Papers by Nadine Petersen
South African Journal of Higher Education, 2010
This article focuses on the experiences of women academics at a South African university, histori... more This article focuses on the experiences of women academics at a South African university, historically an enclave of male domination. The study employed an interpretative research methodology and utilised in-depth, semi-structured interviews as data collection method. The constant comparative method of data analysis was used to construct categories that captured recurring themes and patterns. The findings of this research denote both positive and negative experiences of women academics at the Rand Afrikaans University (RAU). Positives include the lessening of visible, overt discrimination and the advantage of flexible working hours. Negative experiences include the double workload of women academics, their ambivalent feelings about academia and its impact on their reactions and behaviour. The article concludes with a number of possible recommendations for all role-players in the academic arena.
Asia-pacific Journal of Teacher Education, Apr 18, 2023
South African Journal of Education, Feb 28, 2022
South African Journal of Childhood Education
Background: Despite large-scale interventions aimed at developing literacy skills, children’s rea... more Background: Despite large-scale interventions aimed at developing literacy skills, children’s reading competence levels in South Africa continue to remain an area of concern. In addition, the need to prepare learners for the increased demands of a fast-changing world of learning and working is gaining attention in educational policy and practice.Aim: Using a qualitative multi-site case study research design, the authors aimed to explore teachers’ understanding and enactment of scripted literacy lessons that are designed to promote 21st-century competencies.Setting: Five Grade 1 teachers were selected from four schools, three of which are in peri-urban and the other in a township area.Methods: Data were generated in two phases across three teaching cycles. In the first phase, lessons were observed and recorded on video. The second phase consisted of stimulated recall interviews (SRIs) in which teachers commented on their recorded lessons.Results: The findings showed that when teacher...
The Teacher Educator, 2021
Routledge eBooks, May 27, 2022
South African Journal of Childhood Education
Background: The measures imposed to curb the spread of the coronavirus disease 2019 (COVID-19) pa... more Background: The measures imposed to curb the spread of the coronavirus disease 2019 (COVID-19) pandemic in early 2020 meant that many higher education institutions (HEIs) had to shift rapidly to remote teaching and learning (RTL). Given the unique demands of teacher education programmes, the question of the extent to which RTL and similar modes of teaching and learning are suited to the preparation of primary school teachers to teach in South African schools is an important one.Aim: The aim of the study was to explore the experiences and perceptions of teacher educators (TEs) towards this rapid shift to RTL.Setting: The study took place in one department in a faculty of education in an urban South African university.Methods: This study took the form of a qualitative case study. Data was gathered by means semistructured individual interviews and focus group discussions.Results: Firstly, it was found that mixed responses to the change to RTL at the outset gave way to a general consens...
Routledge eBooks, May 27, 2022
Glimpses into Primary School Teacher Education in South Africa, 2020
Tables 2.1 Differences between high-income contexts and LMICs 2.2 Factors involved in a systemic ... more Tables 2.1 Differences between high-income contexts and LMICs 2.2 Factors involved in a systemic approach to TPD together with the relevant principles 3.1 Status of COL's Teacher Futures programme by country as of March 2020 5.1 Learning-design principles, emerging themes and associated activities 6.1 Details of data collection 6.2 Codes to categories to themes 7.1 Summary of the Life Design activities 13.1 Changes in assessment of the taught curriculum during COVID-19
South African Journal of Childhood Education, 2016
This study set out to explore primary school principals’ instructional leadership. The study addr... more This study set out to explore primary school principals’ instructional leadership. The study addressed a key issue in the school improvement literature, pertaining to the curriculum leadership of principals. The literature is not entirely clear about which leadership characteristic is more likely to produce the most favourable outcomes in terms of improved learner outcomes, in other words, how the curriculum has been implemented and how leadership in this regard has been effected. The article argues that robust training and development in instructional leadership practices become necessary to support school leaders in this regard. In South Africa, based on numerous reports of poor learner outcomes in schools, we question whether principals possess the necessary skills required to lead and manage curriculum in schools. In this article, the views of five principals, who have completed the Advanced Certificate in Education: School Leadership and Management (ACESLM) programme, are exami...
Educational Management Administration & Leadership, 2009
As globalization of the world economy continues unabated, a parallel growth of globalization of k... more As globalization of the world economy continues unabated, a parallel growth of globalization of knowledge is also taking place. This latter trend is little affected by the boundaries between developed and less developed countries and is having a particular impact on trends in education. This article looks at the impact of globalization within the context of education in South Africa. It focuses on different perspectives of globalization and identifies key factors that may have an impact on education in South Africa. Finally, it argues that in order to respond to the dangers of marginalization posed by globalization it will be crucial to form, and be part of, new alliances and networks. These will both provide opportunities for sharing knowledge and skills and also build economic strength.
South African Journal of Higher Education, 2000
Abstract: The academic staff development process we report on in this article was conducted from ... more Abstract: The academic staff development process we report on in this article was conducted from a transformational learning perspective with nursing educators responsible for the implementation of a new first-year curriculum in nursing colleges in Gauteng. In this staff ...
Issues in Educational Research, Jun 19, 2021
Many rural children in South Africa are subjected to social isolation, poor quality schooling and... more Many rural children in South Africa are subjected to social isolation, poor quality schooling and other related challenges, which impacts their growth and development and access to post-school educational opportunities. Well-functioning boarding schools offer a solution but research in South Africa is still in its infancy. Using the theoretical frame of liminality, in a qualitative case study, the authors explore the influence of a well-functioning boarding school on the social and academic development of a socioeconomically disadvantaged rural male learner. Data from interviews, observations, progress reports and open-ended questionnaires were analysed using content analysis procedures and interpreted for evidence of possible shifts, tensions, and challenges. The findings confirm that while the young man benefitted both academically and socially, the confluence of liminal spaces in his transition from a rural background to boarding school, resulted in ongoing tensions that prolonged his state of liminality. We discuss the consequences hereof for his transition and its implications for our roles as researchers and development agents involved in the intervention.
South African Journal of Childhood Education, 2021
This study aimed to explore foundation phase teachers' views of the involvement of male caregiver... more This study aimed to explore foundation phase teachers' views of the involvement of male caregivers in the education and development of young children. Setting: The paper reports on the qualitative phase of a mixed methods study conducted in three township schools near Johannesburg. Methods: Focus group interviews involving a sample of 17 foundation phase teachers were conducted in three schools. An iterative coding process within a generic qualitative data analysis approach was carried out to articulate overarching ideas and themes. Results: The results highlight how teachers' taken-for-granted gendered assumptions about the roles of females and males in the education and development of foundation phase children and about the children's care arrangements influence how they communicate with parents, unconsciously alienating male caregivers. Conclusion: Although teachers had not considered the role of male caregivers in the early years of children's education, they acknowledged that such an undertaking would be beneficial to the learners and the school. Therefore, the authors argue for training aimed at capacitating foundation phase teachers with the essential competencies necessary to galvanise and increase meaningful involvement of male caregivers in the education of learners in pre-service and inservice teacher professional development.
NWU Self-Directed Learning Series, 2020
Perspectives in Education, 2020
This article reports on the mentoring of foundation phase teachers and their development of disci... more This article reports on the mentoring of foundation phase teachers and their development of disciplinary-specific knowledge, particularly how the practicum provides a space for mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) for student teachers, given the generalist knowledge base of many primary school teacher mentors. Data were collected through semi-structured interviews with two Grade 2 mentors and focus group interviews with 12 third-year student teachers in an urban university setting. A two-step process of analysis comprising open-ended coding, followed by a form of deductive coding, within a framework derived from literature on the development of MCK and MPCK, led to two main findings. Firstly, mentors might have hindered student teachers’ development of MCK and MPCK, thus affecting the building of comprehensive conceptual models of good mathematics teaching practice. Secondly, the efficacy of the university-led training for mentors ...
Service-Learning and Educating in Challenging Contexts, 2012
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Papers by Nadine Petersen