JET Education Services Artificial Intelligence (AI) Chatbot is designed to provide information and assistance related to JET work and focus areas.
The chat bot is powered by ChatGPT 3.5, and, while every effort is made to ensure the accuracy of the information provided by the AI Chatbot, users should be aware that the responses generated are based on available data and algorithms linked directly to the JET resources and the About Us page.
Consider checking important information. Please note that these answers are not verified by JET, so please use your discretion when sharing them.
Disclaimer: JET Education Services cannot guarantee the accuracy, completeness, or timeliness of the information provided. Users should be aware that the AI Chatbot may experience technical issues or interruptions in service. By using this Chatbot, users acknowledge and agree to the terms outlined in this disclaimer.
For further enquiries, users can contact JET Education Services or view our Frequently Asked Questions here.
Latest Journal Article: South African Journal of Childhood Education | Vol 11, No 1 2021
A new Journal article titled: The dream of Sisyphus: Mathematics education in South Africa by JET's Senior Research Fellow Dr Nick Taylor
The dream of Sisyphus: Mathematics education in South Africa
South African Journal of Childhood Education | Vol 11, No 1 | a911
Author: Nick Taylor
Published: 23 February 2021
Abstract
Background: South African schooling is caught in a vicious cycle, characterised by weak initial teacher education (ITE) and weaker-than-average learning outcomes, resulting in low teacher status and attempts to reform schooling by means of continuous professional development (CPD).
Aim: The paper attempts to understand the reasons for poor performance in mathematics and to explore avenues for improvement.
Setting: Teaching in South African schools.
Method: Three mechanisms for improving teaching and learning are identified: ITE, CPD and the management of and support to teachers. Drawing on the research literature, the paper examines the potential of each for reforming the system.
Results: Tests based on the school curriculum indicate that final-year BEd students are quite unprepared to teach mathematics in primary schools, revealing very significant shortcomings in ITE curricula. CPD, where it is well designed and rigorously evaluated, has been shown to have small effects on both teacher knowledge and learner performance. However, unless ITE is reformed at the same time, CPD becomes a never ending task of making marginal differences to the shortcomings of each successive cohort of qualified but incompetent teachers emerging from the universities.
Conclusion: While the weak state of governance in the civil service remains a major obstacle to improved schooling, and while every effort must be made to raise the capacity of inservice teachers, maximal leverage in boosting teacher capacity sits firmly with the universities. While CPD has, at most a few hours a month to bridge huge gaps in teacher knowledge, ITE has at its disposal four years of full-time study with young, plastic minds.
