EXPLORING ACADEMICS’ ESPOUSED AND ACTUAL TEACHING ORIENTATIONS AT A SOUTH AFRICAN UNIVERSITY

Anthony Kiryagana ISABİRYE; Osayuwamen OMORUYİ

Article Details

EXPLORING ACADEMICS’ ESPOUSED AND ACTUAL TEACHING ORIENTATIONS AT A SOUTH AFRICAN UNIVERSITY

Authors:

Anthony Kiryagana ISABİRYE | Osayuwamen OMORUYİ

Publisher:

Sosyal Bilimler Araştırmaları Derneği

Journal:

International Journal of Social Sciences and Humanity Studies 2017 Vol.9 Issue 1, pp.24-40

Document Type:

Article

Publication Date:

1/2017

Document Language:

Turkish

Document ID (Org No.):

2000819831

Frequency:

Bi-Annual

eISSN:

1309-8063

Abstract:

 

Academics have a responsibility of ensuring that teaching achieves its purpose.
 They are entrusted with the responsibility of ensuring students’ personal
 development, acquisition of critical thinking and problem-solving skills. It is
 important that by the end of the course the students have the capacity to solve
 individual and societal problems. This can only be realised if the academics’
 teaching orientations support learning. However, whilst academics espouse
 teaching orientations that support learning, in practice they employ orientations
 that impede meaningful learning. This study explores the concepts of learning and
 teaching and links them to the espoused and actual teaching orientations of
 academics at a university in South Africa, explaining why academics’ espoused
 orientations differ from orientations in use. The study adopted an inductive
 research paradigm that followed a qualitative research approach. Data were
 collected through semi-structured interviews from selected academics at the
 university and iteratively and reflexively analysed. Inadequate time, lack of skills,
 demotivated students and academics inability to reflect on their teaching
 orientations emerged as important factors to explain the discrepancy between
 academics’ espoused and actual teaching orientations. It also emerged that
 academics’ interpretation of the concepts ‘teaching’ and ‘learning’ influenced
 their espoused teaching orientations. The study recommends among several other
 things professional training of the academics.

Article Details

EXPLORING ACADEMICS’ ESPOUSED AND ACTUAL TEACHING ORIENTATIONS AT A SOUTH AFRICAN UNIVERSITY

Authors: Anthony Kiryagana ISABİRYE | Osayuwamen OMORUYİ

Publisher: Sosyal Bilimler Araştırmaları Derneği

Journal: International Journal of Social Sciences and Humanity Studies 2017 Vol.9 Issue 1, pp.24-40

Document Type: Article

Publication Date: 1/2017

Document Language: Turkish

Document ID (Org No.): 2000819831

Frequency: Bi-Annual

eISSN: 1309-8063

Issues

Authors:

Anthony Kiryagana ISABİRYE | Osayuwamen OMORUYİ

Publisher:

Sosyal Bilimler Araştırmaları Derneği

Journal:

International Journal of Social Sciences and Humanity Studies 2017 Vol.9 Issue 1, pp.24-40

Document Type:

Article

Publication Date:

1/2017

Document Language:

Turkish

Document ID (Org No.):

2000819831

Frequency:

Bi-Annual

eISSN:

1309-8063