Mathematics education lecturers’ experiences in supervising online teaching practice lessons: An Ubuntu approach
DOI:
https://doi.org/10.38140/ijer-2025.vol7.1.09Keywords:
CODeL university, teaching practice, pre-service teachers, Ubuntu pedagogy , online supervisionAbstract
This study documents mathematics education lecturers' experiences supervising pre-service teachers’ lesson presentations in various schools across South Africa to maximise their support. The convergent conversation focuses on the lived experiences of ten mathematics education lecturers during an online teaching practice at an Open Distance and e-learning (ODeL) university. This qualitative case study draws on Ubuntu pedagogy, which promotes positive community relations grounded in the principles of collaboration, cooperation, coordination, interdependence, and kindness within the techno-educational landscape. Data were collected using semi-structured interviews and classroom observations. The study explores fostering a collaborative culture through innovative approaches to enhance lesson presentations, benefiting future in-service teachers and learning environments. The findings shed light on the significance of cultivating a culture of collaboration among mentor teachers and pre-service teachers to enhance pedagogical strategies and ultimately improve techno-educational outcomes. The findings reveal that overcrowded classrooms and insufficient teaching resources impede effective instruction and learning; resource constraints underscore fundamental inefficiencies in educational planning and infrastructure, while insufficient support from mentor teachers and lecturers constrains the professional growth of pre-service teachers. Other challenges relate to inadequate ICT integration and unstructured lesson planning. These challenges may be mitigated through the implementation of well-structured pre-session interactions with pre-service teachers. The practical implications emphasise the significance of reflective practice in educational research, particularly for insider researchers. Effective pedagogical mentoring and the amalgamation of domain expertise with instructional methodologies embody Ubuntu's principles of guidance and communal knowledge.
References
Aguboshim, F. C. (2021). Adequacy of sample size in a qualitative case study and the dilemma of data saturation: A narrative review. World Journal of Advanced Research and Reviews, 10(3), 180–187. https://doi.org/10.30574/wjarr.2021.10.3.0277
Bhengu, M. J. (2006). Ubuntu: The global philosophy for humankind. Mowbray: Lotsha Publications.
Bhuda, M. T., Maditse, M., & Mgoduka, S. (2024). Students and transition from face-to-face to online learning in South African higher education institutions: Lessons from COVID-19. Journal of Educational Studies, 87-108. https://doi.org/10.59915/jes.2024.si2.5
Blackwood, A. (2018). Transformative learning: Improving teachers’ cultural competency through knowledge and practice of Ubuntu. Unpublished PhD dissertation, University of Central Florida.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cohen, L. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W., & Creswell, J. D. (2018). Research design. Van Schaik.
Davids, M. N., Van Wyk, M., Jojo, Z. M., Taole, M. J., Sethusha, M., & Prins, K. (2023). The feasibility of digitalising teaching practice through mobile app development: Supervisors' reactions. International Journal of Information and Communication Technology Education, 19(1), 1-15. http://doi.org/10.4018/IJICTE.324717
Deci, E., & Ryan, R. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Douglas, H. (2022). Sampling techniques for qualitative research. In M. R. Islam, N. A. Khan, & R. Baikady (Eds.), Principles of social research methodology. Springer. https://doi.org/10.1007/978-981-19-5441-2_29
Fletcher, T., & Kosnik, C. (2016). Pre-service primary teachers negotiate physical education identities during the practicum. Education, 44, 556–565. https://doi.org/10.1080/03004279.2016.1169486
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111, 8410–8415. https://doi.org/10.1073/pnas.1319030111
Harju, A., & Åkerblom, A. (2017). Colliding collaboration in student-centred learning in higher education. Studies in Higher Education, 42, 1532–1544.
Kang, E., & Hwang, H. J. (2023). The importance of anonymity and confidentiality for conducting survey research. Journal of Research and Publication Ethics, 4(1), 1-7.
Lea, S. J., Stephenson, D., & Troy, J. (2003). Higher education students’ attitudes to student-centred learning: Beyond ‘educational bulimia’? Studies in Higher Education, 28, 321–331. https://doi.org/10.1080/03075070309293
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. San Francisco, CA: Wiley.
Mhlanga, D., & Moloi, T. (2020). COVID-19 and the digital transformation of education: What are we learning on 4IR in South Africa? Education Sciences, 10(7), 180. https://doi.org/10.3390/educsci10070180
Moloi, T. J., & Matabane, M. E. (2020). Reimagining the sustainable and social justice mathematics classrooms in the fourth industrial revolution. International Journal of Learning, Teaching and Educational Research, 19(12),281-294. https://doi.org/10.26803/ijlter.19.12.15
Ngubane, N., & Makua, M. (2021). Ubuntu pedagogy–transforming educational practices in South Africa through an African philosophy: From theory to practice. Inkanyiso: Journal of Humanities and Social Sciences, 13(1), 1-12. https://www.ajol.info/index.php/ijhss/article/view/212332
O’Neill, G., & McMahon, T. (2005). Student-centred learning: What does it mean for students and lecturers? In Emerging issues in the practice of university learning and teaching (pp. 1–12). AISHE.
Phasha, N. (2016). Understanding inclusive education from an Afrocentric perspective. Inclusive education: An African perspective, 3–28.
Pule, K. G. (2020). School effectiveness and effective mathematics teaching: Towards a model of improved learner outcomes [Doctoral dissertation, North-West University].
Schmidt, H., Wagener, S., Smeets, G., Keemink, L., & Molen, H. (2015). On the use and misuse of lectures in higher education. Health Professions Education, 1, 12–18. https://doi.org/10.1016/j.hpe.2015.11.010
Sethusha, M. J. (2014). Challenges experienced by teaching practice supervisors in an open and distance learning environment. Mediterranean Journal of Social Sciences, 5(15), 409. https://doi.org/10.5901/mjss.2014.v5n15p409
Siedlecki, S. L. (2020). Understanding descriptive research designs and methods. Clinical Nurse Specialist,34(1), 8–12. https://doi.org/10.1097/NUR.000000000000049
Trinidad, J. (2015). Understanding student-centred learning in higher education: Students’ and teachers’ perceptions, challenges, and cognitive gaps. Journal of Further and Higher Education, 44, 1013–1023. https://doi.org/10.1080/0309877X.2019.1636214
Ukpokodu, O. N. (2016). You can't teach us if you don't know us and care about us: Becoming an ubuntu, responsive and responsible urban teacher. New York: Peter Lang Publishing, Inc.
Wake, G. D., & Burkhardt, H. (2013). Understanding the European policy landscape and its impact on change in mathematics and science pedagogies. ZDM Mathematics Education, 45, 851–861. https://doi.org/10.1007/s11858-013-0513-7
Whiting, J. (2001). Student-centred learning by design. ABC-CLIO.
Wilson, A. D., Onwuegbuzie, A. J., & Manning, L. P. (2016). Using paired-depth interviews to collect qualitative data. The Qualitative Report, 21(9), 1549-1573.
Published
How to Cite
Issue
Section
Copyright (c) 2025 Kereng Gilbert Pule, Sophy Mamanyena Kodisang, Rosina Nkadi Ngoako
This work is licensed under a Creative Commons Attribution 4.0 International License.
