Being his first experience as a novice researcher presenting at a national conference, Clive Brown is proud to have presented three papers at the South African Education Research Association (SAERA) 9th annual conference, which took place recently.

The SAERA conference themed: Education in Transition: Challenges and Opportunities, was hosted by the Faculty of Education of the University of the Western Cape, at the Two Oceans Aquarium Conference Centre at the V&A Waterfront.

Brown, Faculty of Education Intermediate Phase Teaching Practice Coordinator, who is currently completing a Doctorate in Philosophy at the University of KwaZulu-Natal (UKZN), regards himself as a novice researcher and submitted three abstracts to the SAERA Local Organising Committee and had all three papers successfully accepted.

The titles of his papers, which are related to his ongoing PhD studies, are as follows:

• Enhancing teacher education quality: Comparative student reflections on well-being (Clive Brown and Prof. Hanlie Dippenaar- Deputy Dean of Education)
• Knowing complexly: Methodological transitions to arts-based representations of educational research (Clive Brown and Prof. Michael Anthony Samuel- UKZN).
• Re-imagining the Teaching Practicum in the new post-COVID era: Developing partnerships in Teacher Education (Clive Brown, Dr Marinda Swart- Stadio and Prof Michael Anthony Samuel- UKZN).

The first paper explored the context of the CPUT through a comparative perspective of two campuses: Wellington and Mowbray. The second paper was part of an international panel looking at arts-based methodologies as an alternative form of representation. It involved panellists from the Mauritius Institute of Education, UKZN, CPUT and a respondent from Nelson Mandela University. The third paper presented a proposal for a national teaching practicum framework. Brown says this framework recommends a coordinated national response involving many stakeholders, such as the Department of Basic Education, Higher Education institutions, schools and the South African Council for Educators. The proposal includes teaching practicum and induction considerations for newly-qualifying and newly-qualified teachers.

He says the papers were well-received and that the commentary on the presentations provided insight into how daily challenges within a local Faculty of Education reverberate with similar needs across other research contexts, suggesting the need for dialogue, collaboration and coordination.

Brown was “honoured” to have co-presented with Prof Michael Anthony Samuel, who, at the Gala dinner, was awarded the SAERA Recognition Award for distinctive contribution towards educational research development. “This award sets benchmarks for the kind of researcher we should all become”.

“This conference was my first experience as a novice researcher presenting at a national conference. It revealed how enriching it was to share my ideas with leading scholars who generously offered critique and redirection for my studies. I encourage other novice researchers to participate in special activities organised by the SAERA organisation to support our development as early career researchers,” he observed.

Brown was particularly struck by how senior research leaders such as Prof Shireen Motala: SARCHI- Chair for Teaching in Learning in Higher Education, Prof Linda Chisolm: Director for Centre for Education Rights and Transformation, Prof Maureen Robinson: SAERA President, Prof Lee Rusznyak: Architect of the Teachers Choices in Action Model, Prof Labby Ramrathan: SAERA former president and Prof Nyna Amin: UKZN Academic Leader: Research contribute willingly to supporting the next generation of younger academics.

“I look forward to my next conferences to continue the networks I have established with various institutions locally and abroad.”

Written by Aphiwe Boyce
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The Reflective Harmonised Teaching Practice (TP) Online Symposium, which was recently held by the Faculty of Education, enabled all Foundation Phase(FP) and Intermediate Phase (IP) student teachers at CPUT engage in last-minute professional development discussions on the current Reflective Practice Model utilised in the initial teacher education programmes.

Intermediate Phase TP Coordinator, Clive Brown, said the Reflective Practice Model is implemented for ”learning through and from experience towards gaining new insights of self and practice”. Brown added that Teaching Practice is globally acknowledged as a central component of any teacher education programme.

“The culmination of thirty-two weeks of in-service preparedness within the real-life South African classroom over four years amidst a global pandemic has finally come to an end,” he continued. “The final year FP and IP student teachers for the academic year 2022, including their assigned Mentor Teachers, Teaching Practice coordinators, Teaching Practice administrators, departmental staff and executive members all critically reflected on the current Teaching Practice Model utilised in preparing future teachers from the faculty for the world of work.”

To aid in the preparedness of the final year group of student-teachers, guest speakers joined the symposium.

The guest speakers were:

• Ismail Teladia, Deputy Chief Education Specialist: Life Skills (Grades 4-6) and Life Orientation (Grades 7-9)
• Amiena Van Niekerk, Foundation Phase Student-Teacher (Presenting a Shared Reading Lesson)
• Michaela Gallop, Intermediate Phase Student-Teacher (Presenting a Shapes and Angles Mathematics Lesson)
• Ella Mokgalane, Chief Executive Officer (South African Council for Educators)
• Stacey Botha, Intermediate Phase Primary School Teacher and CPUT Master's Degree Candidate
• Henk Wichers, Coding and Robotics Specialist at Mikro Primary School

Literature that focuses on preparing student teachers for the world of work posits that beginning teachers experience a reality shock and often feel disillusioned and stressed during their first years of teaching, observed Brown. “The dedicated symposium was created under the auspices of the advisory board established in 2021 to collaboratively engage with all stakeholders within education to ensure the preparedness of fully competent newly- qualified teachers to take up teaching positions locally and internationally,” he enthused. “The Reflective Harmonised Teaching Practice Online Symposium aligned with the Strategic Plan 2021–2030, which speaks of 'One Smart CPUT' and focuses on two critical dimensions.” The two are Oneness and Smartness.

Dean of the Faculty of Education, Prof. Andile Mji, opened the online symposium by reminding student-teachers that our country has a sad past which resulted in people being placed in 'boxes', because of their skin colour. Mji encouraged each future teacher to embrace diversity, focusing on uplifting each learner in their care. “The teacher's work will flow over into the communities in which the teacher is employed, culminating in a positive transformation within our country,” he added.

Ismail Teladia, who has more than 29 years of teaching experience and also the recipient of a national teaching award, rendered an insightful presentation which spoke to the kind of professional teacher the Western Cape Education Department (WCED) envisages welcoming into its schools. Teladia encouraged student-teachers to "grab as many opportunities to teach" whilst simultaneously building a 'brand' for themselves. “The brand should encompass integrity, impactfulness and adaptability”, he emphasised.

SACE CEO Ella Mokgalane talked about “Professionalism according to the SACE”. Mokgalane discussed the safeguarding and best interest of all learners within schools throughout South Africa. She addressed matters of the Provisional Registration, which final-year student teachers would be confronted with,and stressed the importance of 'not having a criminal record' when undertaking teaching as a career choice. Stacey Botha, Intermediate Phase Primary School Teacher and CPUT Master's Degree Candidate guided student-teachers attending the symposium through the 'daunting job interview process'. Botha commenced her talk with the WCED Online Job Registration Process, which further detailed the physical preparedness for the interview.

She also warned the student-teachers that their social media accounts are used as interrogating tools by prospective employers and encouraged them to be vigilant about the kinds of images and videos posted on public platforms.

Written by Kwanele Butana
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The annual Teaching Practice (TP) Symposium under the broad umbrella of Work-Integrated-Learning within the Faculty of Education was recently held online.

This productive event assembled the voices of diverse stakeholders within Education field.

The theme was: A relook at the qualities and competencies of professional teachers. The event has become a yearly occasion which looks at final-year student-teachers who are eagerly and simultaneously anxiously awaiting their turn to venture into the world of work. The symposium composes various professionals who provide the last-minute moulding of South African professional teachers emanating from the Faculty of Education.

Clive Brown, Intermediate Phase Teaching Practice Coordinator, said the Faculty of Education is the largest provider of teacher educators within the Western Cape, which shifts huge responsibility to the Faculty, ensuring that beginner teachers possess the theoretical and practical knowledge base concerning the competencies relating to a beginner South African classroom.

“The discouraging levels of challenges teachers within the classroom face are well documented in both scholarly works and published in South African newspapers. A few of the daily challenges emanating from schools are a lack of educational resources, learner overcrowding, and immense learner behavioural issues, coupled with low teacher morale and mammoth administrative-related duties,” said Brown.

The TP Symposium Organisers for 2023, led by Dr Belinda Cornelissen, Ruben Daniels, Brown and Dr Alettie Van Den Heever, were tasked with carefully selecting participants who could expand on pertinent matters in the real-world classroom. “Hence, a robust dialogical engagement concerning the execution of the vital role of teacher professionals in the holistic development of each learner assigned to them when they commence their formal employment was orchestrated,” he said.

Undergraduate student-teachers, academics, beginner and seasoned teachers, official structures within the Western Cape Education Department (WCED) and the teacher unions gathered to enlighten student-teachers about the way forward in their career as professional teachers. These respective stakeholders were an extensive list of members, which are as follows:

• Wiesahl Christians: a Foundation Phase-focused best practicing lesson
• Simamkele Tsitsi and Hana Fester: Respective Intermediate Phase lessons
• Liam Hendrickse: a fairly newly qualified professional teacher based in Qatar who provided insight into his local and international teaching experience.
• Dylan Mayumba: a final-year Department of Senior and Further Education & Training Phase studies, who reflected on his mentoring experience during the four-year degree programme.
• Reginald Dirkse: An Honours degree graduate providing insights into balancing postgraduate studies and professional work-life.
• Ashwin Arendse: Focused on the beginner teachers’ challenges facing the 4th industrial revolution - the lack of educational resources and facing the outdated chalk-and-talk classroom.
• Dr Frederick Sylvester: Focusing on the emotional well-being of the newly qualified teacher.
• Sinovuyo Gada: Zoomed into the realities faced by NQT - Facing problems in and around the classroom.
• Noel Isaacs: Shifted the focus on the realities faced by newly qualified teachers and teaching outside of your major subject.
• Ingrid Leukes: Provincial Education Convener South African Democratic Teachers’ Union Western Cape, provided insight into the professional teacher as viewed by the teacher union and listed professional development opportunities.

The TP Symposium was heralded as a success since the objective of the online meeting was achieved through robust, respectful engagement. “Moving forward, the aim is to shift to a dual symposium, which, with extensive planning, will hopefully bring together members face-to-face and online”. In closing, Brown, added: “Our Faculty of Education here at CPUT is committed to producing professional teachers for the world of work who are highly competent, skilled and sought after within the field of education.”

Written by Aphiwe Boyce
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The University of the Western Cape (UWC) Faculty of Education held a most productive face-to-face postgraduate student-focused workshop recently, where CPUT and the University of KwaZulu-Natal (UKZN) collaboratively dissected the topic for the day: Utilising Phenomenology as a Research Methodology in Education.

The workshop was attended by the seasoned phenomenological researchers, novice academics and postgraduate doctoral students from the three higher educational institutions in South Africa. At the robust postgraduate workshop led by Dr Karen Koopman, Senior Lecturer, Department of Educational Studies at UWC, two CPUT final-year doctoral students, Byron Abrahams and Clive Brown gave insight into their respective studies, which embraces a phenomenological research design.

Abrahams, Mathematics specialist in the Faculty of Education is supervised by Prof Yusuf Sayed and Dr Sharon McAuliffe at CPUT. He states: “In my doctoral study, I am using a Hermeneutic phenomenological research design to explore the role of Continuous Professional Development (CPD) in developing teachers’ competence in integrating technology into their practice and to understand better the provision of equitable and quality teaching and learning”.

Brown, Intermediate Phase Teaching Practice Coordinator and GET Advisory Board Secretary, is undertaking doctoral studies at UKZN and being supervised by Prof Sarasvathie Reddy within the School of Education. He states: “My research study proposes to understand a final group of Intermediate Phase student-teachers' lived experiences while completing Teaching Practicum in diverse South African schooling contexts”.

Both academics have collectively and most recently published an article within the African Perspectives of Research in Teaching & Learning (APORTAL) Vol 6 (3) (2022) Special Issue. The articles are titled:

• CPD and The Development of Teacher TPCK For Technology Integration: A Hermeneutic Phenomenological Study [Abrahams, McAuliffe & Sayed, 2022].
• Critical Reflections On Researching Lived and Learning Experiences: Towards A Critical Phenomenology [Samuel, Reddy & Brown, 2022].

All the articles in this special issue consist of teaching and learning studies in which the authors applied a phenomenological research design. https://www.ul.ac.za/aportal/index.php?Entity=Special%20Issue%202022

Koopman emphasised the importance and benefits of doctoral cohorts in higher education institutions and their relevance in supporting postgraduate students to succeed from start to finish. Brown also reiterated that in his view, the take-home message of the postgraduate workshop focusing on phenomenology illuminates the importance of ‘human experiences’ and quotes the sentiments of Higgs (1995) by stating, “The world is in us, and we are in the world”.

Written by CPUT News
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The Faculty of Education, in collaboration with the Institutional Transformation Forum, extends its gratitude to a seasoned Psychosexual Educator, Delene van Dyk, for conducting a thought-provoking Gender Equity Workshop.

This session delved deep into the complexities of gender binaries and societal boxes, offering fresh perspectives and challenging conventional norms, observed Clive Brown, Chairperson of the Faculty of Education Transformation Committee. Brown said the workshop was designed to provide a profound understanding of four key concepts within the binaries and boxes framework: sex, gender, sexual orientation, and sexual pleasure. “Through this exploration, participants were encouraged to deconstruct rigid and linear notions of biological variance, sexual and gender identity, expression, and sexual behaviour. The session aimed to tackle heteronormativity head-on, reduce stereotypes, and debunk pervasive myths”

Targeting Intermediate Phase student-teachers, the workshop emphasised the importance of preparing future educators to navigate and teach in diverse and inclusive environments. The session was a crucial step in broadening the minds of these future professionals, equipping them with the knowledge and sensitivity required to address gender-related issues in both South African and global contexts.

Brown highlighted the extensive efforts involved in securing funding for this invaluable workshop. He expressed his gratitude to Byron Abrahams, Secretary of the Faculty of Education Transformation Committee, for his instrumental role in this process. Brown emphasised that financial support was essential to infuse the teaching curriculum with a focus on gender studies, a topic often overlooked amidst the diversity within higher education.

Van Dyk, a counsellor, and sexual health nurse with over thirty years of experience, currently serves as the Training and Education Manager at My Sexual Health’s sexology courses. Brown praised her ability to navigate through challenging questions and provided insightful commentary on topics that are often considered taboo in many South African households. He said: “Delene was simply excellent in navigating through questions, examples, and commentary which in many South African households is taboo or unquestionable. As a pertinent committee within the Faculty of Education, we believe that the transformation of behaviour through one's actions stems from the knowledge in which you engage. We will definitely have Delene back real soon. Thank you.”

He added that the workshop represented a significant step towards fostering a more inclusive and understanding educational environment, ensuring that CPUT's future educators are well-equipped to make a meaningful impact in the diverse classrooms they will lead.

Written by CPUT News
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As an educational developer at the Faculty of Education, Clive Brown recently had the “profound opportunity” to attend his first international conference, the International Consortium for Educational Development (ICED) 2024 in Nairobi, Kenya.

This milestone event was both intellectually stimulating and “personally transformative”.

At the conference, Brown presented his study titled "Levers of Change within Higher Education Ecosystems in South Africa: Exploring the Crucial Role of Educational Developers during Teaching Practice. This research is the culmination of his doctoral degree, completed under the supervision of Prof Sarasvathie Reddy at the University of KwaZulu-Natal.

His presentation focused on the intricate and interdependent web of stakeholders necessary to facilitate effective teaching practice placements. “These placements are crucial for developing student-teachers who often hesitate to step out of their comfort zones. I explored how this 'ecology' of stakeholders—comprising the Department of Basic Education, placement schools, mentor-teachers, parents of learners, teacher educators, and student-teachers—needs to function cohesively to ensure the success of these placements.”

In his view, the term 'ecology' refers to a set of interrelated, interconnected parts that must operate without individual agendas. “To effect change in education, these diverse systems must work together seamlessly. When these systems operate like a well-oiled machine, it can lead to profound professional learning for emerging educators.”

Attending ICED 2024 allowed Brown to share these insights and receive invaluable feedback from an international audience. This experience underscored the importance of collaboration and shared goals in achieving significant educational outcomes.

One of the most profound takeaways from ICED 2024 was the realisation that international conferences offer “unparalleled opportunities for researchers”. Brown said such events provide first-hand insight into diverse higher educational landscapes, fostering a broader understanding of how different educational systems operate. “This exposure is instrumental in reshaping and enhancing one's own educational practices, department, and institution.”

He said the conference also highlighted the critical role of educational developers in driving change within higher education. By facilitating effective teaching practices and fostering collaboration among stakeholders, educational developers can significantly impact the professional growth of student-teachers and, ultimately, the quality of education, Brown remarked.

He added that his experience at an international conference had been incredibly enriching. “It has broadened my perspective, provided new insights, and reinforced my commitment to advancing educational practices within South Africa. I look forward to applying the knowledge and connections gained at ICED 2024 to drive positive change within the Faculty of Education at CPUT and beyond.”

Brown said attending ICED 2024 was more than just an academic exercise, “it was a pivotal moment in my professional journey”. “I am excited to continue exploring and contributing to the dynamic field of educational development, armed with new insights and a global network of like-minded professionals.”

For more information about the conference and future events, visit [ICED 2024] (https://iced24.africa/).

Written by CPUT News
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The Faculty of Education recently announced the commencement of a mutual reciprocity collaboration between the faculty academics, students, and Chandigarh University in India.

Clive Brown from the Intermediate Phase at Mowbray Campus said in an era marked by interconnectedness and globalisation, universities worldwide increasingly recognise the value of international collaboration in advancing academic pursuits and nurturing a diverse, inclusive learning environment.

Brown said the CPUT visit to Chandigarh University earlier this year, served as the catalyst for a burgeoning partnership aimed at bridging geographical boundaries and harnessing the collective expertise of educators and learners from diverse cultural backgrounds.”

Dean of the Faculty of Education, Prof Andile Mji, thanked the colleagues from India for being caring hosts to Dr Rolene Liebenberg, Dr Sharon McAuliffe, and Prof Hanlie Dippenaar during their international visit to India.

Brown said developing a transnational collaboration between CPUT and Chandigarh University holds immense importance in fostering global academic exchange and synergy. “Such collaboration can enrich educational experiences by offering diverse perspectives, methodologies, and cultural insights to students and faculty alike. It facilitates the sharing of resources, expertise, and research findings, enhancing the quality and depth of academic programmes and research endeavours.”

He added that transnational collaboration opens avenues for joint projects and initiatives, fostering innovation and addressing complex global challenges through collective efforts. By leveraging the strengths of both institutions, “we can embark on interdisciplinary research endeavours that transcend geographical boundaries and contribute to the advancement of knowledge on a global scale.

This collaboration cultivates a network of international scholars, graduates, and professionals, promoting cross-cultural understanding and facilitating the exchange of ideas and best practices. “Through meaningful engagement and collaboration, we can collectively work towards building a more inclusive, equitable, and sustainable future for education worldwide.

“This partnership underscores the mutual reciprocity between the two countries and institutions in advancing research across transnational spaces. Together, we embark on a journey of discovery, learning, and collaboration that transcends borders and enriches the academic landscape for generations to come.”

Written by CPUT News
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Lecturer and Teaching Practice Coordinator: Intermediate Phase Teaching, Clive Brown recently delivered an inspiring presentation titled: Post PhD: What is Next? at the Mauritius Institute of Education (MIE).

Having successfully submitted his doctoral thesis; Brown shared his journey towards achieving this significant academic milestone and his transition into becoming a scholar. The event saw an enthusiastic turnout, with doctoral graduates and students from MIE, the University of KwaZulu-Natal, the University of Mauritius, and the University of Technology, Mauritius in attendance. This diverse audience, comprising individuals at various stages of their doctoral journeys, provided a rich context for discussions on future academic and professional pathways.

In his presentation, Brown recounted the challenges and triumphs he experienced during his doctoral studies. His narrative was not just a chronicle of academic rigour but also a testament to his resilience and unwavering commitment. He emphasised the importance of perseverance, adaptability, and the support systems that played a crucial role in his journey.

There were discussions on the various opportunities available to recent PhD graduates, where Brown underscored the significance of publications in establishing an academic presence and contributing to the broader field of education. He encouraged attendees to actively seek out publication avenues and to share their research findings with a wider audience.

Moreover, the session opened a dialogue on the formation of an Early Career Researcher Network in Education and related fields. “Such a network would provide a platform for collaboration, mentorship, and professional growth. It aims to foster a community of scholars who can support each other in navigating the complexities of academic and professional landscapes.”

The interactions during the presentation highlighted the collective aspiration to create a supportive and dynamic network for early career researchers. Participants expressed keen interest in contributing to and benefiting from such a network, “which promises to enhance research capabilities, provide mentorship opportunities, and facilitate collaborative projects across institutions”.

He says his visit to the Mauritius Institute of Education was more than just a presentation: “It was a call to action for doctoral graduates and students to envision and actively shape their post-PhD futures”. By sharing his journey and initiating discussions on crucial opportunities and networks, Brown says he has paved the way for a more connected and empowered community of scholars in the field of education.

“As these early career researchers continue their trajectories, the seeds planted during this event are expected to grow into fruitful collaborations and impactful contributions to the world of academia and beyond.”

Written by CPUT News
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