Issue 1 (NCPDJE Vol.1)

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http://hdl.handle.net/11070/2170

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Browsing Issue 1 (NCPDJE Vol.1) by Subject "Teaching"

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    Challenges of large class teaching at the university: Implications for continuous staff development activities
    (University of Namibia, 2013) Iipinge, Sakaria M.
    Class size is a major concern to any educational system. At university, a class of any size (small or large) appears to be an acceptable norm. However, when classes are too large, they are considered to contribute some complex challenges related to the teaching and learning process. Whether the class is big or small, instructors are expected to teach and assess students effectively. This paper presents a general reflection on the author's personal experiences with teaching two large classes at undergraduate level at a university. The paper aims at sharing this personal account of experiences with fellow educators who may find themselves in similar situations of teaching and assessing large groups of students at any level of education. Although what constitutes a large class has been a subject of debate in literature, the author adopts from previous authors to define "a large class as one in which characteristics and conditions present themselves as inter-related and collective constraints that impede meaningful teaching and learning'~ Therefore, in the context of this paper, this meaning is adopted as a working standard that sets the parameters of the discussion of the concept of a 'large class ~ Furthermore the paper is based on the critical reflective practices and experiences as the author draws most of the evidence based on narrative practices and principles. A narrative representation of the author is found to be the most appropriate method of telling this experience.
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    Crtitical reflective teaching practice: enhancing teachers' consciousness of their teaching
    (University of Namibia, 2013) Luwango, Luiya; Schafer, Marc
    This paper emphasises the aspects that teachers should critically focus on when reflecting on their teaching practices. The paper emerged from a case study that was conducted in three secondary schools in Rundu- northern Namibia. Critical reflective teaching involves thought and action, and it raises teachers' consciousness pertaining to what they do. Through critical reflective practice, teachers scrutinize their beliefs and knowledge of the subject and their practice, through purposeful thoughtfulness. The selection of the three participants was based on their rich practical professional knowledge and exemplary teaching practices as evidenced. Interviews focused on 'when, what, how and why these selected teachers reflected critically on their practice. Data collection and analysis were done through an interpretive approach. Interviews and document analyses were the two research tools used for data collection and triangulation. Interpretations of the findings were validated through member checking where participants verified the interpretations made of their interview respectively.