Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
A teacher-to-teacher intervention on school-based vegetable gardens to support resilience
Thesis (PhD (Educational Psychology))--University of Pretoria, 2021.
Saved in:
| Other Authors: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
University of Pretoria
2021
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613493604122624 |
|---|---|
| access_status_str | Open Access |
| author2 | Ferreira, Ronel |
| author_browse | Ferreira, Ronel |
| author_facet | Ferreira, Ronel |
| collection | Thesis |
| dc_rights_str_mv | © 2019 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 | Thesis (PhD (Educational Psychology))--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/82973 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:01.683Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| 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:2263/82973 A teacher-to-teacher intervention on school-based vegetable gardens to support resilience Ferreira, Ronel chambaticleo@gmail.com Ebersohn, L. (Liesel) Chambati, Cleopatra Nyarai UCTD Asset-based approach Food Intake and Resilience Support: Gardens as Taught by Educators (FIRST-GATE) project Ozer’s model of potential effects of school garden programmes Participatory Reflection and Action (PRA) Vulnerable school-communities Education theses SDG-02 Education theses SDG-03 Education theses SDG-04 Thesis (PhD (Educational Psychology))--University of Pretoria, 2021. The purpose of this study was to explore how the implementation and outcome of a teacher-to-teacher intervention on school-based vegetable gardens can support resilience in vulnerable communities. The study forms part of the Food Intake and Resilience Support: Gardens as Taught by Educators (FIRST-GATE) research project. The FIRST-GATE project followed on the Supportive Teachers Assets and Resilience (STAR) and Supporting Home Environments in Beating Adversity (SHEBA) projects, where teachers and volunteers had been initiating and participating in school-based projects in support of the psychosocial well-being of vulnerable school-communities. The current study provided a platform for teachers to share practical guidelines and experiences with peer teachers on how to establish and sustain successful schoolbased vegetable gardens. Interpretivism served as the philosophical basis of the study and I followed a Participatory Reflection and Action (PRA) methodological approach. I selected a multiple case study research design. The conceptual framework is based on Ozer’s model of potential effects of school garden programmes and the asset-based approach. A convenient and purposive sample of 37 teacher-participants (of which some were principals and deputy principals) from the nine schools in the Eastern Cape Province that formed part of the FIRST-GATE project took part in PRA data generation activities. In addition, I utilised observation-as-context-of-interaction, visual strategies (PRA-based posters and photographs), field notes and a reflective journal for data generation and documentation purposes. Following an inductive thematic analysis, I identified three main themes with related sub-themes. The identified themes relate to the value of being involved in a teacherto- teacher intervention, unexpected positive outcomes (resilience) of school-based vegetable gardens in school-communities, and challenges experienced during the teacher-to-teacher intervention project. Findings of the research acknowledge that, through engagement, the teachers were able to share knowledge, skills and resources with others, gaining from the experiences of peers who work in similar context. As such, the current study contributes to the discourse on resilience in discussing the outcomes and benefits of the FIRST-GATE teacher-to-teacher intervention on schoolbased vegetable gardens in support of vulnerable school-communities. The study further contributes to the field of Educational Psychology by providing an example of an intervention that may be undertaken in collaboration with schools, to support vulnerable school-communities. es2026 Educational Psychology PhD (Educational Psychology) Unrestricted SDG-02: Zero hunger SDG-03: Good health and well-being SDG-04: Quality education 2021-12-06T12:59:32Z 2021-12-06T12:59:32Z 2022-05-01 2021-11-11 Thesis The purpose of this study was to explore how the implementation and outcome of a teacher-to-teacher intervention on school-based vegetable gardens can support resilience in vulnerable communities. The study forms part of the Food Intake and Resilience Support: Gardens as Taught by Educators (FIRST-GATE) research project. The FIRST-GATE project followed on the Supportive Teachers Assets and Resilience (STAR) and Supporting Home Environments in Beating Adversity (SHEBA) projects, where teachers and volunteers had been initiating and participating in school-based projects in support of the psychosocial well-being of vulnerable school-communities. The current study provided a platform for teachers to share practical guidelines and experiences with peer teachers on how to establish and sustain successful school-based vegetable gardens. Interpretivism served as the philosophical basis of the study and I followed a Participatory Reflection and Action (PRA) methodological approach. I selected a multiple case study research design. The conceptual framework is based on Ozer’s model of potential effects of school garden programmes and the asset-based approach. A convenient and purposive sample of 37 teacher-participants (of which some were principals and deputy principals) from the nine schools in the Eastern Cape Province that formed part of the FIRST-GATE project took part in PRA data generation activities. In addition, I utilised observation-as-context-of-interaction, visual strategies (PRA-based posters and photographs), field notes and a reflective journal for data generation and documentation purposes. Following an inductive thematic analysis, I identified three main themes with related sub-themes. The identified themes relate to the value of being involved in a teacher-to-teacher intervention, unexpected positive outcomes (resilience) of school-based vegetable gardens in school-communities, and challenges experienced during the teacher-to-teacher intervention project. Findings of the research acknowledge that, through engagement, the teachers were able to share knowledge, skills and resources with others, gaining from the experiences of peers who work in similar context. As such, the current study contributes to the discourse on resilience in discussing the outcomes and benefits of the FIRST-GATE teacher-to-teacher intervention on school-based vegetable gardens in support of vulnerable school-communities. The study further contributes to the field of Educational Psychology by providing an example of an intervention that may be undertaken in collaboration with schools, to support vulnerable school-communities. A2022 http://hdl.handle.net/2263/82973 en © 2019 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 Asset-based approach Food Intake and Resilience Support: Gardens as Taught by Educators (FIRST-GATE) project Ozer’s model of potential effects of school garden programmes Participatory Reflection and Action (PRA) Vulnerable school-communities Education theses SDG-02 Education theses SDG-03 Education theses SDG-04 A teacher-to-teacher intervention on school-based vegetable gardens to support resilience |
| title | A teacher-to-teacher intervention on school-based vegetable gardens to support resilience |
| title_full | A teacher-to-teacher intervention on school-based vegetable gardens to support resilience |
| title_fullStr | A teacher-to-teacher intervention on school-based vegetable gardens to support resilience |
| title_full_unstemmed | A teacher-to-teacher intervention on school-based vegetable gardens to support resilience |
| title_short | A teacher-to-teacher intervention on school-based vegetable gardens to support resilience |
| title_sort | teacher to teacher intervention on school based vegetable gardens to support resilience |
| topic | UCTD Asset-based approach Food Intake and Resilience Support: Gardens as Taught by Educators (FIRST-GATE) project Ozer’s model of potential effects of school garden programmes Participatory Reflection and Action (PRA) Vulnerable school-communities Education theses SDG-02 Education theses SDG-03 Education theses SDG-04 |
| url | http://hdl.handle.net/2263/82973 |