Browsing by Author "Sebatane, Edith"

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    Challenges confronting supervision at the National University of Lesotho
    (ResearchGate, 2022-07) Tlali, Tebello; Chere-Masopha, Julia; Sebatane, Edith; Khalanyane, Tankie
    Postgraduate supervision can be a challenging form of teaching, with the challenges further compounded by context or institutional-specific factors. The Faculty of Education at the National University of Lesotho has faced numerous challenges in offering postgraduate degrees, with a few qualified supervisors for the large number of students who enrol in these programmes. This study explored the nature of the challenges confronting postgraduate supervision in this context. It was underpinned by the interpretivist paradigm and employed a qualitative approach. Fifteen supervisors participated, of whom nine (three associate professors and six senior lecturers) were individually interviewed. Six junior lecturers took part in a focus group discussion. Guidelines on postgraduate supervision were also subjected to document review. The findings revealed that while some supervisors had positive experiences, others are frustrated. This is due to a lack of training, and lack of clarity on supervisory procedures, as well as the low academic literacy and lack of commitment exhibited by some students. It is recommended that supervisors should be capacitated through training. Furthermore, supervisory guidelines should be reviewed and benchmarked against best practices in the field.
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    The role of teacher educators in curriculum reforms in Lesotho schools
    (ResearchGate, 2022-06) Chere-Masopha, Julia; Tlali, Tebello; Khalanyane, Tankie; Sebatane, Edith
    To a certain extent, many curriculum reforms that have been introduced in Lesotho schools have been unsuccessful. Teachers’ preparedness to implement these reforms has been the major factor for the failures. Involving teacher education providers in the preparation of teacher preparedness could improve the success rate of these school reforms. Therefore, understanding how education educators prepare teachers for curriculum reforms could assist to understand why school teachers often appear to be ill-prepared for curriculum reforms. Accordingly, this paper investigated the views of six teacher educators about their role in the preparation of teachers for curriculum reforms in Lesotho schools. A questionnaire was used to collect data that were analysed thematically. The results obtained indicate that: teacher educators are involved in a limited way in Lesotho curriculum reforms; and they have limited knowledge about the current reforms. As a result, their training practices do not target to prepare teachers for the reforms introduced in schools. This explains why many studies have found teachers to be ill-prepared for any curriculum reforms in Lesotho. These findings raise awareness on the issue that teacher educators should be involved in the reforms in Lesotho. Therefore, the main recommendation of this study is to engage teacher education providers so as to make the reforms successful.