Issue 1 (NCPDJE Vol.2)

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http://hdl.handle.net/11070/2145

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Browsing Issue 1 (NCPDJE Vol.2) by Author "Kapenda, Hileni M."

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    High school teachers’ perceptions on reflective practice in teaching at one selected school in Khomas region, Namibia
    (University of Namibia, 2015) Villet, Charmaine B.; Kapenda, Hileni M.; Simasiku, Limbo Enock
    This paper presents a case study of high school teachers’ perceptions on reflective practice in teaching at one selected school in the Khomas region. A qualitative approach was used in this study and fourteen teachers were purposefully selected to participate in the study. Three types of data tools were used to gather information, namely; the lesson observation schedule, the interview schedule and an open-ended questionnaire. The data from the questionnaire was thematically analysed. The views of the teachers on reflective practice were transcribed, analysed, and presented in the descriptive form and the data from classroom observations? The findings revealed that most teachers at the selected school were familiar with the concept of reflective practice and they used reflective journaling and reflective supervision. Based on the study findings, it can be concluded that the teachers had different views on reflective practice in teaching. The majority indicated that reflective practice is a crucial component of teaching and learning and should be incorporated in daily teaching, while few teachers were of the opinion that reflective practice takes time away from valuable teaching time and as such, it should not be a component of the teaching process. It is recommended that further studies are needed to get a broader view of teachers’ perceptions in Namibia on reflective practice.
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    Teachers’ understanding of the use of everyday contexts in the teaching of Mathematics at three selected urban junior secondary schools in Windhoek, Namibia
    (University of Namibia, 2015) Kapenda, Hileni M.; Kasanda, Choshi D.; Naweseb, Fillemon T.
    The primary aim of this study was to gain insight into how effectively BETD teachers used everyday contexts to facilitate a meaningful understanding of the Mathematics content by the learners. The study used a qualitative research approach conceptualized within a constructivist framework. Nine Mathematics teachers from three junior secondary schools were purposively selected for the study. The data were collected using questionnaires, and interviews with the teachers. The results revealed varying levels of integration and effectiveness of everyday contexts used by the teachers to facilitate meaningful conceptual understanding of mathematics by the learners. The findings suggested that preference of procedural mathematical skills over conceptual understanding impeded the effective integration of contextual teaching. The teachers also regarded the use of everyday contexts as time consuming. From this study, it can be concluded that the teachers had a clear understanding of the essence of contextual teaching of Mathematics and its advantages. Nonetheless, several factors seemed to affect their use of everyday contexts in the teaching of Mathematics. There is a need to change the perceptions of the Mathematics teachers toward the use of everyday contexts as a waste of time if teachers are to use everyday experiences in their Mathematics classrooms.