Browsing by Author "Thusi, Nisi"
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Item A practical representation of NFT pedagogy in a learning environment(2020-07-03) Thusi, Nisi; Costa, KingAdvanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT.Item A Theoretical Discourse of Queen Nonesi of Abathembu: A Pioneer Woman Leader Brought Back to Memory(2023-10-25) Ngcetane-Vika, Thelela; Thusi, Nisi; Costa, KingQueen Nonesi of abaThembu was one of the outstanding women leaders from amongst the Xhosa people during the difficult days of the colonial epoch. She led her people with bravery and fortitude, during those turbulent times. She was also able to save her people from losing their land more than once, through her negotiation and diplomatic skills. She died in 1880 at the age of 65 after leading her people for almost 40 years. Thus, a juxtaposition of the current narrative on women leadership against the portrayal of her life history and leadership acumen, tenacity and intentionality warrants the foregoing research question: Can Queen Nonesi be celebrated as a champion of women leadership by contemporary African women as they seek to assert their God-given right to lead? Using a narrative synthesis hinged upon Ubuntu philosophy, this piece is the first of a sequel that focusses on Southern Women Leaders and their impact on contemporary leadership strategies. This study holds several significant implications. Firstly, it aims to shed light on the historical contributions of women leaders from the Xhosa people, challenging the dominant narrative that often overlooks or marginalizes their roles. By highlighting Queen Nonesi's achievements, the study seeks to foster a greater appreciation for the leadership capabilities of African women. Secondly, the study seeks to inspire contemporary African women who are striving to assert their right to lead. By examining Queen Nonesi's leadership qualities and strategies, the research aims to provide valuable insights and lessons that can inform and empower women leaders today. Lastly, the study's utilization of Ubuntu philosophy as a guiding framework offers a unique perspective on leadership. By emphasizing the communal aspects of leadership and the interconnectedness of individuals, the research aims to promote a more inclusive and collaborative approach to leadership in contemporary African contexts.Item Experiences of First Year University Students Regarding Institutional Mentoring Programme during COVID-19 Outbreak: A Qualitative Evidence Synthesis(2022-06-05) Thusi, NisiUniversities had to ensure that students were well supported during the COVID-19 pandemic. Over the years, peer mentors have provided one-on-one psychosocial support to first-year students. Following the outbreak of COVID-19, it became difficult to provide face-to-face assistance. As a result, new forms of communities, networks, and interactions, that student can develop and participate in, emerged to cope with the crisis. The problem is that students encounter unexpected challenges from the moment they arrive at university, owing to the substantial shift in roles and complex responsibilities that comes with being a student at a university. The purpose of this study is to investigate students’ first-year experiences during the COVID-19 outbreak so as to provide insights that could be useful for institutional policy and practice. The study was undertake a Qualitative Evidence Systematic Review, which is a summary of research literature focused on a single subject that claims the role of systematic reviews in evidence-based practices. A qualitative meta-synthesis was conducted using the PICO framework (Population/Place; Intervention; Comparator; Outcome) so as to seek to answer the question: “What are the experiences of first-year university students regarding the institutional mentoring programme during the Covid-19 Outbreak?” Articles were critically reviewed for eligibility using the PRISMA flow diagram, with relevance screening and duplicate removal using the CASP assessment tool. This is a method that allows the researcher to evaluate data both deductively and interpretively to better understand phenomena. In total fifteen articles were selected for this study; they were chosen through purposive sampling and then subjected to thematic analysis. The findings of this study are expected to add to the existing body of knowledge on the first-year university student experience.Item Graphical presentation of Lived Experiences of Educators in relation to CPTD within the Johannesburg West District High Schools(2020-07-18) Thusi, Nisi; Costa, KingContinuing Professional Teacher Development (CPTD) is empowerment and enhancement of professionalism and competence of Educators within the education system, whether public or private sector. The Department of Basic Education implemented a standardized CPTD program throughout the schooling system, which is monitored and managed by a statutory body known as SACE (South African Council of Educators). This study sought to describe lived experiences of educators in relation to implementation of CPTD in Johannesburg West District. The study was designed within the interpretivist paradigm, employing phenomenology as a strategy of inquiry. 10 educators were selected purposively for interviews, which were recorded with permission of participants. The recording was critical for demonstration of member checking and audit trail required for rigor determination in qualitative research. Through thematic data analysis, the study generated three themes in pursuit of answering the research question, which were (1) Mentorship Vacuum, (2) Dis-interest and inertia and (3) Leadership Support. Whereas the first two themes report the negative experiences educators have had with CPTD, the last them reflected that participants had some form of leadership support.Item Integrated Continuing Professional Teacher Development (CPTD) Model(2020-12-31) Thusi, Nisi; Costa, KingCPTD (Continuing Professional Teacher’s Development) is the method of recording and reporting the skills, qualifications and knowledge acquired by teachers when they work. The purpose of this model is to present a holistic and integrated approach to current initiatives of educator development. This approach connects efforts of the Basic Department of Education, which is the custodian and regulator of educator development in South Africa. The model is made up of 4 Tiers or levels which sequentially feed into each other in a progressive manner. The first Tier represents the fundamental principles of CPTD at the Department of Basic Education. The aim is to constantly improve the quality of teaching and learning by empowering, motivating and training educators using a standardised CPTD programme. The second Tier ensured that the principles set by the Department of Basic Education are advanced through a statutory body within the sector, known as South African Council of Educators (SACE). There is mandate is monitor and manage the CPTD system as the core function to enhance the teaching profession in South Africa. In order to uphold the educator/ teaching profession, SACE prescribes that each educator produce a Personal Development Plan (PDP) file as part of the CPTD system and Portfolio of Evidence (PoE). This PoE provides evidence for the three-year development cycle, with accumulation of required CPTD points. This process of collection and maintenance of professional development points is stored in an Integrated Quality Management System (IQMS), an electronic/computer system managed directly from the SACE offices. The system is access control and login details are provided by SACE to educators who complete. More details about the outcomes of the CPTD programme are discussed under Tier 4.Item Intergrating Dale’s and Bloom’s Theory into NFT as a Pedagogy for Teaching Accounting to Non-Financial Students(2020-06-29) Costa, King; Thusi, NisiAdvanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. This includes e-learning in addition to the face-to-face teaching that is customarily used in teaching . While teachers are still an authority figure in a student-centered teaching model, they both play an equally active role in the learning process. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. Linguistically diverse, cultural backgrounds and the familiarity with the expected standards have profound effects on teaching methods.Item Introducing NFT Model as a pedagogy using Dale’s and Bloom’s Taxonomy: A complementary tool for learning instruction(2020-07-02) Thusi, Nisi; Costa, KingAdvanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. This includes e-learning in addition to the face-to-face teaching that is customarily used in teaching . While teachers are still an authority figure in a student-centered teaching model, they both play an equally active role in the learning process. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. Linguistically diverse, cultural backgrounds and the familiarity with the expected standards have profound effects on teaching methods. Students must frequently engage in collaborative learning activities such as selecting, organizing, locating, synthesizing and using relevant information sources to construct meaning about some particular knowledge. Such activities have been assumed to lead to higher levels of knowledge acquisition and learning. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT. The researcher implemented the NFT pedagogy in an academic setting to non-financial student in a period of 12 months and observed positive results. The researcher anticipates that the findings of this study will contribute to the enhancement of both teaching-learning and assessment process, which hopefully will uplift the learner to learn at a deeper level in a manner that incorporates small-group learning, achieve higher grades, retain information longer, acquire greater communication and teamwork skills, and gain a better understanding of the module.Item Lived experiences of Educators in relation to CPTD within the Johannesburg West District High Schools(2020-07-15) Costa, King; Thusi, NisiContinuing Professional Teacher Development (CPTD) is empowerment and enhancement of professionalism and competence of Educators within the education system, whether public or private sector. The Department of Basic Education implemented a standardized CPTD program throughout the schooling system, which is monitored and managed by a statutory body known as SACE (South African Council of Educators). This study sought to describe lived experiences of educators in relation to implementation of CPTD in Johannesburg West District. The study was designed within the interpretivist paradigm, employing phenomenology as a strategy of inquiry. 10 educators were selected purposively for interviews, which were recorded with permission of participants. The recording was critical for demonstration of member checking and audit trail required for rigor determination in qualitative research. Through thematic data analysis, the study generated three themes in pursuit of answering the research question, which were (1) Mentorship Vacuum, (2) Dis-interest and inertia and (3) Leadership Support. Whereas the first two themes report the negative experiences educators have had with CPTD, the last them reflected that participants had some form of leadership support.