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Supporting professional development of in-service educators teaching English in a multi-language environment
Dissertation (MEd (Learning Supp Guid and Counselling))--University of Pretoria, 2022.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2023
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| _version_ | 1867613651313098752 |
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| access_status_str | Open Access |
| author2 | Aluko, Folake Ruth |
| author_browse | Aluko, Folake Ruth |
| author_facet | Aluko, Folake Ruth |
| collection | Thesis |
| dc_rights_str_mv | © 2022 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 (Learning Supp Guid and Counselling))--University of Pretoria, 2022. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/89089 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:30.899Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| 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:2263/89089 Supporting professional development of in-service educators teaching English in a multi-language environment Aluko, Folake Ruth cassie.willers@gmail.com Ooko, Mary Willers, Casandra UCTD In-service professional development English language Distance education Multilingual environment Additional language Dissertation (MEd (Learning Supp Guid and Counselling))--University of Pretoria, 2022. Language is a contentious issue in South African history and although changes have been made regarding the language policies in education, more needs to be done to ensure that the language needs of learners and educators are being met. This study explores the developmental needs of educators working in multilingual environments where the language of instruction is English. Language teaching methodologies are explored – pertaining to the methods and strategies educators use when teaching. The six participants were purposively selected from educators working at a multilingual school based on their experience and the subjects they teach. The qualitative study took the form of a single case study where the participants were involved in a focus group interview, an individual interview and then two educators were selected to have an observation lesson to determine their developmental needs as based on their experiences in a multilingual environment. Following the data collection process, the data was analysed using inductive analysis where no pre-determined themes were used but rather were drawn from the data sets collected. It became clear that the participants were willing to engage in developmental opportunities that could develop their English proficiency, provided the focus of such programmes would enable them to function more optimally in the classroom and enable them to teach their respective subjects in a way that would benefit their learners. The participants felt that they needed to be consulted in the planning phase of such in-service development programmes and believed that their teaching context should be considered when preparing materials for such courses. There was a preference shown for face-to-face, in-service training opportunities. The sampled participants felt that their needs could best be met by online learning platforms which personalise learning more, as they viewed this as being able to cater best to meet their developmental needs. These afford them the opportunity to engage with the content, receive feedback and add meaningfully to their portfolio. The format in which educators receive their training would be a mediating factor to determine their willingness to participate. It is clear that educators are willing to develop their proficiency in English, but that multiple factors impact this and need to be investigated further. This should be on a much-larger scale to be able to make impact where they are needed. Educational Psychology MEd (Learning Supp Guid and Counselling) Unrestricted 2023-02-02T09:34:43Z 2023-02-02T09:34:43Z 2023-04 2022 Dissertation * A2023 https://repository.up.ac.za/handle/2263/89089 en © 2022 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 In-service professional development English language Distance education Multilingual environment Additional language Supporting professional development of in-service educators teaching English in a multi-language environment |
| title | Supporting professional development of in-service educators teaching English in a multi-language environment |
| title_full | Supporting professional development of in-service educators teaching English in a multi-language environment |
| title_fullStr | Supporting professional development of in-service educators teaching English in a multi-language environment |
| title_full_unstemmed | Supporting professional development of in-service educators teaching English in a multi-language environment |
| title_short | Supporting professional development of in-service educators teaching English in a multi-language environment |
| title_sort | supporting professional development of in service educators teaching english in a multi language environment |
| topic | UCTD In-service professional development English language Distance education Multilingual environment Additional language |
| url | https://repository.up.ac.za/handle/2263/89089 |