- ItemMoving beyond the tools : pre-service teachers' views on what they value in a digital literacy short course(AOSIS, 2021-06) Strydom, Sonja C.; Wessels, Helena; Anley, CaseyBackground: A digital literacies short course, rooted in a pedagogical model of authentic learning and mapped against the TPACK model, was conceptualised and implemented to enhance the existing digital literacies and technological pedagocial content knowledge of student teachers and to promote an awareness of technology-enhanced curriculum practices. Aim: In aiming to inform course improvement, our study interrogates student teachers’ perceptions of the aspects that they valued in the short course. Methods: Guided by social constructivism and situated within a qualitative paradigm, twenty-four 2nd and 3rd year Bachelor of Education (BEd) students who completed the course participated in three semi-structured focus group interviews whereby data was analysed by means of constant comparison analysis. Results: Findings suggest participants found value in authentic tasks and assignments as well as the process of knowledge creation. They did, however, differ in their views of the purpose and aim of such a course. Conclusion: This study contributes to the gap in South African research and the growing South African interest in preparing teachers in adopting technology-enhanced practices and curriculum changes in schools, and argues that standardised theoretical training courses ignoring psycho-socio-cultural factors and individual differences should be reconsidered.
- ItemArchitects of recovery from alcohol misuse : narrative exploration of coaching employed professionals(Oxford Brookes University, 2020-08) Solheim, Thobias; Albertyn, Ruth M.Recovery coaching is a lesser-recognised support service to individuals who pursue recovery from addiction. This narrative inquiry research explored the experiences of recovery coaches working with employed professionals in recovery from alcohol misuse. Findings indicate that recovery coaches work in the field of recovery, not addiction and that they were credentialed by their skills as a coach. Recovery coaching may be a useful service to professionals in recovery. Insight into perspectives of coaches regarding goals, processes, challenges and outcomes of recovery provides enhanced understanding of how coaching can facilitate employed professionals to become architects of their own recovery.
- ItemThe vulnerable insider : navigating power, positionality and being in educational technology research(Routledge, 2021) Tshuma, NompiloThis article reflects on the tensions I encountered as an insider researcher during a qualitative study exploring academics’ integration of educational technology in a South African higher education institution. While critical qualitative approaches acknowledge research participants’ vulnerability to the researcher’s interpretation and presentation of their experiences, this article reflects on researcher vulnerability engendered by my insider status. Through a critical ethnographic lens, I reflexively interrogate the shifting nuances of power, positionality and being in educational technology research with regard to: (1) the struggle to adopt a colonialist methodology in a context still reeling from colonial legacies; (2) sensitively negotiating conflicting role requirements as a researcher, an employee and a PhD student in the same institution; (3) reflecting on the ‘politics of the gaze’ and how my insider status influenced what data I collected and how I perceived it; and (4) grappling with the tensions inherent in attempting to represent the experiences of the Other through my own.
- ItemNegotiating co-ownership of learning in higher education : an underexplored practice for adult learning(Taylor & Francis, 2019) Owusu-Agyeman, Yaw; Fourie-Malherbe, MagdaAdults who enrol in higher education institutions (HEIs) often have contributions that could serve in enhancing the planning and implementation of their programmes. Importantly, while terms such as active learner engagement and knowledge co-creation dominate adult learning discussions, there are unanswered questions pertaining to how adult learners negotiate co-ownership of their learning. The current empirical study explores the relevant factors that could enhance adult learners’ involvement in negotiating co-ownership of learning in a higher education setting. A mixed method of gathering and analysing data from adult learners (n = 200) was followed. While structural equation modelling (SEM) served as the quantitative data analysis method, codes, categories and themes developed from the focus group discussions and interviews were used to analyse the qualitative data. The study revealed that negotiating co-ownership of learning among adult learners in HEIs is influenced by the level of engagement and adult learners’ acquisition of relevant core knowledge and skills. The authors discuss the implications of the results by reflecting on the pluses of negotiating co-ownership of learning at the institutional and classroom levels while also showing how the lack of these provisions could hinder effective learning among adult learners.
- ItemThe invisible support networks of doctoral candidates : what acknowledgement sections of doctoral theses reveal(HESA, 2021) Leshem, S.; Bitzer, E.Although some argue that acknowledgement sections should not form part of doctoral theses, others welcome such sections and are of the opinion that they reflect original and personal contributions, constituting a neglected genre. Previous research on acknowledgement texts have focused more on their linguistic characteristics as related to the academic writing of theses. The present study, however, inquired into acknowledgement sections from a social support perspective. The aim of the study was to bring to light the dimension of the social milieu and its importance in supporting doctoral students in successfully achieving their doctorate. More specifically, the study sought to investigate the role of “significant others” in the academic success of doctoral students as reflected in the genres of acknowledgement in doctoral theses by analysing such texts from 30 completed doctoral theses in South Africa and Israel. Follow-up interviews with graduates assisted to probe deeper into the meaning of the texts. Although limited in nature, the study found that, based on who doctoral graduates acknowledge, several role-players and supporters seem to contribute to doctoral success. This includes family members, friends, colleagues, study supervisors, funders and university administrators. What also became clear was that doctoral candidates rely mainly on psycho-social forms of support and that particular kinds of such support are crucial at different stages of the doctoral journey. Acknowledgement studies confirm the doctoral research process as an activity stream that integrates the personal, the interpersonal and the institutional to reveal the mostly hidden, but very important, influences on the doctorate.