UKZN Teacher Development Studies (TDS) Discipline on the Pietermaritzburg campus recently hosted the first Teacher Development Studies Postgraduate (PG) Conference.
The purpose of the Conference was to initiate collaboration between UKZN and the Teacher Development uMgungundlovu District of the KwaZulu-Natal (KZN) Department of Education (DoE) and afford TDS master’s students the opportunity to present the key findings of their studies to the Teacher Development District officials.
Dr Jaqueline Naidoo, the TDS Coordinator and Academic Leader for master’s studies said, ‘It is hoped that discussion of the key findings and insights highlighted by TDS master’s students will promote collaboration between UKZN and Teacher Development uMgungundlovu District officials, who play a crucial role in shaping the future of the education landscape.’
This TDS PG Conference underscores the importance of collaboration between universities and the KZN DoE as discussions have the potential to inform future decisions and initiatives, which ultimately benefit teachers, students and communities at large.
‘It is hoped that together, UKZN and the Teacher Development uMgungundlovu District reaffirm our commitment to advancing education through research, collaboration and innovation,’ added Naidoo.
The Acting Dean and Head of the School of Education, Professor Vitalis Chikoko highlighted that the Conference ‘is important to link the work we are doing in Teacher Development Studies at UKZN and what is happening in schools, within the context of quality education, the 4th Industrial Revolution and developing 21st century knowledge and skills in teachers and students.’
Naidoo said the participants highlighted how the COVID-19 pandemic influenced their teaching strategies, as well as professional relationships with learners and their emotions, resulting in teachers being stressed, overloaded and detached from their pupils.
As a result, the COVID-19 pandemic exacerbated some schools’ lack of resources and digital divide. For instance, one study highlighted that teachers played the “blame game”, attributing insufficient time for curriculum coverage and multi-graded teaching for learners’ lack of knowledge on the COVID-19 pandemic. Another study found that teachers set low order test and examination questions to make things easy for them and their learners.
Studies centred on the importance of mentoring and induction of novice teachers and principals, as well as placing emphasis on creating space for Professional Learning Communities (PLCs) to share knowledge and skills to enhance teaching practices were recommended.
‘Mr Thembinkosi Nene’s study showcased the important role of principals to create spaces for school-based professional development and empower teachers,’ Naidoo added.
