Working with our South African partners, we are committed to learning from our work and constantly improving projects and interventions. Research initiatives led by UWE academics help us to identify key priorities for future projects, amplify the voices of stakeholders and evaluate the quality and impact of our work. This helps us understand where to concentrate our efforts and how to do so most effectively ensuring our work is evidence based.
We are always actively engaged in research and planning for future research. The following are examples of some of our research outputs.
Can the use of a book levelling APP support the development of the knowledge and skills needed to teach reading in rural and township schools for pre-service and in service teachers?
A British Academy Global Challenge Fund project
A multi-disciplinary team of University of the West of England (UWE) and University of Zululand academics have been awarded a British Academy Global Challenges research grant to support work begun by and being developed by Project Zulu. Project Zulu has worked for many years with children and their teachers in schools in Madadeni, a township in KwaZulu Natal, South Africa. Based on teachers’ questions and requests, the team are designing an app that will be piloted in townships and rural schools in the region, to support teachers in identifying how to most effectively use the books that are available by providing suggestions and tips for teaching using the book.
Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project.
This article explores perspectives from Project Zulu Township Teacher volunteers as they reflect on their experiences of living and working with Project Zulu host schools and families. Researching this has helped us to consider how we prepare our student volunteers and work with our South African partners to help everyone to get the most from the intercultural experience.
‘I wasn't worried because I wasn't being judged’: The development of pre-service teacher professional capital, pedagogical instinct and discretionary judgement during an overseas teaching placement.
This study explored growth in professional judgement experienced by UK teacher training students who volunteered on Project Zulu’s Township Teaching programme. Accounts from the students suggest that experiences such as thinking on their feet, following their instincts, having increased autonomy and being treated like professionals contributed to an overall sense that they were able and permitted to exercise their professional judgements more often than on their domestic placements.