Research in Social Sciences and Technology https://ressat.org/index.php/ressat <p><em><strong>Research in Social Sciences and Technology (RESSAT)</strong></em> is an international journal that aims to publish scholarly work in the social sciences, technology, and their impact on education. The journal publishes original research articles, review articles, editorials, and book reviews.</p> <p>&nbsp;The RESSAT is an open access journal, with free access for each visitor. The journal uses an online submission system to ensure the international visibility and the rigid peer review process.&nbsp;</p> <p>The overarching goal of the journal is to disseminate origianl research findings that make significant contributions to different areas of social sciences and technology with emphasis on education. The aim of the journal is to promote the work of academic researchers in social sciences, education and technology.</p> <p><strong>Focus and Scope</strong></p> <p><img src="/public/site/images/btarman/2018_v3_issue_31.png" width="266" height="385"></p> <p>The topics related to this journal include but are not limited to:</p> <ul> <li class="show"><em>General Education</em></li> <li class="show"><em>History</em></li> <li class="show"><em>Geography</em></li> <li class="show"><em>Philosophy</em></li> <li class="show"><em>Law&nbsp;</em></li> <li class="show"><em>Economic</em></li> <li class="show"><em>Political Science</em></li> <li class="show"><em>Sociology. criminology. demography</em></li> <li class="show"><em>Communication and Culture</em></li> <li class="show"><em>Educational Assessment and Evaluation</em></li> <li class="show"><em>Intercultural Communication</em></li> <li class="show"><em>International and Comparative Education</em></li> <li class="show"><em>Transnationalism in Education</em></li> </ul> en-US <p>This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International license (<a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" rel="noopener">https://creativecommons.org/licenses/by/4.0/</a>).&nbsp;&nbsp;</p> btarman@gmail.com (Bulent Tarman) support@openednetwork.com (IT Specialist) Mon, 31 Oct 2022 00:00:00 +0000 OJS 3.1.1.4 http://blogs.law.harvard.edu/tech/rss 60 Environmental Education in South African Schools: The Role of Civil Society Organizations https://ressat.org/index.php/ressat/article/view/651 <p>Environmental education (EE) is an integrated component of the South African Curriculum and Assessment Policy Statement (CAPS) document. Pro-EE civil society organisations are actively involved in the implementation of EE policies in schools. The roles played by civil society organisations contribute to the trajectory of practical environmental programmes. This study adopted an interpretive paradigm, a qualitative approach, and a phenomenological design anchored on Bronfenbrenner's philosophical view of human development. One Pro-EE civil society organisation and two respondents were purposefully sampled. Semi-structured interviews and documents were tools employed to collect qualitative data and results were analysed thematically. The study revealed that Pro-EE civil society organisations play a pivotal role which includes; equipping learners to live sustainably, teachers’ professional development, policy formulation, and implementation that actualizes the CAPS document's objectives. The study recommended that the South School Act be amended to make EE&nbsp; policy mandatory. The department of basic education (DBE) should provide sufficient resources to Pro-EE civil society organisations to expand Eco-Schools project-based initiatives in schools regardless of the geographical location.</p> Benjamin Damoah, Emmanuel Olusola Adu ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://ressat.org/index.php/ressat/article/view/651 Fri, 14 Oct 2022 21:56:32 +0000 Teacher Educator Reflections on Preparing First Year Pre-Service Teachers for School-Based Work Integrated Learning in An Online Learning Environment https://ressat.org/index.php/ressat/article/view/665 <p>Due to the COVID 19 pandemic in 2020 and 2021, higher education institutions were forced to embark on online teaching and learning. This came at a point where the entire teacher fraternity was not prepared for this shift from traditional face-to-face interaction to virtual learning. This qualitative, exploratory study was undertaken as a comparative analysis of the teaching, learning and facilitation experiences of three Teacher Educators. The focus was on teacher educators who engaged in a formal online teacher training program with first year pre-service teachers enrolled on the Bachelor of Education qualification.&nbsp; Data was collected from the Teacher Educators in the form of interviews and reflective reports prepared at the conclusion of the 2021 academic year.&nbsp; The data was thematically analysed to distil common lessons, challenges and points for the 3 Teacher Educators with the intention of learning from and improving on practice.&nbsp;&nbsp; The paper addressed three research questions which guided the study and presents the researchers findings in the areas of student access to the learning platform; knowledge transfer from online lectures to practical application in the form of portfolio of evidence and the alignment between theory and practice. Recommendations include using a hybrid approach to preservice teacher preparation; using formative and summative assessment in making a judgement on competence and mastery and re-focussing student feedback as reflective essays.</p> Yolanda Nondumiso Mpu, Karin Hackmack, Irene Roy ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://ressat.org/index.php/ressat/article/view/665 Sun, 16 Oct 2022 21:21:18 +0000 Teachers’ Pedagogical Content Knowledge in Technical Schools: The Case of Domestic Installation and Wiring Teaching https://ressat.org/index.php/ressat/article/view/661 <p>Domestic installation and wiring are still a concern among the secondary central district schools of Johannesburg. Students reach the to Grades 11 and 12 with signs of inadequate knowledge on the domestic installation and wiring concepts taught in 10. This is a qualitative research study involving six electrical technology teachers from schools within the central district of Johannesburg, South Africa. The teachers were purposively selected to take part in the study. The pedagogical content knowledge construct was used as a theoretical framework to underpin the study. Data were collected using face-to-face interviews with the teachers and by observing the classroom when teachers were teaching domestic installation and wiring concepts. Data were analyzed using verbatim quotes for face-to-face interviews and descriptively for classroom observations. Findings of the study revealed that teachers are being negatively affected by lack of resources and of adequate training. The study recommends that more resources be sought so that teachers can fully teach the practical component with ease and confidence. Recurrent refresher training events are also recommended for teachers to keep up with the electrical technology concept.</p> Mqondiso Blayi, Ndlelehle Skosana, Samuel Khoza ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://ressat.org/index.php/ressat/article/view/661 Sun, 16 Oct 2022 21:40:16 +0000 A Trajectory towards a Culture of Quality: A Phenomenological Study of an Open Distance Learning University in South Africa and in China https://ressat.org/index.php/ressat/article/view/667 <p>Over the past few years we have witnessed immense advancements of technology which challenge conventional teaching methodologies. Through an international staff exchange program that was attended over a period of two weeks, this paper compares two distance education universities from two culturally diverse continents; Africa and Asia, more specifically, a distance university in China and an open distance and e-Learning university in South Africa. This paper focuses on supporting students through quality assurance by reflecting on both distance-learning institutions and generated data by means of field notes and observations that took place during presentations. It is argued that effective and quality teaching and learning cannot occur without tightened quality control measures in a course. Arguably, if teaching and learning is quality controlled, success and throughput rates would improve. The findings in this paper indicate that an enabling environment that caters for quality assurance activities to be implemented on a continuous basis needs to be effected. Distance learning institutions need to move towards a culture of quality and by doing this they need to tailor their student support not just to produce graduates at end of a cohort but to produce quality graduates needed for the ever-evolving and rapidly transforming information and communication technologies. This paper concludes with recommendations for distance education institutions to move towards a trajectory of a culture of quality. It is argued that an environment that is conducive for quality assurance activities is needed for an effective culture of quality to ensue.</p> Kershnee Sevnarayan ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://ressat.org/index.php/ressat/article/view/667 Tue, 18 Oct 2022 13:12:21 +0000 The Effects of Emotional Intelligence on Teachers’ Classroom Performance: A Case of Primary Schools in Southeast Region of Botswana https://ressat.org/index.php/ressat/article/view/660 <p>The purpose of the study was to examine the effects of emotional intelligence (EI) on teachers’ performance in Southeast Region primary schools in Botswana. The research methodology applied was mixed methods. The target group consisted of 300 teachers from 16 primary schools in Botswana's Southeast Region. The participants were chosen using a simple random sampling procedure. Seventy (70) out of 300 teachers comprising both males and females with years of work experience ranging from less than 2 to more than 10 were used as the sample in the study.&nbsp; The 9-layered model of the EI pyramid was used as the theoretical framework for the study. The pragmatism paradigm was used to blend qualitative and quantitative research approaches to arrive at trustworthy conclusions about the effects of EI on teacher performance in primary schools in Botswana's Southeast Region. The findings of the study revealed that primary school teachers in the Southeast Region of Botswana require EI skills to enhance their performance, improve their attitudes towards&nbsp;their instructional practices, and apply appropriate ways of assisting and encouraging struggling learners and colleagues. The findings also indicated a link between teachers' EI and academic performance.&nbsp;</p> Tshireletso Philemon Kgosiemang, Samuel Dumazi Khoza ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://ressat.org/index.php/ressat/article/view/660 Tue, 29 Nov 2022 10:37:26 +0000 Navigating the Contemporary Rites of Passage: A Typology of STEM Professional Identity Transition https://ressat.org/index.php/ressat/article/view/676 <p>Anchored upon a renewed rites of passage perspective, this study employs a narrative inquiry to understand how professional identities are enacted, developed, negotiated, and reconstructed among final year STEM undergraduates in Malaysia. While professional identities are largely studied within the workplace or organisational context, there is limited knowledge of how students make sense of their professional identities during their study. To address this gap, this study explores the dilemmas and dreams of twenty-four final year STEM undergraduates as they were at the critical juncture of transition towards their first full-time career.&nbsp; While the participants shared a common experience of STEM professional identity formation during their childhood and adolescent phases of life, there were variations in how individuals negotiated their professional identities as they reached the crossroads upon university enrolment and graduation. In navigating the liminal phase of uncertainties, negotiation strategies included defending and rethinking STEM professional identities while balancing identities in work and non-work roles. Towards the reconstruction phase, a process of redefining, affirming, and securing STEM professional identity takes place as individuals make sense of their roles and place in the communities. The narrative findings illustrate contemporary dynamics of societal expectations, structural forces and personal agency that facilitate STEM professional transitions.&nbsp;&nbsp; The study also adds insights into emerging discourses surrounding STEM education and talent retention strategies among the contemporary STEM workforce.</p> Yit Sean Chong, Ai Hwa Quek ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://ressat.org/index.php/ressat/article/view/676 Fri, 09 Dec 2022 21:49:16 +0000