Maite Modiba
Biographic Data
| ID | 3466148 |
|---|---|
| NAME | Maite Modiba |
| GIVEN NAMES | Maite |
| FAMILY NAME | Modiba |
| SIGNATURE | MODIBA M |
| AFFILIATIONS | University of Johannesburg |
| ORCID | 0009-0001-9610-0297 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Fifty years of teacher education in South Africa: Towards systematic learning and social transformation
The article tracks key moments in teacher education policy and curriculum in South Africa from the 1970s to the present day. Political and social features of education in each decade are outlined, from a racialised and fragmented system of teacher education, to the imagining of alternatives, and the imperative for educational transformation. The article pays special attention to the role of teacher education in a national agenda of social reconst…
The state of the field of curriculum studies in Zimbabwe: Perspectives of Researchers
The paper reports on a study that was conducted to explain the state of Curriculum Studies in Zimbabwe from 2004 to 2014. Data were collected from 51 articles published in three local education journals and semi-structured interviews with 18 authors selected through convenient, purposive and stratified sampling, across three academic staff categories of professor, senior lecturer and lecturer. Issues focused on in the articles, the manner in whic…
Perspectives and discourses on teaching evaluations in a South African university
The paper reports on a study that explored selected lecturers' perspectives and discourses on a university's Student Evaluation of Teaching (SET) policy in South Africa; particularly what the policy prioritised in terms of purpose and evaluation processes. It also reports on the lecturers' reflections on the additional questions they included in the self-designed evaluation tools. A questionnaire, informal group conversations, and extended observ…
Democratising knowledge through action research: Theoretical reflections and challenges in the field
The article reflects on ways in which the use of participatory action research (PAR) in a study to improve the teaching of English as a second or additional language, promoted knowledge democracy. In the article, we pay special attention to how nine Senior Phase/Junior Secondary (Grade 7–9) school-teachers of English as a second or additional language, together with two researchers/the authors, reflected and identified factors that needed to be e…
Perceptions of Zimbabwean School Girls and their Teachers on the Extent to Which the School Curriculum for Girls Correlates with their Career Choices
The study explored teachers’ perceptions of the degree of association between the curriculum followed by Zimbabwean secondary school girls and their career aspirations or choices. A sample size of 40 participants comprising 20 secondary school teachers and an equal number of Sixth Form girls participated in the study. The sample was conveniently and purposively selected from eight schools in the Central Masvingo District of Zimbabwe. The study ad…
Theory and practice in in-service teacher learning: Teachers’ reconceptualisation of curriculum in history lessons
This paper reports on the findings of a qualitative interpretive study that was undertaken to determine how in-service teachers at Great Zimbabwe University were able (or not) to translate a theory that they were exposed to into practice during history lessons. Drawing on a range of data, the study explored how the teachers, who were purposively sampled, reconceptualised curriculum through their pedagogical practices during lessons. Teacher’s utt…
Understanding classroom practice: Ethnographic reflection as a methodological tool for professional development
To identify the possibilities for collaborative professional development; a research-driven model was adopted to assist an English First Additional Language teacher to appreciate how he could teach effectively by using an approach that takes into account the students' culture. Using critical observation and stimulated recall discussion, this study examined how his teaching addressed the requirements of the curriculum policy. Evidence points to a …
Government and educational reform: Policy networks in policy-making in Zimbabwe, 1980–2008
This paper reflects on the key actors in education policy making in Zimbabwe. It looks at the contextual complexities that characterized policy-making in this country to make sense of the contestations that the state had to confront and accommodate. The policy network approach is employed as an analytical framework to clarify how, in particular non-state actors, have had an impact (or not) on educational governance through influences on policy. P…
An Evaluation of the Gender Sensitive Nature of Selected Textbooks in the Zimbabwean Secondary School Curriculum
The aim of the study was to evaluate the gender sensitivity and balance of selected textbooks in the Zimbabwean school curriculum. An evaluation instrument was designed to evaluate the books and focus group interviews were carried out with a purposive and gender stratified sample of students. The data management and analysis procedures adopted covered both the content and discourse analyses of selected history text books in addition to the interp…
I just do as expected’. Teachers’ implementation of Continuous Assessment and challenges to curriculum literacy
This paper reports on a study that clarifies the nature and scope of the challenges experienced by primary school teachers in Swaziland when using Continuous Assessment (CA) as a tool to improve teaching and learning. Through the use of classroom observations and stimulated recall interviews, we sought to understand the significance of the choices they made to meet the requirements of the prescribed lesson objectives. Their accounts of the assess…
Teachers' understanding of a Kenyan identity as a basis for their teaching strategies
This article uses data obtained through semi-structured interviews to explore the explanations of the teaching strategies provided by secondary-school teachers of history in Kenya. They had to teach the subject to promote a Kenyan identity based on respect for the ‘varied cultures’ within the country. Their explanations reveal what they considered important to implement successfully this aim of the syllabus. The argument is that, contrary to what…
The relationship and interpretation of clothing behaviour and identity of African South African women in the corporate world in Gauteng and KwaZulu-Natal (South Africa)
This study addresses the relationship between the clothing behaviour and identity of African South African women in the corporate world, with reference to black identity and Western style of clothes. Central to these two issues the study tried to focus on the factors which may have an influence on the clothing behaviour of African South African women. Clothing as communication and factors which influence people's clothing behaviour were also cove…
Distance teacher education in South Africa: A critical analysis of pedagogical assumptions
I just do as expected’. Teachers’ implementation of Continuous Assessment and challenges to curriculum literacy
This paper reports on a study that clarifies the nature and scope of the challenges experienced by primary school teachers in Swaziland when using Continuous Assessment (CA) as a tool to improve teaching and learning. Through the use of classroom observations and stimulated recall interviews, we sought to understand the significance of the choices they made to meet the requirements of the prescribed lesson objectives. Their accounts of the assess…
Theory and practice in in-service teacher learning: Teachers’ reconceptualisation of curriculum in history lessons
This paper reports on the findings of a qualitative interpretive study that was undertaken to determine how in-service teachers at Great Zimbabwe University were able (or not) to translate a theory that they were exposed to into practice during history lessons. Drawing on a range of data, the study explored how the teachers, who were purposively sampled, reconceptualised curriculum through their pedagogical practices during lessons. Teacher’s utt…
Government and educational reform: Policy networks in policy-making in Zimbabwe, 1980–2008
This paper reflects on the key actors in education policy making in Zimbabwe. It looks at the contextual complexities that characterized policy-making in this country to make sense of the contestations that the state had to confront and accommodate. The policy network approach is employed as an analytical framework to clarify how, in particular non-state actors, have had an impact (or not) on educational governance through influences on policy. P…
Distance teacher education in South Africa: A critical analysis of pedagogical assumptions
The relationship and interpretation of clothing behaviour and identity of African South African women in the corporate world in Gauteng and KwaZulu-Natal (South Africa)
This study addresses the relationship between the clothing behaviour and identity of African South African women in the corporate world, with reference to black identity and Western style of clothes. Central to these two issues the study tried to focus on the factors which may have an influence on the clothing behaviour of African South African women. Clothing as communication and factors which influence people's clothing behaviour were also cove…
Teachers' understanding of a Kenyan identity as a basis for their teaching strategies
This article uses data obtained through semi-structured interviews to explore the explanations of the teaching strategies provided by secondary-school teachers of history in Kenya. They had to teach the subject to promote a Kenyan identity based on respect for the ‘varied cultures’ within the country. Their explanations reveal what they considered important to implement successfully this aim of the syllabus. The argument is that, contrary to what…
An Evaluation of the Gender Sensitive Nature of Selected Textbooks in the Zimbabwean Secondary School Curriculum
The aim of the study was to evaluate the gender sensitivity and balance of selected textbooks in the Zimbabwean school curriculum. An evaluation instrument was designed to evaluate the books and focus group interviews were carried out with a purposive and gender stratified sample of students. The data management and analysis procedures adopted covered both the content and discourse analyses of selected history text books in addition to the interp…
I just do as expected’. Teachers’ implementation of Continuous Assessment and challenges to curriculum literacy
This paper reports on a study that clarifies the nature and scope of the challenges experienced by primary school teachers in Swaziland when using Continuous Assessment (CA) as a tool to improve teaching and learning. Through the use of classroom observations and stimulated recall interviews, we sought to understand the significance of the choices they made to meet the requirements of the prescribed lesson objectives. Their accounts of the assess…
Understanding classroom practice: Ethnographic reflection as a methodological tool for professional development
To identify the possibilities for collaborative professional development; a research-driven model was adopted to assist an English First Additional Language teacher to appreciate how he could teach effectively by using an approach that takes into account the students' culture. Using critical observation and stimulated recall discussion, this study examined how his teaching addressed the requirements of the curriculum policy. Evidence points to a …
Government and educational reform: Policy networks in policy-making in Zimbabwe, 1980–2008
This paper reflects on the key actors in education policy making in Zimbabwe. It looks at the contextual complexities that characterized policy-making in this country to make sense of the contestations that the state had to confront and accommodate. The policy network approach is employed as an analytical framework to clarify how, in particular non-state actors, have had an impact (or not) on educational governance through influences on policy. P…
Perceptions of Zimbabwean School Girls and their Teachers on the Extent to Which the School Curriculum for Girls Correlates with their Career Choices
The study explored teachers’ perceptions of the degree of association between the curriculum followed by Zimbabwean secondary school girls and their career aspirations or choices. A sample size of 40 participants comprising 20 secondary school teachers and an equal number of Sixth Form girls participated in the study. The sample was conveniently and purposively selected from eight schools in the Central Masvingo District of Zimbabwe. The study ad…
Theory and practice in in-service teacher learning: Teachers’ reconceptualisation of curriculum in history lessons
This paper reports on the findings of a qualitative interpretive study that was undertaken to determine how in-service teachers at Great Zimbabwe University were able (or not) to translate a theory that they were exposed to into practice during history lessons. Drawing on a range of data, the study explored how the teachers, who were purposively sampled, reconceptualised curriculum through their pedagogical practices during lessons. Teacher’s utt…
Democratising knowledge through action research: Theoretical reflections and challenges in the field
The article reflects on ways in which the use of participatory action research (PAR) in a study to improve the teaching of English as a second or additional language, promoted knowledge democracy. In the article, we pay special attention to how nine Senior Phase/Junior Secondary (Grade 7–9) school-teachers of English as a second or additional language, together with two researchers/the authors, reflected and identified factors that needed to be e…
Fifty years of teacher education in South Africa: Towards systematic learning and social transformation
The article tracks key moments in teacher education policy and curriculum in South Africa from the 1970s to the present day. Political and social features of education in each decade are outlined, from a racialised and fragmented system of teacher education, to the imagining of alternatives, and the imperative for educational transformation. The article pays special attention to the role of teacher education in a national agenda of social reconst…
The state of the field of curriculum studies in Zimbabwe: Perspectives of Researchers
The paper reports on a study that was conducted to explain the state of Curriculum Studies in Zimbabwe from 2004 to 2014. Data were collected from 51 articles published in three local education journals and semi-structured interviews with 18 authors selected through convenient, purposive and stratified sampling, across three academic staff categories of professor, senior lecturer and lecturer. Issues focused on in the articles, the manner in whic…
Perspectives and discourses on teaching evaluations in a South African university
The paper reports on a study that explored selected lecturers' perspectives and discourses on a university's Student Evaluation of Teaching (SET) policy in South Africa; particularly what the policy prioritised in terms of purpose and evaluation processes. It also reports on the lecturers' reflections on the additional questions they included in the self-designed evaluation tools. A questionnaire, informal group conversations, and extended observ…
Pedagogy (10 works) · Sociology (9 works) · Mathematics education (7 works) · Psychology (7 works) · Curriculum (6 works) · Political science (6 works) · Global Educational Policies and Reforms (5 works) · Teacher Education and Leadership Studies (5 works) · Educator Training and Historical Pedagogy (4 works) · Politics (4 works)