Cina Patricia Mosito- PhD
- Professor (Associate) at Nelson Mandela University
Cina Patricia Mosito
- PhD
- Professor (Associate) at Nelson Mandela University
About
23
Publications
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Introduction
Current institution
Publications
Publications (23)
The Care and Support for Teaching and Learning (CSTL) framework provides the basis for future actions that should be taken by ministries of education in Southern Africa in promoting and protecting the rights of all children to education. By extension, this equally mandates teacher educators to develop curricula that espouse care and protection of a...
Early childhood is a crucial period for different aspects of development such
as physical, social, cognitive, and spiritual development. UNICEF states that this period ‘offers a critical window of opportunity to shape the trajectory of a child’s holistic development and build a foundation for their future’ (UNICEF, 2024). Those in early childhood c...
Inclusive Education, as a taught subject in higher education and expected practice across all levels of education, has evolved substantially over time. Despite the many notable changes, existing research demonstrates that the subject is riddled with tensions that arise from multiple understandings of what it means to be inclusive, whose business it...
Addressing the needs of a diverse learner population remains one of the most pressing education concerns of the 21st century. One of the issues debated is whether a responsive teacher education curriculum caters for the needs of student teachers, and how effective it is in preparing student teachers for teaching in diverse situations. It is essenti...
Questions have been posed elsewhere on whether there are special theories that account for uniquely African experiences. This chapter tackles the question of African theories in relation to disability and schooling. The chapter draws from literature and subjective experiences of those who self-describe as Africans to arrive at a nuanced approach to...
Afrocentric education is identified as a possible resolution to the many academic challenges experienced by people with disabilities. However, many people with disabilities do not have access to quality education due to various factors. The chapter discusses the benefits of Afrocentric practices in supporting people with disabilities in the schooli...
Inclusive teaching should seek to promote teacher adaptation of their attitudes, teaching methods, and assessment approaches to respond to the needs of all their students in the classroom. Teacher support may ensure the success of all students in their learning process. Therefore, pre-service teacher training should ensure the enhancement of pre-se...
The aim of this study is to explore the teachers' philosophies in literacy teaching at rural primary schools in South Africa. Studies show that South African primary school learners’ literacy skills and abilities are significantly below the norm for their age and grade. One-on-one, semi-structured interviews are employed to elicit responses from ei...
This case study draws mainly on the experiences of student teachers using questionnaires and a focus group. A total of 41 fourth-year Bachelor of Education students participated in the study. The case study reported that student teachers found the Teaching for All materials meaningful and beneficial overall. The student teachers
view the material a...
This case study from Nelson Mandela University used an autoethnographic approach, based on the professional life histories of three teacher educators who teach either on the PGCE programme, the BEd programme or both. Through the narrative of these teacher educators, it was revealed that they were curious about the philosophy of inclusive education...
This qualitative study analysed Foundation Phase teachers’ philosophies on literacy teaching and learning. The analysis revealed a range of understandings that teachers’ tuition varied from drill work in class, to imaginative and engaging education that drew upon the inner resources of learners’ own knowledge. In most cases in this study, those tea...
Community engagement is one of the essential functions of every university around the globe. It is essential as it helps the growth and development of society at large and, in particular, provides sustainability to communities. This chapter explores the reflections of school administrators (principals and deputy principals) and secondary school tea...
Teaching for All: Mainstreaming inclusive education in South Africa is an innovative inclusive teaching and learning project funded by the European Union and managed by the British Council in partnership with the University of South Africa UNISA and
MIET South Africa. The original project was designed for undergraduate BEd programmes for university...
One of the chief goals of inclusive education is to provide pre-service teachers with a learning environment and prospects that enable them to become independent, responsible and critical educators. This study sought to determine how pre-service teachers at a South African university experienced inclusive education training. A purposeful sample of...
Background: Internationally and nationally, reflective practice is suggested as a tool to inform quality teaching and learning. In South Africa, the quality of education is in the spotlight as schoolgoing children continue to perform poorly. This article investigates reflective practice in Grade R teaching. It explores teachers’ understanding of re...
The implementation of inclusion policy for learners with special education needs has been a matter of interest for South African schools. This study sought to explore pockets of good practice found in the experiences of teachers in implementing inclusion of learners with special education needs (SEN). A qualitative research approach was employed an...
This report, The State of Inclusive Education in South Africa and the Implications
for Teacher Training Programmes, arises from a collaborative partnership
between the British Council, the University of South Africa (UNISA), Media in
Education Trust Africa (MIET AFRICA) and associate partner, the Department
of Basic Education (DBE). It is co-funded...
Background
Developments in the teaching of children with disabilities support pedagogy that emphasises learners’ strengths as opposed to their assumed deficiencies. Educators and mediators who advocate this view continually strive for tools and methodologies that enhance learner participation in academic environments. Computer technology is one of...
In the current educational context there are calls worldwide for a shift from the perspective which treats theory separately from practice, to a more organically evolving, more grounded conception of theory which integrates campus-based courses with school teaching and learning. This study adopts a guided reflection conceptual framework in making s...
The varying literacy standards that undergraduate students represent are a reflection of their interim grasp of academic literacy (Paxton 2007). The aim of this study is to analyse a small group of undergraduate first-year students’ depiction of their interim grasp of academic writing and to reflect on how lecturers use formative feedback to respon...
The study reported on here, analysed and described cognitive change in out-of-school and overage learners who were involved in a 12 month educational intervention informed by Mediational Learning Experience (MLE). The questions which the thesis addressed are as follows: 1. What kind of cognitive change(s), if any, do learners on a 12 month interven...
Word processed copy. Summary in English. Includes bibliographical references (leaves 137-141). Thesis (M. Ed. (Education Support))--University of Cape Town, 1999.
