VVOB, the EduBROn research group from the University of Antwerp and the Free State Department of Education (FSDOE) are currently conducting a longitudinal research project on the relation between teacher professional development, school and class factors and learning outcomes. The research focuses on 41 schools across the Free State. 1756 Grade 6 mathematics learners and 121 teachers participated in the baseline survey. A second data collection with teachers only will be organized at the end of 2016 and a third collection with learners and teachers in 2017.
Preliminary findings show that few teachers create a learning environment that encourages deep learning. Deep learning includes processing the information critically, relating prior knowledge to new knowledge, and paying much attention to the understanding of the learning content. Research has identified positive relations between deeper processing and higher academic achievements, although these findings may not automatically be valid in the South African context. Deep learning includes processing the information critically, relating prior knowledge to new knowledge and focusing on understanding the learning content.
The aim of this study was to investigate in more depth why teachers don’t focus on deep learning in their teaching. The main research question was: 'How can teachers be encouraged to create a learning environment that encourages deep learning in mathematics?'
We conducted twelve in-depth interviews with intermediate phase teachers in four schools in Lejweleputswa and made some observations in workshops with teachers and district officials.
Three elements were identified that encourage teachers to create a learning environment that encourages deep learning: removing/handling external obstacles, supporting action research among teachers and improving school support systems (see figure 1).
Teachers experience several external obstacles that hold them back to create a learning environment that encourages deep learning. One obstacle is the language as the language of instruction switches from Sesotho in the Foundation Phase (Grade 1, 2, 3) to English in the Intermediate Phase (Grade 4, 5, 6).
They are doing Maths in their mother tongue. But (...) grade 4 is just the, the first stage. And others they grasp during their last term. So it is too much for them (...). And so we are having struggling with what, to understand the problems. So at the end, that affects their results. (sic, C12-Ta)
Another obstacle is time management. The interviewed teachers refer to a high workload due to planning and correcting tasks. They also experience a shortage of time in class, pointing to CAPS and to frequent losses of teaching time. Thirdly, teachers struggle to support deep learning in classes with 40 to 50 learners. They blame a lack of resources and feel that they don't have enough knowledge, skills and experience.
Action research makes teachers more aware of the positive impact of deep learning methods on attitudes and learning outcomes of their learners. It also supports teachers to put the theory on deep learning into practice. Action research can stimulate cooperation among teachers, improve their sense of empowerment and increase their ownership of change. In an action research cycle, teachers reflect on the impact of their teaching, plan interventions, try them out and reflect on their effect. Those teachers who focused on creating a learning environment that encourages deep learning did action research and described a high feeling of teacher agency in contrast to teachers who focused more on surface learning.
So everything that I implement, it brings, it brings change. (...) These learners are now eager to learn. They, they, they find mathematics, euh, not that difficult subject as it has been till. (...) And they will say: Maths is fun. So can we go and do mathematics? (...) Are we, euh, ready to come and solve any problem? Yes, Mam. So they, they have changed their attitude towards mathematics. (sic C11-Tb)
Thirdly, strengthening support systems through leadership and management can help teachers to focus more on deep learning. Such systems can help them to handle the obstacles, to do action research and to establish a supportive professional environment. The support should involve teachers actively, inspire them through group discussions and encourage teacher agency. One such support system is Professional Learning Communities (PLCs). In PLCs teachers can work together to improve their practice and engage in action research.
Especially for mathematics. You need to meet other people. Talk, discuss. They open your eyes to see. This thing, I did not know how to go about it. But when talking to others. I really, really, it's so... It's very important. (sic, C15-Tb)
The following recommendations to encourage teachers to create a learning environment that encourages deep learning were formulated. Stimulating teachers to engage in action research and improving school-based support systems can help them to promote deep learning with their learners. Capacity building of teachers and district officials should deal with these perceived obstacles. This may include focusing on activities that can be done with large class sizes, using low-cost materials and introducing techniques for most efficient time management. Because of its focus on the use of data, critical reflection and continuity, action research fit well within the nation-wide promotion of school-based PLCs.
This research was carried out by Sarah De Raedt as part of her work to obtain a Bachelor in Intercultural management at CIMIC in Mechelen, Belgium.
