Matshidiso Joyce Taole
Biographic Data
| ID | 4499013 |
|---|---|
| NAME | Matshidiso Joyce Taole |
| GIVEN NAMES | Matshidiso Joyce |
| FAMILY NAME | Taole |
| SIGNATURE | TAOLE M J |
| AFFILIATIONS | University of South Africa |
| ORCID | 0000-0002-1398-7946 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Understanding professional development
This qualitative study examined Foundation Phase teachers’ understanding of professional development (PD) activities in District Circuit 5, Cluster 2, Gauteng West, South Africa. Anchored in an interpretivist paradigm and Adult Learning Theory, the research employed an exploratory design using semi-structured interviews with purposively selected teachers and Departmental Heads. The elicited findings were thematically analysed using Braun and Clar…
An examination of South African teachers' competency in inclusive education
Inclusive education is an educational philosophy that specifies that students with disabilities have to be educated alongside their same‐age peers to the maximum extent possible has garnered traction across the globe. Despite global calls to make inclusive education a means to advance educational equity for students with disabilities, many countries such as South Africa have struggled to make it a reality. Teachers report being unprepared and not…
Perspectives on Multigrade Teaching
Perspectives on Multigrade Teaching
Diversity and inclusion in rural South African multigrade classrooms
Inclusion and diversity are the important factors to consider in teaching contexts which aim to provide quality and relevant education to all learners. Teachers need to ensure that they design learning experiences that are responsive to learners’ individual differences and learning styles. This is particularly true in the multigrade context, where learners are at various age and ability levels. The study on which this article is based, aimed to e…
Multi-grade Teaching
Multi-grade teaching schools form the most neglected sector of the education system around the globe. As an important policy option for providing access to education for learners in remote areas multi-grade teaching needs to be recognized as such and be given the attention it deserves. However, achieving excellence in teaching and learning in rural contexts remains a challenge for teachers and other sectors of the educational change endeavors. Th…
Exploring Principals’ Role in Providing Instructional Leadership in Rural High Schools in South Africa
Effective leadership is the cornerstone of any education system. It can ensure the effective implementation and management of curriculum changes. Leadership by principals plays a critical role in motivating teachers and creating a culture of learning in the school. This article investigates the capacity of principals to provide instructional leadership at school level and the challenges they encounter in managing and implementing curriculum chang…
Multi-grade Teaching and Quality of Education in South African Rural Schools
This paper reports on an investigation into the experiences of educators in Multi-grade teaching in rural schools. The study employed the qualitative approach of data collection, using observations and interviews. The findings suggest that in South Africa there is no curriculum differentiation between multi-grade and mono-grade classes, as such all learners use similar textbooks regardless. In addition, the national curriculum is graded and lacks…
Diversity and inclusion in rural South African multigrade classrooms
Inclusion and diversity are the important factors to consider in teaching contexts which aim to provide quality and relevant education to all learners. Teachers need to ensure that they design learning experiences that are responsive to learners’ individual differences and learning styles. This is particularly true in the multigrade context, where learners are at various age and ability levels. The study on which this article is based, aimed to e…
Multi-grade Teaching and Quality of Education in South African Rural Schools
This paper reports on an investigation into the experiences of educators in Multi-grade teaching in rural schools. The study employed the qualitative approach of data collection, using observations and interviews. The findings suggest that in South Africa there is no curriculum differentiation between multi-grade and mono-grade classes, as such all learners use similar textbooks regardless. In addition, the national curriculum is graded and lacks…
Exploring Principals’ Role in Providing Instructional Leadership in Rural High Schools in South Africa
Effective leadership is the cornerstone of any education system. It can ensure the effective implementation and management of curriculum changes. Leadership by principals plays a critical role in motivating teachers and creating a culture of learning in the school. This article investigates the capacity of principals to provide instructional leadership at school level and the challenges they encounter in managing and implementing curriculum chang…
Multi-grade Teaching
Multi-grade teaching schools form the most neglected sector of the education system around the globe. As an important policy option for providing access to education for learners in remote areas multi-grade teaching needs to be recognized as such and be given the attention it deserves. However, achieving excellence in teaching and learning in rural contexts remains a challenge for teachers and other sectors of the educational change endeavors. Th…
Diversity and inclusion in rural South African multigrade classrooms
Inclusion and diversity are the important factors to consider in teaching contexts which aim to provide quality and relevant education to all learners. Teachers need to ensure that they design learning experiences that are responsive to learners’ individual differences and learning styles. This is particularly true in the multigrade context, where learners are at various age and ability levels. The study on which this article is based, aimed to e…
Perspectives on Multigrade Teaching
Perspectives on Multigrade Teaching
Understanding professional development
This qualitative study examined Foundation Phase teachers’ understanding of professional development (PD) activities in District Circuit 5, Cluster 2, Gauteng West, South Africa. Anchored in an interpretivist paradigm and Adult Learning Theory, the research employed an exploratory design using semi-structured interviews with purposively selected teachers and Departmental Heads. The elicited findings were thematically analysed using Braun and Clar…
An examination of South African teachers' competency in inclusive education
Inclusive education is an educational philosophy that specifies that students with disabilities have to be educated alongside their same‐age peers to the maximum extent possible has garnered traction across the globe. Despite global calls to make inclusive education a means to advance educational equity for students with disabilities, many countries such as South Africa have struggled to make it a reality. Teachers report being unprepared and not…
Psychology (5 works) · Computer Science (4 works) · Education Systems and Policy (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Qualitative research (4 works) · Teacher Education and Leadership Studies (4 works) · Collaborative Teaching and Inclusion (3 works) · Medical education (3 works) · Medicine (3 works)