Article Per Year (5 Year)
p-Index From 2021 - 2026
0.835
P-Index
This Author published in this journals
All Journal Educenter: Jurnal Ilmiah Pendidikan Indonesian Journal of Education and Social Science Journal of Education for Sustainability and Diversity EDUCENTER JURNAL PENDIDIKAN
Tarisayi, Kudzayi Savious
Unknown Affiliation
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Twitter as a catalyst for transforming geography teacher education Tarisayi, Kudzayi Savious
Educenter : Jurnal Ilmiah Pendidikan Vol. 3 No. 2 (2024): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v3i2.890

Abstract

This study explored the potential of Twitter to transform and enrich geography teacher education in South Africa for the digital age. This mixed methods study utilized content analysis of tweets from selected geography education Twitter handles and focus group discussions with South African student teachers using Twitter. The research design involved training student teachers on using Twitter for curriculum purposes over eight weeks, followed by focus groups to capture their experiences and perspectives. Findings suggest Twitter offers valuable opportunities for networking, accessing resources, and fostering global connections among geography educators. However, realizing Twitter's full potential requires thoughtful implementation strategies, including usage policies, educator training, and support for community building. As an exploratory study, it provides initial evidence that integrating Twitter into teacher training could strengthen geography education in South Africa by equipping educators with expanded networks and professional development avenues. Nevertheless, structured implementation and ongoing collaboration are crucial for leveraging Twitter to bridge divides and align training with 21st-century contexts. Further comparative and longitudinal studies can build on these preliminary insights to optimize the use of Twitter in transforming geography education for the digital age in South Africa and beyond.
Framing Operation Dudula and Anti-Immigrant Sentiment in South African Media Discourse Tarisayi, Kudzayi Savious
Indonesian Journal of Education and Social Sciences Vol. 3 No. 1 (2024)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v3i1.529

Abstract

This study investigates how the anti-immigrant group Operation Dudula is framed and constructed in South African media discourse. Utilizing framing theory and social constructionism, content analysis was conducted on media articles published after the arrest of Operation Dudula’s leader. Findings reveal Operation Dudula resonates with citizens by blaming immigrants for unemployment, although claims about foreign workers are often misleading or exaggerated. Media frames construct Operation Dudula as either tackling unemployment or engaging in xenophobic vigilantism. While perspectives on immigrants differ, dominant frames critical of Operation Dudula may constrain its activities by challenging legitimacy. However, some political support exists for Dudula’s goals. Unfortunately, vilifying immigrants obscures systemic issues that elites failed to address. Reducing xenophobic tensions requires tackling root causes of unrest, while promoting human rights and non-discrimination. This study concludes media discourse plays a role in enabling or inhibiting the activities of vigilante groups in South Africa. Nuanced understanding of anti-immigrant framing is key to addressing this complex social issue.
Twitter as a catalyst for transforming geography teacher education Tarisayi, Kudzayi Savious
Educenter : Jurnal Ilmiah Pendidikan Vol. 3 No. 2 (2024): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v3i2.890

Abstract

This study explored the potential of Twitter to transform and enrich geography teacher education in South Africa for the digital age. This mixed methods study utilized content analysis of tweets from selected geography education Twitter handles and focus group discussions with South African student teachers using Twitter. The research design involved training student teachers on using Twitter for curriculum purposes over eight weeks, followed by focus groups to capture their experiences and perspectives. Findings suggest Twitter offers valuable opportunities for networking, accessing resources, and fostering global connections among geography educators. However, realizing Twitter's full potential requires thoughtful implementation strategies, including usage policies, educator training, and support for community building. As an exploratory study, it provides initial evidence that integrating Twitter into teacher training could strengthen geography education in South Africa by equipping educators with expanded networks and professional development avenues. Nevertheless, structured implementation and ongoing collaboration are crucial for leveraging Twitter to bridge divides and align training with 21st-century contexts. Further comparative and longitudinal studies can build on these preliminary insights to optimize the use of Twitter in transforming geography education for the digital age in South Africa and beyond.
Preparing for AI's Transformational Potential: Rethinking Teacher Education in South Africa Tarisayi, Kudzayi Savious
Journal of Education for Sustainability and Diversity Vol. 2 No. 2 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v2i2.87

Abstract

As artificial intelligence (AI) increasingly reshapes education, teacher training must evolve to effect positive change. This paper analyses strategies for rethinking teacher education in South Africa to integrate AI competencies. With over 420,000 teachers facing challenges like under preparation and classroom diversity, AI's personalized capabilities could assist instruction. However, actualizing this potential requires teacher training reforms aligned to pedagogical goals. Grounded in competency education and social cognitive theories, this paper recommends four priorities: hands-on AI workshops modelling differentiation, scaffolded online learning, peer sharing networks, and expert coaching via digital badging. Analysis suggests these approaches develop AI integration competencies through situated learning while upholding humanistic aims. Recommendations emphasize competency-based progression focused on pedagogies like differentiation in diverse contexts. Online modules provide fundamental knowledge before experiential application. Peer communities enable collaborative mastery through observation and exchange. Expert mentoring guides contextualized skill development, verified through credentials. This competency focus promotes agency and recognizes teacher knowledge. Rethinking teacher education will be crucial as South Africa transforms education. Adopting strategies like competency mentoring and sharing networks can empower teachers to direct change. Sustained, aligned policies supporting teacher professionalization will complement training. With teachers guiding integration, AI can enrich learning experiences. This paper offers principles and evidence-based strategies for human-centred teacher education reform.
Twitter as a catalyst for transforming geography teacher education Tarisayi, Kudzayi Savious
Educenter : Jurnal Ilmiah Pendidikan Vol. 3 No. 2 (2024): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v3i2.890

Abstract

This study explored the potential of Twitter to transform and enrich geography teacher education in South Africa for the digital age. This mixed methods study utilized content analysis of tweets from selected geography education Twitter handles and focus group discussions with South African student teachers using Twitter. The research design involved training student teachers on using Twitter for curriculum purposes over eight weeks, followed by focus groups to capture their experiences and perspectives. Findings suggest Twitter offers valuable opportunities for networking, accessing resources, and fostering global connections among geography educators. However, realizing Twitter's full potential requires thoughtful implementation strategies, including usage policies, educator training, and support for community building. As an exploratory study, it provides initial evidence that integrating Twitter into teacher training could strengthen geography education in South Africa by equipping educators with expanded networks and professional development avenues. Nevertheless, structured implementation and ongoing collaboration are crucial for leveraging Twitter to bridge divides and align training with 21st-century contexts. Further comparative and longitudinal studies can build on these preliminary insights to optimize the use of Twitter in transforming geography education for the digital age in South Africa and beyond.
Co-Authors