Scielo RSS <![CDATA[South African Journal of Education]]> vol. 38 num. 3 lang. en <![CDATA[SciELO Logo]]> <![CDATA[<b>Content analysis of the LGCSE Geography and Sesotho syllabi for alignment with the Lesotho Curriculum and Assessment Policy</b>]]> The purpose of the study was to examine the alignment or misalignment between the Lesotho General Certificate of Secondary Education (LGCSE) programme and the Lesotho Curriculum and Assessment Policy (CAP), with a focus on Geography and Sesotho syllabi. The study employed content analysis of the two syllabi to identify areas of alignment with the aims of secondary education and the idea of curriculum integration as conceived in the policy document. The content analysis revealed that, while there are some areas of alignment, especially between the syllabus aims of the two subjects and the aims of secondary education as stated in CAP, the syllabi offer limited opportunities for promoting political values and integrated approach to teaching and learning as envisaged in the policy. To this end, it is argued that the teaching of the two LGCSE syllabi is unlikely to change classroom practice as was intended in the policy. <![CDATA[<b>Factors influencing the in-service programmes: Case study of teachers with learner-centred strategies in Blue Waters<a href="#back_fni"><sup>i</sup></a> setting</b>]]> Key policies on teacher development emphasise the necessity of a teaching force that is competent to apply learner-centred practices. Barriers to learning, like poverty, present huge classroom challenges and have implications for in-service programmes intended to develop learner-centred practices. This study endeavoured to determine factors that influenced the effective implementation of in-service programmes to assist teachers with learner-centred teaching in the Blue Waters area of the Western Cape. It was anticipated that identifying these factors would assist teachers in poverty-stricken schools in an area like Blue Waters to effectively deal with poverty-related challenges of individual learners. A qualitative case study approach was applied with convenience and purposive sampling. Semi-structured interviews and a document study were used as tools to collect data. The participants of this study consisted of one principal, one social worker, and one district officer from the Western Cape Education Department (WCED). Qualitative data was analysed through thematic analysis. The competencies of teachers, Department of Education (DoE) and Department of Basic Education (DBE) policy intentions, socio-economic issues, and the types of in-service development programmes were revealed as factors inhibiting the In-Service Development Programmes at schools. This study recommended that the application of this strategy needed the holistic development of teaching skills at schools in Blue Waters. <![CDATA[<b>Towards an optimal person-environment fit: A baseline study of student teachers' personality traits</b>]]> This research sets out to conduct a baseline study on personality traits of student teachers to assess the possible implications for an optimal person-environment fit or unfortunate misfit. A non-experimental quantitative research design was used and data were obtained by administering the NEO Five-Factor Inventory (NEO-FFI) to 835 student teachers at the North-West University in South Africa. Data were analysed using descriptive and inferential statistics. Results indicated a much lower than expected score on agreeableness and a much higher than expected score on neuroticism. The only desirable personality trait presented in the specific sample was extraversion. The undesirable scores in the four personality traits are discussed in terms of the potential implications of a misfit between student teachers and the teaching environment; and of the sole desirable personality trait in terms of an optimal person-environment fit. Gender differences were noted in the personality domain agreeableness. Future research is indicated to determine the usefulness of personality assessment in the selection of student teachers in other teacher training contexts. The NEO-FFI shows promise in this regard.