that teachers experienced the role that different groups of people may fulfil positively despite some challenges associated with such involvement. More specifically, role-players in school-based vegetable gardens can significantly contribute to the success of such gardens by supporting teachers in developing innovative solutions to the challenges they face. Teachers and learners were found to be the primary role-players, supported by dedicated school principals and in many cases, one or two gardeners that may also be community members. Lastly, a dedicated garden coordinator (such as a teacher) and support by the national Department of Basic Education were found to be important. es2026+ Educational Psychology MEd Unrestricted SDG-02: Zero hunger SDG-03: Good health and well-being SDG-04: Quality education 2020-11-04T15:09:57Z 2020-11-04T15:09:57Z 20/04/22 2019 Dissertation Van der Westhuizen, TL 2019, Teachers' perceptions of involving different role-players in school-based vegetable gardens in resource-constrained contexts, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/76809> A2020 http://hdl.handle.net/2263/76809 en © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Health and food-related challenges Qualitative research Resource-constrained contexts Role-players in vegetable gardens School-based vegetable gardens Education theses SDG-02 Education theses SDG-03 Education theses SDG-04 Teachers' perceptions of involving different role-players in school-based vegetable gardens in resource-constrained contexts |
| title | Teachers' perceptions of involving different role-players in school-based vegetable gardens in resource-constrained contexts |
| title_full | Teachers' perceptions of involving different role-players in school-based vegetable gardens in resource-constrained contexts |
| title_fullStr | Teachers' perceptions of involving different role-players in school-based vegetable gardens in resource-constrained contexts |
| title_full_unstemmed | Teachers' perceptions of involving different role-players in school-based vegetable gardens in resource-constrained contexts |
| title_short | Teachers' perceptions of involving different role-players in school-based vegetable gardens in resource-constrained contexts |
| title_sort | teachers perceptions of involving different role players in school based vegetable gardens in resource constrained contexts |
| topic | UCTD Health and food-related challenges Qualitative research Resource-constrained contexts Role-players in vegetable gardens School-based vegetable gardens Education theses SDG-02 Education theses SDG-03 Education theses SDG-04 |
| url | http://hdl.handle.net/2263/76809 |