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Browsing Articles by Author "Maphosa, Cosmas"

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    Examining the Ideal 21st Century Teacher-education Curriculum
    (2014) Maphosa, Cosmas; Mashau, Takalani Samuel
    In this paper the researchers argue that socio-economic and technological changes in the world today have serious implications on the type of a teacher who should be found in the classrooms in the 21st century. Exposing children to teachers who have not been trained to deal with changes in the outer world is tantamount to having wrong men and women in charge of learners in the ever-changing world. In the paper we interrogate the ideal 21st teacher education curriculum in training a modern day teacher. The researchers examine the changes in the 21st century socio-political, economic and technological environment and how it demands a responsive teacher education curriculum. The researchers further explore the aims of education in the ideal 21st century teacher education curriculum. The researchers also examine content, teaching approaches and assessment techniques consistent with the modern day teacher education curriculum. In the light of issues raised in the discussions, recommendations are made.
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    Facilitation of learning in the University : What really makes an effective University Teacher?
    (2014) Mashau, Takalani Samuel; Maphosa, Cosmas
    Discourse on effective teaching and learning has changed remarkably from the traditional transmission model to the modern transformative model of teaching. In the present paper, the researchers engage in a critical examination of elements that constitute an effective university teacher. The researchers examine the purpose of teaching in the university and explore the concept “effective teaching” in the university by addressing issues related to understanding (of the) subject matter, basing facilitation of learning on learning theories, and the use of different and appropriate facilitation techniques. The importance of student-centered learning, reflective practice, assessment, andragogy and use of information and communication technologies (ICTs) to ensure learning effectiveness is also explained. The researchers conclude that an effective teacher in the university is one who engages in scholarly teaching and recommend vibrant continuous professional development programs in universities to ensure that university teachers are equipped with knowledge, skills and values necessary for effective teaching