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Advances in Social Sciences Research Journal – Vol. 8, No. 2
Publication Date: February 25, 2021
DOI:10.14738/assrj.82.9616.
Dlamini, B. S. (2021). Covid 19 Contexts Shaping Teaching Practice Discourses: University of Eswatin. Advances in Social Sciences
Research Journal, 8(2) 120-136.
Covid 19 Contexts Shaping Teaching Practice Discourses: University
of Eswatini
Boyie S. Dlamini
University of Eswatini
ABSTRACT
This study examines how the Covid 19 Teaching practice contexts
elicited the intended professional development principles among the
PGCEs’ and BEDS’ four 2020 cohorts at the University of Eswatini. The
pedagogical knowledge interaction scheme theoretical framework was
used to unpack related concepts. The participants, 23 were sampled
through purposive stratified sampling. The semi-semi structured
questionnaires and classroom observations were used to collect data.
Content analysis was used as a data collecting and analysing tool to
analyse and describe the pedagogical discourses within the classroom
and institutional contexts. The finding indicated that the mismatch
subject arrangement undermined the production of specialised
knowledge and alienated some students from their professional
engagement and, stifled students’ capabilities to engage into self- reflection. Covid 19 pandemic created complex educational contexts in
which incongruent messages related to the fundamental principles of
teaching practices were communicated and reinforced. It is concluded
that Covid 19 contexts presented a challenge of considerable
complexity for the 2020 teaching practice and denied the Trainees the
opportunity to learn from experienced teachers or mentors. It is
recommended that Coordinators should embrace Covid 19 dynamics in
their planning and implementation to protect the teaching practice
principles.
Key words: Covid 19 contexts, Teaching practice principles
INTRODUCTION
The important thing in educational research in Eswatini and elsewhere is not only to reveal the
problems and facts but to discover different path ways of thinking, thinking disposition, knowing
and acting to enhance educational practices under complex situations such as Covid 19 pandemic.
The advent of Covid 19 world pandemic has drastically changed known routines and practices in
educational institutions and in all spheres of society. Thus, this study examines the extent to which
the 2020 Covid 19 Teaching practice (TP) elicited the intended professional development
processes. More attention was paid on matters related to subject content, pedagogy and the school
contexts.
The sudden eruption of Covid 19 led to dramatic changes in the process of teaching and learning
and professional development. It created very different contexts and conceptualisation of
professional development, in which teaching practices procedures were standardised and
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Dlamini, B. S. (2021). Covid 19 Contexts Shaping Teaching Practice Discourses: University of Eswatin. Advances in Social Sciences Research Journal, 8(2)
120-136.
URL: http://dx.doi.org/10.14738/assrj.82.9616. 121
relatively stable. Covid 19 has changed the conceptualisation of teaching practice in different ways
that could not have been imaged few years ago. It changed the nature of students’ professional
development (Teaching Practice, TP) and it caused some ripple effects across the education
system and other sectors of society.
Thus, knowledge about the Covid 19 educational contexts is perceived as an important
educational project for effective professional development which avoids students’ academic
injury. An effective professional development which is characterised by sensitivity to the
relationship between the enhancement of the subject content (subject matter which is taught and
learnt by the students and the other related professional practices within the school contexts) is
expected for quality practice. Professional development its nuanced and complex educational
project with apple effects so it may be inappropriate to view TP as being isolated from pedagogical
subject knowledge’s enhancement and other related knowledge’s within the school contexts. The
complex relationship between these types of knowledge should be recognised and be embraced
on professional development matters. This is important because T.P. represents a class of
knowledge base that is central to teachers’ work and that would not be held by non- teaching
subject matter expects or teachers who know little of the subject matter (Marks, 1990). This has
some implications for teaching and learning because good professional development and teaching
processes are not only about behavioural changes but also rest on the foundation of adequately
grounded premises such as teachers or individuals who are in command of the subject matter and
other competencies (Shulman, 1987). Professional development is about development, which
embraces different human faculties.
TP socialises the trainees to the culture of teaching and reinforce the professional behaviours they
have acquired during their training. This professional behaviour includes professional code of
practice and conduct. These could be fostered through professional development and are
perceived as the key factors for affecting school functioning, teacher performance and students
success (Darling –Hammond, 1988). Teacher performance and students success, and to effectively
operate in educational settings depend on professionals’ professional skills and knowledge.
Operating on educational settings requires thoughtful interweaving of ideas, skills and knowledge
(Mishra and Koehler, 2006). These are products of different educational programmes including
T.P. which affords trainees an opportunity to transcend the University culture into the culture of
work place, which is characterised by reflection in action.
The places of work or school contexts offer the Trainees authentic and engagement with
educational problems that reflect the complexities of the real world. Professional development
T.P. in such as environment involves becoming a practitioner, not just learning about practice
because of the multifaceted influences which emerge from the educational or school contexts.
Thus, professional development (CP) is contextually shaped, reshaped and influenced and cannot
be adequately implemented and understood without the attention to the education settings and
the curriculum. The place of work or organisational environment, more often interact with the
Trainees’ personal attributes and thus influences their professional–orientation and behaviours
(Cheeong Cheng, 1996), for example, trainees professional-orientations are influenced by different
factors in school contexts or place of work contexts. Some of these many factors include Principals’
leadership practices, school organisational structures and teachers’ social norms (Cheeong Cheng,
1996), these are important for affecting trainees’ professional development. These factors more
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Advances in Social Sciences Research Journal (ASSRJ) Vol.8, Issue 2, Febraury-2021
often contribute to the cultivation and formation of a strong teachers’ professional culture in
schools (Moon, 1999; Cheeong Cheng, 1996), thus school culture may influence teacher
professionalism.
Professional development or teaching practice is expected to shape and reshape trainees key
professionalism aspects or domains, which include respect, relationship s with and for students,
self–awareness and capacity for self-reflection, collaboration working with colleagues, care of
students.
The common teachers’ misbehaviours in most countries including Eswatini have highlighted the
ethical lapses which led to a massive loss of confidence in the integrity of the teaching profession.
Pressures are now on the relevant faculties and departments to demonstrate their commitment to
improve students’ ethical conduct through different educational programmes such as teaching
practice. Public concerns about teachers’ professional behaviours have increased due to the public
becoming inquiry and institutional activities becoming more open and transparent. This stress the
fact that educational practices cannot prosper without teaches who are characterised by good
ethical behaviours (Turner, 2015; Weckert, and Lucas, 2013; Verkerk, et al., 2007).
Teaching practice is not taken lightly by any society and it sends important messages to society,
parents, government about the quality of education and nature of the graduates. Graduates are
important because they are expected to deal with major educational matters in schools and in
contemporary society. Teaching practice aims at promoting school wide professional development
because it provides the trainees with opportunities to reflect on wide key professional matters
within the institutions and outside them. Trainees’ have to reflect on how the schools value
independence, analytical thinking skills, and how these skills are dealt with inn each school. They
have to reflect on school contexts’ influences on facilitating students’ development of different
behaviours such as the students’ development of a counter-school culture in a sense repudiating
what school has to offer in retaliating for being mistreated in schools. School contexts may
interact with students’ personal attributes and influence their performance and academic
orientation and behaviour. Among the many school contexts, teachers’ social norms are one of the
many social factors which affect school functioning, teacher performance and students’
performance (Robbins, 1990). Students’ reflection on school contexts enhances teachers’
professionalization, a critical element which contributes to teaching professionalization and
quality service delivery (Yip, 2006; Darling-Hammond, 1988). Teaching professionalization helps
teachers to subscribe to professional code of conduct and ethical standards of conduct for
teachers.
Teaching practice provides trainees with chances to learn new different path ways of learning,
thinking on key matters such as relating in the school space, a crucial practice in decision making
and weighting issues in both short and long term effects on the trainees and the education
profession. Choices have to be made with sensitivity since they have huge implications, because it
becomes difficult for anyone to turn back the clock or start again (on TP) on different pathways if
bad choices have been made.