Interventions to Enhance English Teachers’ Participation in the Scholarship of Teaching and Learning: Kalahari Circuit English as a Second Language Teachers’ Voices
Abstract
The paucity of English teachers in Namibia’s research output as well as practicing the scholarship of teaching and learning has been noticed and noted. Therefore, the purpose of this study is to evaluate the views of English teachers in the Kalahari Circuit in the ||Kharas Region in Namibia on the effect of an intervention to enhance their willingness to conduct research and publish. The study used a questionnaire to collect qualitative and quantitative biographical data from the participants. The quantitative data were analysed using simple description while qualitative data were analysed using Renner and Tylor-Powell’s five steps for analysing narratives. The study revealed that, after participating in the research workshop, English teachers showed confidence to conduct research and publish their work. Furthermore, the participants suggested that the workshop should include all teachers, who need support from the agents in education. It was also found that the duration of the workshop should be extended and resources should be availed to teachers to conduct research for publication. The study recommended that this training should be rolled out to other regions while broadening the target scope.
References
Ahmad, A., & Rehman, M. U. (2023). Importance and necessity of research in education and its characteristics: An analytical study in the light of Shariah. Journal of Positive School Psychology, 298-306.
Archer, M. (1996). Culture and Agency, the place of culture in social theory. Cambridge University Press.
Banda, D. (2016). Eradicating gender biasness from teacher education programs: An African perspective. Conference Paper presented at Educon 2016.
Beane, R. J., Altermatt, E. R., Iverson, E. R., & Macdonald, R. H. (2020). Design and impact of the national workshop for early career geoscience faculty. Journal of Geoscience Education, 68(4), 345-359.
Bertram, C., & Christiansen, I. (2014). Understanding research: An introduction to reading research. Van Schaik.
Boughey, C. (2012). The significance of structure, culture and agency in supporting and developing student learning at South African universities. Alternative Access to Higher Education: Underprepared Students or Underprepared Institutions, 61-87.
Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton University Press.
Brink, H., van der Walt, C., & van Rensburg, G. (2018). Fundamentals of research methodology for healthcare professionals (4th ed.). Juta.
Canning, J., & Masika, R. (2020). The scholarship of teaching and learning (SoTL): The thorn in the flesh of educational research. Studies in Higher Education, 47(6), 1084–1096. https://doi.org/10.1080/03075079.2020.1836485
Carter, K., & Aulette, J. (2016). Publish, don’t perish: Ten tips. English Teaching Forum. https://americanenglish.state.gov/files/ae/resource_files/etf_54_1_pg20-28.pdf
Clark, S., Porath, S., Thiele, J., & Jobe, M. (2022). What is action research for classroom teachers. Action Research.
Erba, B. H. (2013). The practice and challenges in conducting action research: The case of Sululta secondary school [Master’s thesis, Institute of Educational Research, Addis Ababa University].
Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowan and Littlefield Publishers.
Hawke, L. D., Darnay, K., Relihan, J., Khaleghi‐Moghaddam, M., Barbic, S., Lachance, L., Ben-David, S., Brown, M., Iyler, S., Chaim, G., Soklaridis, S., Kidd, S. A., Halsall, T., Mathias, S., & Henderson, J. (2020). Enhancing researcher capacity to engage youth in research: researchers’ engagement experiences, barriers and capacity development priorities. Health Expectations, 23(3), 584-592.
Hutchings, P., Huber, M. T., & Ciccone, A. (2011). The scholarship of teaching and learning reconsidered: Institutional integration and impact (Vol. 21). John Wiley & Sons.
Iitula, L. K., & Hamakali, H. P. S. (2017). Investigating language teachers’ willingness to conduct research and publish in academic journals. IJRDO - Journal of Social Science and Humanities Research, 2(2), 33-53. https://doi.org/10.53555/sshr.v2i2.585
Kapur, R. (2018). Significance of Research in Education. University of Delhi Journal, 1-10.
Kumar, R. (2014). Research methodology: A step-by-step guide for beginners (4th ed.). Sage Publications.
Kusuma, A. A. I. R. S., Santosa, M. H., & Myartawan, I. P. N. W. (2020). Exploring the influence of blended learning method in English recount text writing for senior high school students. JET (Journal of English Teaching), 6(3), 193-203.
Ministry of Education, Arts and Culture. (2016). The national curriculum for basic education. Namibian Institute for Educational Development (NIED).
Ministry of Education, Arts and Culture. (2020). National Senior Secondary Certificate Advanced Subsidiary (NSSCAS) English as second language syllabus. Namibian Institute for Educational Development (NIED).
Özgenel, M. & Mert, P. (2019). The role of teacher performance in school effectiveness. International Journal of Education Technology and Scientific Researches, 4(10), 417–434. https://doi.org/10.35826/ijetsar.42
Pardede, P. & Purnamasari, A. (2021). Pre-service EFL Teachers and Faculty Members’ Views on the Challenges and Complexities of Online Research Supervision amid COVID-19. Journal of English teaching, 7(3), 315-328. DOI: https://doi.org/10.33541/jet.v7i3.3370
Perines, H. (2021). Educational Research Training in Teacher Training Programs: The Views of Future Teachers. International Education Studies, 14(1), 76-85.
Renner, M., & Taylor-Powell, E. (2003). Analyzing qualitative data. Programme Development & Evaluation, University of Wisconsin-Extension Cooperative Extension, 1-10.
Shawa, L. B. (2020). Advancing the scholarship of teaching and learning using learning theories and reflectivity. CEPS Journal, 10(1), 191-208.
Shikalepo, E. (2021). Basics of Education Research: A Qualitative Perspective. Microwade Publishing Press.
Shulman, L. S. (2011). The scholarship of teaching and learning: A personal account and reflection. International Journal for the Scholarship of Teaching and Learning, 5(1). https://doi.org/10.20429/ijsotl.2011.050130
Singhal, A. (2007). Entertainment media and social change discourses: Lessons from Peru, Mexico, and South Africa. Brown Journal of World Affairs, 13(2), 259-269.
Slemming, F. (2019). Developing agency in a writing centre context: A social realist interpretation. Stellenbosch Papers in Linguistics Plus, 57, 149-168.
Sopandi, W., & Handayani, H. (2019, January). The impact of workshop on implementation of read-answer-discuss-explain-and-create (RADEC) learning model on pedagogic competency of elementary school teachers. In 1st International Conference on Innovation in Education (ICoIE 2018) (pp. 7-11). Atlantis Press.
Sudewi, P. W., & Fadilah, N. (2023). Second Graders' Perception of Audio Visual Use in Teaching Listening Skills at SMP Negeri 3 Majene. Journal of English Teaching, 9(1), 98-107.
Talvio, M., Berg, M., Litmanen, T., & Lonka, K. (2016). The benefits of teachers’ workshops on their social and emotional intelligence in four countries. Creative Education, 7(18), 2803-2819. https://doi.org/10.4236/ce.2016.718260
Tierney, A. (2020). The scholarship of teaching and learning and pedagogic research within the disciplines: Should it be included in the research excellence framework? Studies in Higher Education, 45(1), 176–186. https://doi.org/10.1080/03075079.2019.1574732
Trigwell, K. (2013). Evidence of the impact of scholarship of teaching and learning purposes. Teaching and Learning Inquiry, 1(1), 95-105.
University of Namibia. (2013). Research Ethics Policy, Regulations and Guidelines. University of Namibia
- View 41 times Download 41 times pdf
Copyright (c) 2024 JET (Journal of English Teaching)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyrights for articles published in JET are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.