41 research outputs found
Gesprekke met skrywers 3 /
No full textGesprekke: M.E.R./Elize Botha, Uys Krige/Jan Rabie, Henriette Grové/Elize Botha, Jan Rabie /Elsa Joubert, Ina Rousseau/Abraham de Vries, Abraham de Vries/Chris Barnard, P.G. du Plessis/John Miles.Olivier, Fani
Challenges for Pedagogical Effectiveness in an Ever-Changing Education Landscape: Conceptualisation of Pedagogical Mobility and Flexibility as a Context-Consciousness
No full textThe challenges to maintaining pedagogical effectiveness in an ever-changing education landscape not only turn focus on the professional development of teachers and their teaching practices but also emphasise the preparation of pre-service teachers and their skill development to practice pedagogical flexibility and mobility while focusing on contextconsciousness [1]. Preparedness for classroom demands involves a sound knowledge foundation built on content knowledge and pedagogical content knowledge, as discussed by Shulman [2,3]
Emotional experiences of student teachers during teaching practice: A case study at Unisa
No full textStudents’ teaching practice plays a significant role in preparing them for the teaching profession. This study focused on the emotional experiences of open distance learning
(ODL) student teachers during their teaching practice at schools. A previous investigation by Du Plessis, Marais, Van Schalkwyk and Weeks (2010) indicated that student teachers have to deal with emotions that can be problematic, especially when they have to teach in formal education. The aim of this study was to investigate the emotional experiences of student teachers who were teaching in the Foundation Phase (Grade R to Grade 3) and to make recommendations on how they could deal with their feelings. Students who were enrolled for the BEd (Early Childhood Development and Foundation Phase) were purposely sampled to gather data. The data was collected by means of document analysis (questionnaires) and semi-structured interviews. The social learning theory of Bandura (1971) and the cognitive theory of emotions by Schacter and Singer (1962) were used as theoretical frameworks to evaluate the emotional experiences of the student teachers while they were doing their teaching practice at schools. The findings of this study emphasised three negative emotions, namely feelings of anger, fear and confusion. The majority of the participants indicated that they felt scared. Positive emotions like feeling happy (highest ranking); then proud and pleased were also experienced. These findings are significant for improving tutorial matter to provide guidelines for student teachers about how to deal more effectively with their emotions
Insights from returning teachers’ exposure to curriculum change and professional development
No full textThe continuous professional development of teachers is vital for the well-being of any education system. This article reflects on the adoption and implementation of the National Curriculum Statement with its outcomes-based education approach by teachers who returned to teaching after having been out of the education system for a number of years. Systems theory was used as a theoretical framework for this research. The research was done in 2010, with follow-up interviews during 2012 to include the Curriculum and Assessment Policy Statement. These teachers responded to 12 items in an open-ended questionnaire on issues related to the changing curriculum and professional development as part of the education system. The article suggests that the professional development of teachers (in particular those who have been out of the system for some years) needs to be improved in order to ensure that the new curriculum is adopted and does not remain merely a policy document that is inefficiently implemented in its entirety
Student teachers’ perceptions, experiences, and challenges regarding learner-centred teaching
No full textLearner-centred teaching education generally involves methods of teaching that move the focus of instruction from the teacher to the learner. The “learner-centred” label is subsequently attached to teaching strategies, learning events, classroom layout and learning programmes. Aspects such as active learning, learner commitment and the construction of own knowledge are among the principles of learner-centred teaching. Worldwide, the thorough training of teachers is crucial. Every organisation preparing teachers should establish whether they offer suitable qualifications that empower student teachers to cope with the abundant difficulties of the teaching occupation, including learner-centred teaching. The aim of this article is to explore student teachers’ perceptions, experiences, and challenges of learner-centred teaching. To this end, an inquisitive research strategy and qualitative research approach were selected as suitable methodology. Data was collected through a voluntary written assignment set out in student teachers’ teaching practice notebooks. The participants were fourth-year students enrolled at a higher education institution for the Bachelor of Education (BEd) qualification (with speciality in the Foundation Phase). These students were placed in productive, successful schools for the duration of their teaching practicum by the teachers training institution. In addition to their placements, they had to complete their teaching practice at schools in widely differing social environments. The schools’ locations ranged from well-off areas, with good teaching means, to schools in poor areas that were lacking learning support materials. The participants were from diverse cultural groups. Furthermore, the constructivist learning theory was used as theoretical framework. The findings reveal that student teachers have a limited understanding of learner-centred teaching and are currently experiencing three serious challenges with regard to learner-centred teaching. To combat this, guiding principles involving lecturers’ support and involvement, reflection, and the accountable intervention of mentor teachers are suggested.
Keywords: community of practice; constructivism; internships; learner-centredness; mentor teachers; pre-service teaching; student teacher
Experiences of grade 9 educators regarding the implementation of the curriculum and assessment policy statement : a case study in the Sarah Baartman District
No full textText in English, abstract in English, Afrikaans and XhosaThis study investigated the experiences of 10 Grade 9 Post Level 1 (PL1) educators regarding the implementation of the Curriculum and Assessment Policy Statement (CAPS) in a specific school in the Sarah Baartman District since it was introduced in 2014 for Grade 7-9 and Grade 12.
South African schools have gone through several curriculum transformations over the past 23 years. The Curriculum 2005 (C2005) was introduced in 1997 and educators had to implement the C2005 in their classrooms without the required training. Educators experienced several challenges during the implementation processes of the C2005, which included the complexity of the terminology, and complicated design features. Moreover, they were overburdened with administrative duties. The Department of Education (DoE) reviewed and streamlined the C2005, and in May 2002, the Revised National Curriculum Statement (RNCS) was presented to schools. Unfortunately, the effectiveness of the implementation of the RNCS was plagued by many problems experienced by educators. Main factors that impeded the implementation of the RNCS were educator training and development, educator consultation and participation, additional educator workload and lack of resources. These issues urged the Department of Basic Education (DBE) to review the RNCS, after which the CAPS was introduced to improve teaching and learning.
This research utilises the Concerns Based Adoption Model (CBAM) in its theoretical analytical framework. I used the interpretivist paradigm and applied a qualitative approach. A case study research design was also employed. The participants for this study were 10 Grade 9 PL1 educators teaching in the Senior Phase (SP) at the same school in the Sarah Baartman District. The data collection instruments used to collect data were semi-structured interviews and document analysis. The data collection processes were hindered by the global COVID-19 pandemic that we were facing at the time of writing. Due to challenges in the form of COVID-19 surges faced by schools, the initial classrooms observations could not take place. The data gathered and generated were analysed through three different content analysis procedures, namely the six-step guide, the qualitative analysis procedures, and word cloud analysis to ensure the trustworthiness of the collected data.
This study concludes and draws attention to the experiences of educators and challenges faced regarding the implementation of the CAPS in Grade 9. This study envisions that Care and Support for Teaching and Learning (CSTL), Integrated Quality Management System (IQMS) and South African Schools Administration and Management System (SASAMS) are some of the existing programmes that can be incorporated to assist the Schools Management Teams (SMTs) and educators with the implementation processes of the CAPS. Based on the findings of this study recommendations are made for the improvement of the implementation processes of the CAPS. Consequently, this study recommends that the DBE, educators and SMTs from neighbouring schools and Subject Advisors (SAs) should work closely together to assist with the implementation of the CAPS. Schools should integrate the implementation of the CAPS in their annual planning. Existing supporting structures (CSTL, IQMS and SASAMS) should be utilised optimally by schools to assist with the implementation of the CAPS, especially in the SP.Hierdie studie het die ervaringe van 10 graad 9-opvoeders op posvlak 1 (PL1) ondersoek met betrekking tot die implementering van die Kurrikulum- en Assesseringbeleidsverklaring (KABV) in 'n spesifieke skool in die Sarah Baartman-distrik sedert KABV in 2014 vir grade 7 tot 9 en 12 geïmplementeer is.
Suid-Afrikaanse skole is die afgelope 23 jaar deur verskeie kurrikulumtransformasies. Kurrikulum 2005 (K2005) is in 1997 bekendgestel en opvoeders moes dit sonder die nodige opleiding in hul klasse implementeer. Opvoeders het verskeie uitdagings beleef tydens die implementeringsprosesse vir K2005, behalwe vir die kompleksiteit van die terminologie en die ingewikkelde ontwerp, en was opvoeders ook oorweldig deur administratiewe pligte. Gevolglik het die Departement van Onderwys K2005 hersien en gewysig en in Mei 2002 die Hersiene Nasionale Kurrikulumverklaring (HNKV) aan skole voorgelê. Ongelukkig het opvoeders baie probleme ervaar met die doeltreffendheid van die implementering van HNKV. Die belangrikste faktore wat die implementering van die HNKV vertraag het, was opleiding en ontwikkeling van opvoeders, opvoederkonsultasie en -deelname, addisionele opvoederwerklas en tekort aan hulpbronne. Hierdie kwessies het die Departement van Basiese Onderwys (DBO) aangespoor om die HNKV te hersien, wat tot die bekendstelling van KABV gelei het om onderrig en leer te bevorder.
Hierdie navorsing gebruik die belanggebaseerde aanpassingsmodel vir die teoretiese ontledingsraamwerk. Die vertolkingsparadigma en 'n kwantitatiewe benadering is toegepas en 'n gevallestudienavorsingsontwerp is gebruik. Tien graad 9-opvoerders (PL1) wat in die senior fase by dieselfde skool in die Sarah Baartman-distrik skoolhou, het aan die studie deelgeneem. Semigestruktureerde onderhoude is gebruik om data te versamel, gevolg deur dokumentontleding. Die dataversamelingsprosesse is die deur globale Covid-19-pandemie vertraag. Skole se uitdagings as gevolg van die Covid-19-virus het veroorsaak dat die aanvanklike klaskamerwaarneming nie kon plaasvind nie. Nietemin is die versamelde en gegenereerde data deur drie verskillende inhoudontledingsprosedures ontleed, naamlik die ses-stap-riglyne, die ontledingsprosedures wat Menter, Elliot, Hulme en Lowden aanbeveel en woordwolkontleding om die betroubaarheid daarvan te verseker.
Hierdie studie sluit af deur aandag te vestig op die ervaringe van opvoeders en die uitdagings om KABV in graad 9 te implementeer. Hierdie studie voorsien ook dat hulp en ondersteuning vir onderrig en leer, die geïntegreerde gehaltebestuurstelsels en die Suid-Afrikaanse skole-administrasie en bestuurstelsel – 'n paar van die bestaande programme – geïnkorporeer kan word om skoolbestuurspanne (SBS'e) en opvoeders te help met die implementeringprosesse van KABV. Op grond van hierdie studie se bevindings, word aanbevelings gemaak vir die verbetering van die KABV-implementeringsproses. Gevolglik beveel hierdie studie aan dat die DBO, opvoeders en SBS'e van naburige skole, en vakadviseurs nou moet saamwerk om te help met die KABV-implementering. Skole moet KABV-implementering by hul jaarbeplanning integreer. Verder moet hulpstrukture optimaal by skole gebruik word om KABV te implementeer, veral in die senior fase.Olu phando luphengulule amava ootitshala abali-10 abakwiNqanaba loku-1(PL 1) beBanga le- 9 ngokubhekisele ekuphunyezweni kweNkcazelo yoMgaqo-nkqubo weKharityhulam noHlolo (CAPS) kwisikolo esithile saseSarah Baartman oko kwaqaliswa iCAPS kumaBanga 7- 9 no-12 ngowama-2014.
Izikolo zaseMzantsi Afrika zidlule kwiinguqulelo ezininzi zekharityhulam kule minyaka ingama-23 idlulileyo. Ikharityhulam 2005 (C2005) yaqaliswa ngowe-1997 kwaye kwafuneka ukuba ootitshala bayisebenzise kumagumbi okufundela ngaphandle kokuba bafumane uqeqesho olufunekayo. Ootitshala bafumana imingeni eliqela ngexesha lokumiselwa kweenkqubo zika-C2005, kubandakanywa ukuntsonkotha kwesigama kunye nemiba yoyilo enzima, kwaye nootitshala babesindwa ngumsebenzi wolawulo lwezifundo. ISebe lezeMfundo (DoE) emva koko laye layiqwalasela ngokutsha, layihlaziya i-C2005. NgekaCanzibe wama-2002, iNkcazo yeKharityhulam yeSizwe eHlaziyiweyo (RNCS) yaziswa ezikolweni. Ngelishwa ukusebenza kakuhle kwe-RNCS kwathwaxwa ziingxaki ezininzi ezafunyanwa ngootitshala. Ezona ngxaki zaziphambili ekuphumezeni iRNCS yayikukungaqeqeshwa nokungaphuhliswa kwezakhono zootitshala, ukungabonisani notitshala kunye nokungabaniki thuba lokuthatha inxaxheba ekuyiqulunqeni, ukongezwa komthwalo wootitshala kunye nokunqongophala kwemithombo yolwazi. Ngokuqhutywa yile miba ingentla, iSebe leMfundo esiSiseko (i-DBE) layihlaziya i-RNCS, nto leyo eyakhokela ekungenisweni kweCAPS ngenjongo yokuphucula ukufunda nokufundisa.
Olu phando lusebenzisa indlela yokuphanda eyaziwa ngokuba yiConcerns-Based Adoption Model (i-CBAM) kwisakhelo sohlalutyo lweethiyori. Lukwasebenzisa indlela yophando esekelwe ekutolikeni okwahlukeneyo nendlela yophando ngokuzathuza, kwanesifundo esingumzekelo. Abathathi nxaxheba kolu phando ngootitshala abali-10 beBanga le-9 abafundisa kwiSigaba esiPhezulu (i-SP) kwisikolo esinye kwisithili iSarah Baartman. Kwasetyenziswa udliwano ndlebe nabaninzi njengezixhobo zokuqokelela idatha, kwalandeliswa ngohlalutyo lwamaxwebhu. Iinkqubo zokuqokelelwa kwedatha zithintelwe sisibetho se-COVID-19 sehlabathi esijamelene noMzantsi Afrika ngoku. Ngenxa yemiceli mngeni ebangelwe yiCOVID-19 esajongene nezikolo nangoku, ukuqwalaselwa kwasekuqaleni kwamagumbi okufundela akukwazanga ukwenzeka. Noxa kunjalo ulwazi oluqokelelweyo luye lwahlalutywa, kusetyenziswa iinkqubo zohlalutyo ezintathu, ezisisikhokelo samanyathelo amathandathu (Six Step Guide) njengoko kucetyisiwe nguMenter, uElliot, uHulme kunye noLowden. Kwasetyenziswa nohlalutyo lwamagama ngamagama ukuqinisekisa ukuthembeka kwezi ndlela zohlalutyo.
Esi sifundo siqukumbela ngokutsalela ingqalelo kumava ootitshala nakwimingeni abajongene nayo malunga nokuphunyezwa kweCAPS kwiBanga le-9. Olu phando lukwajonga ukuba iinkqubo ezifana noKhathalelo neNkxaso yokuFunda (i-Care and Support for Teaching and Learning -CSTL), iNkqubo Ehlanganisiweyo Yolawulo Lomgangatho Onguwo, (i-Integrated Quality Management System - IQMS), iNkqubo yoLawulo lweZikolo zaseMzantsi Afrika (SASAMS) – njengezinye zeenkqubo esele zikho – zinokubandakanywa ukunceda amaqela aLawula iZikolo (SMTs) nootitshala ekusebenziseni iinkqubo ze-CAPS. Ngokusekwe kwiziphumo zolu phononongo, iingcebiso zenziwe ukuphucula iinkqubo zokuphunyezwa kweCAPS. Ngenxa yoko, olu phononongo lucebisa ukuba i-DBE, ootitshala nee-SMTs ezivela kwizikolo ezikufutshane, kunye naBacebisi ngeziFundo (ii-Subject Avdisors) kufuneka basebenze ngokusondeleleneyo ukunceda ukuphumeza iCAPS. Izikolo kufuneka zingenise ukuphunyezwa kweCAPS kwisicwangciso sonyaka. Ngaphezulu, iinkqubo zokuxhasa, (i-STL, i-IQMS kunye ne-SASAMS) kufuneka zisetyenziswe ngokuzeleyo zizikolo ekuncediseni ukuphunyezwa kwe-CAPS, ngakumbi kwiSigaba Esiphezulu (i-SP).M. Ed. (Curriculum and Instructional Studies)Curriculum and Instructional Studie
Go nyakisisa le go kaonafatsa phethagatso ya lenaneothuto ka mananeo a tlhabollo a seprofesenale ao a tswelagopele a barutisi ba thuto ya mahlale ya kreiti ya 10 : dikheisestati tse ntsi
No full textAbstracts in English, Afrikaans and Northern SothoImplementing an effective curriculum is expected by all science teachers since they are the curriculum implementers. However, it was revealed that many of these teachers, especially in rural areas, struggle to implement and deliver the curriculum effectively. The teachers mentioned challenges hampering them to deliver the curriculum effectively.
This study was therefore conducted to explore and establish the challenges facing Grade 10 science teachers to deliver an effective curriculum and to further elucidate on the nature of Continuing Professional Development (CPD) programmes as a necessary intervention to assist them in improving their curriculum delivery.
Data were collected from Grade 10 science teachers teaching Life Sciences in 12 secondary schools through two different sources, which were semi-structured interviews and lesson presentation observations. The data were collected before and after a CPD programme interventional workshop, which was organised by me for the participants (i.e., pre-interviews, pre-lesson observations and post-interviews, post-lesson observations).
The study's findings revealed the curriculum challenges facing science teachers in delivering an effective and proficient curriculum. It was also discovered that the teachers seriously needed professional support. Above all, the research findings showed the nature and design of a CPD programme that is relevant, and which addressed the curriculum challenges of the science teachers by improving their curriculum delivery.
The results of this study were used to propose a model which could be used to address the curriculum challenges of science teachers and to improve their curriculum delivery.Die doeltreffende implementering van die kurrikulum word van alle wetenskaponderwysers verwag aangesien hulle die persone is wat aan die kurrikulum uitvoering gee. Daar is egter bevind dat heelwat van hierdie onderwysers, veral in landelike gebiede, probleme ondervind om die kurrikulum doeltreffend te implementeer en aan te bied. Die onderwysers het uitdagings wat die doeltreffende implementering van die kurrikulum belemmer, uitgewys.
Hierdie studie is derhalwe gedoen met die doel om die uitdagings rakende die doeltreffende implementering van die kurrikulum waarmee graad 10-wetenskaponderwysers gekonfronteer word, te verken en te identifiseer en om die aard van programme vir voortgesette professionele ontwikkeling (VPO) as ’n nodige ingryping vir die verbetering van hulle aanbieding van die kurrikulum te belig.
Twee verskillende metodes, naamlik semigestruktureerde onderhoude en leswaarneming, is gebruik om data van graad 10-wetenskaponderwysers wat Lewenswetenskappe in 12 sekondêre skole gee, in te samel. Data is voor en ná ’n VPO-program-ingrypingswerkswinkel wat die navorser vir die deelnemers gereël het (dit wil sê, pre-onderhoude, preleswaarneming en postonderhoude, postleswaarneming), ingesamel.
Die bevindings van die studie het die uitdagings rakende die doeltreffende en bedrewe aanbieding van die kurrikulum wat wetenskaponderwysers ondervind, aan die lig gebring. Daar is voorts bevind dat onderwysers dringend professionele bystand benodig. Die navorsingsbevindings het bowenal op die aard en die ontwerp van ’n VPO-program wat relevant is en wat die wetenskaponderwysers kan help om kurrikulumverwante uitdagings te bowe te kom en hulle aanbieding van die kurrikulum kan verbeter, gedui.Die resultate van hierdie studie is gebruik om ’n model te ontwikkel wat gebruik kan word om die kurrikulum-uitdagings wat wetenskaponderwysers ondervind, te bowe te kom en hulle aanbieding van die kurrikulum te verbeter.Go phethagatsa lenaneothuto gabotse go letetswe ke barutisi ka moka ba thuto ya mahlale ka ge e le bona baphethagatsi ba lenaneothuto. Le ge go le bjalo, go utolotswe gore bontsi bja barutisi ba, kudukudu dinagamagaeng, ba katana le go phethagatsa le go aba lenaneothuto ka bokgoni. Barutisi ba boletse ka ditlhohlo tseo di ba sitisago go aba lenaneothuto gabotse.
Ka fao nyakisiso ye e diretswe go nyakisisa le go hwetsa ditlhohlo tseo barutisi ba thuto ya mahlale ba Kreiti ya 10 ba lebanago le tsona ge ba aba lenaneothuto gabotse le go hlalosa gape mohuta wa mananeo a Tlhabollo ya Profesenale ye e Tswelago Pele (CPD) bjalo ka kgato ya maleba go ba thusa go kaonafatsa kabo ya bona ya lenaneothuto.
Datha e kgobokeditswe go tswa go barutisi ba thuto ya mahlale ba Kreiti ya 10 bao ba rutago Thuto ya Mahlale a Bophelo dikolong tse 12 tsa magareng ka methopo ye mebedi ye e fapanego, yeo e bego e le dipoledisano tse di rulagantswego seripa le ditlhokomelo tsa tlhagiso ya dithuto. Datha e kgobokeditswe pele le ka morago ga tlhahlo ya tsenogare ya lenaneo la CPD, yeo ke e rulagantseditsego bakgathatema (e lego, dipoledisano tsa pele ga nako, ditlhokomelo tsa pele ga thuto le dipoledisano tsa ka morago, ditlhokomelo tsa ka morago ga thuto).
Dikutullo tsa nyakisiso ye di utollotse ditlhohlo tsa lenaneothuto tseo barutisi ba thuto ya mahlale ba lebanego le tsona ka go aba lenaneothuto gabotse gape ka bokgoni. Go utulotswe gape gore barutisi ba be ba nyaka thekgo ya seprofesenale kudu. Godimo ga tsohle, dikutullo tsa nyakisiso di bontshitse mohuta le tlhamo ya lenaneo la CPD leo le lego maleba, le leo le rarolotsego ditlhohlo tsa lenaneothuto la barutisi ba saense ka go kaonafatsa kabo ya bona ya lenaneothuto.
Dipoelo tsa nyakisiso ye di somisitswe go sisinya mmotlolo wo o ka somiswago go rarolla ditlhohlo tsa lenaneothuto tsa barutisi ba thuto ya mahlale le go kaonafatsa kabo ya bona ya kharikhulamo.Ph. D. (Education (Curriculum and Instructional Studies))Curriculum and Instructional Studie
Ondersoek na en verbetering van besinnende onderrig in die opleiding van hoërskoolonderwysers in Ethiopië
No full textThe purpose of this study was to investigate and improve reflective teaching in the Ethiopian Secondary School Teacher Education Institutions (TEIs). This study used a mixed methods research approach that employed a concurrent triangulation design. For data collection, the study utilized a structured questionnaire, a semi-structured individual and group interviews. The data collection instruments were utilized to solicit pre-service teachers’, teacher educators’, and cooperating teachers’ (mentors’) views on reflections and how reflective teaching in the pre-service teacher secondary school teacher education framework is being implemented. The study particularly aimed to investigate how the pre-service teachers view reflective teaching, identify the hindrances for effective reflective teaching practice, and discover strategies that could be used to improve the practice. Prominent reflective scholars’ theories and outlooks on reflective practice were reviewed and used to guide the study.
The responses of the stakeholders on the nature and implementation of reflective practices were analyzed quantitatively and qualitatively. For the quantitative data analyses, both the descriptive statistics and inferential statistics were employed. On the other hand, narration was used to analyze the qualitative data. Triangulation of the study was observed by presenting and interpreting the qualitative data with reference of the quantitative data. The research questions were answered as the researcher analyzed the responses that the pre-service teachers hold to the reflective teaching, as well as the method, situation and issues of the reflective teaching practice in the pre- service teacher education curriculum framework.
The study uncovered that secondary schools’ pre-service teachers in the existing teacher education programme were practicing few reflective teaching tools. The findings indicated that the pre-service teachers hold fair insights of reflective teaching, yet they felt less capable of doing reflective teaching critically. The findings indicated that the pre-service teacher education programme faced a number of barriers to effective reflective teaching practice. The findings also raised concerns over writing journals, instructional technology, teaching portfolios, and action research projects for reflective teaching in the pre-service teacher education programme. The study has identified key strategies that may be useful for the Ministry of Education, teacher educators, cooperating teachers, and teacher education institutions who are responsive for reflective teachers in Ethiopia.Maikemišetšo a thuto ye e be e le go nyakišiša le go hlabolla thuto ya taetšo go Dihlongwa tša Thuto ya Borutiši Dikolong tša Ethiopia (TEI). Thuto ye e šomišwa mokgwa wa diphatišišo wa mekgwahlakantšho yeo e šomišago tlhamo ya go šoma mmogo ka ditsela tša go hlama khutlotharo. Go kgoboketša ya datha, thuto ye e šomišitše letlakalapotšišo la sebopego sa go ikgetha, dipoledišano tša mošomo la motho le sehlopha seo se hlamegilego gannyane. Didirišwa tša kgoboketša ya datha di šomišitšwe go hwetša barutiši ba pele ga kabo ya tirelo, barutiši ba go ruta, le barutiši ba go šomišana (baeletši’) ditaetšo le mmono ka ga ka fao thuto ya taetšo e phethagatšwago ka go tlhako ya thuto ya barutiši ba thuto ya sekolo se se phagamego. Thuto gabotse e nepile go nyakišiša ka fao barutiši ba ditirelo tša go thoma ba bonago thuto ya taetšo, go hlaola ditšhitišo tša tiragatšo ya maswanedi ya go ruta ka mokgwa wa ditaetšo le go lemoga maanotšhomo ao a ka kgonago go tlhabolla tiragatšo. Diteori tša baithuti ba maemo ba go diriša ditaetšo le mmono mo go tiragatšo ya taetšo di lebeletšweleswa le go šomišwa go hlahla thuto ye.
Dikarabo tša baamegi go mohuta le phethagatšo ya tiragalo ya taetšo di lekotšwe ka dipalopalo le boleng. Go dikahlaahlo tša datha ya dipalopalo, bobedi dipalopalo tša go hlalosa le tša tšhupetšo di šomišitšwe. Ka letsogong le lengwe, tlhaloso e šomišitšwe go ahlaahla datha ya boleng. Go dira gore thuto e tšwe dikhutlotharo e lebeletšwe ka go ruta le go tlhathollela ka datha ya boleng go lebeletšwe datha ya dipalopalo. Dipotšišo tša diphatišišo di arabilwe bjalo ka ge monyakišiši a lekotše dikarabo tša barutiši ba pele ga tirelo go tliša thuto ya taetšo go tee le mokgwa, maemo le ditaba ka ga tshepedišo ya thuto ya taetšo ka go tlhako ya kharikhulamo ya thuto ya barutiši bja pele ga tirelo.
Thuto e utullotše go re barutiši ba sekolo se se phagamego sa pele ga tirelo ka go lenaneo le le lego gona la thuto ya barutiši ba be ba diriša didirišwa tše nnyane tša taetšo ya thuto. Dipoelo di laeditše gore barutiši ba pele ga kabo ya tirelo ba bile le pono ka ga thuto ya taetšo, eupša ba be ba sa kwe ba kgona go ruta ka mokgwa wa taetšo. Dipoelo di laeditše go re lenaneo la thuto ya barutiši bja pele ga kabo ya tirelo ba lebane le ditšhitišo tše mmalwa go tshepedišo ya maleba ya thuto ya taetšo. Dipoelo gape di tlišitše kamego ka ga go ngwala ditšenale, thekenolotši ya go ruta, diphotefolio tša go ruta le diprotšeke tša tiro ya diphatišišo go fihlelela thuto ya taetšo ka go lenaneo la thuto ya tirelo ya go ruta. Thuto e hlaotše maanotšhomo a motheo ao a ka bago le mohola go Kgoro ya Thuto, barutiši, barutiši bja bašomišane le dihlongwa tša thuto ya barutiši tšeo di ikemišeditšego go hlahla barutiši ba go ikarabela go taetšo mo Ethiopia.Die doel van hierdie studie was om besinnende onderrig aan Ethiopiese opleidingsinstellings vir hoërskoolonderwysers te ondersoek en te verbeter. Verskeie metodes en ‘n triangulasieontwerp is in hierdie studie gevolg. Data is deur middel van ‘n gestruktureerde vraelys en halfgestruktureerde individuele en groeponderhoude ingesamel. Studenteonderwysers, onderwyseropvoeders en medewerker-onderwysers (mentors) se siening van hoe besinnende onderrig in die raamwerk van hoërskoolonderwysers se opleiding neerslag vind, is verkry. Daar is in die besonder op studenteonderwysers se opvattings oor besinnende onderrig gekonsentreer. Struikelblokke in die weg van doeltreffende besinnende onderrigpraktyk en strategieë om dit uit die weg te ruim, is aangetoon. Die teorieë en gesigspunte van vooraanstaande kenners van besinnende onderrigpraktyk is bestudeer, en het rigting aan hierdie studie verleen.
Belanghebbers se reaksie op die aard en inwerkingstelling van besinnende praktyke is kwantitatief en kwalitatief ontleed. Sowel die beskrywende as die afgeleide statistiek is in die ontleding van die kwantitatiewe data gebruik. Die kwalitatiewe data, daarteenoor, is met behulp van vertellings ontleed. Die kwalitatiewe data is met verwysing na die kwantitatiewe data vertolk te einde reg te laat geskied aan die triangulasie van die studie. Die navorsingsvrae is beantwoord namate die navorser die reaksie van studenteonderwysers op besinnende onderwys ontleed het asook die metode en situasie daarvan, en die probleme daarmee in die kurrikulum van studenteonderwysers.
Daar is bevind dat weinig studente wat as hoërskoolonderwysers opgelei word, die tegnieke van besinnende onderwys toepas. Volgens die bevindings weet studente wel van besinnende onderwys, maar voel dat hulle nie tot kritiese besinnende onderwys in staat is nie. Daar was ʼn hele paar struikelblokke in die onderwysersopleidingprogram vir besinnende onderwyspraktyk. Die bevindings is kommerwekkend wat betref die skryf van joernale, onderrigtegnologie, onderwysportefeuljes en aksienavorsingsprojekte vir doeltreffende onderwys in die onderwysersopleidingsprogram. Verskeie strategieë is aangetoon wat van nut kan wees vir die ministerie van Onderwys, die opleiers van onderwysers, medewerker-onderwysers en instellings wat onderwysers oplei om sensitiewe, besinnende onderwysers in Ethiopië te word.D. Ed. (Curriculum and Instructional Studies)Curriculum and Instructional Studie
Die essensie van morele waardes in die konteks van ‘n parallelmedium skool
No full textMoral values are interwoven in all aspects of teaching: in the curriculum, in the school culture, and as moral examples in teachers’ behaviour. Working with values is an
essential part of teaching. The task of the teacher as moral educator increases in a time where more and more learners receive less or no moral education from their parents, where the influence of the church is decreasing, while the media has the largest influence in their moral life. The aim of this article is to determine how schools can inspire and teach learners to be moral people – to care about and take responsibility for others, to think clearly about and pursue justice, to sacrifice for important principles. A qualitative research approach was undertaken to determine the views of a purposefully selected sample of school teachers in a parallel-medium school context regarding moral values. Data were collected by means of interviews. Interviews were recorded and transcribed. The participants’ answers were critically analysed by open coding and the ethical
correctness was determined by evaluating them against the ethical and moral ideas identified in the theoretical framework. Results highlighted the importance of mutual values in all cultures. The findings are thus significant because the views clearly indicated that moral education contributes towards the development of a healthy community and behaviour. It illustrates the viewpoints of teachers on challenges facing them regarding creating moral-based practices in education
The voices of student teachers on e-learning initiatives in a distance education community of practice
No full textIn distance teaching institutions where fourth-generation e-learning initiatives have become integrated in the modes of delivery, and where implementers struggle with effective adaption and implementation of technology-enabled education, student teachers' views on e-learning initiatives are assumed to be of significance. This article reports the findings of student teachers' views about access to e-learning facilities in a distance education (DE) community of practice. The research focused on 600 UNISA students who were enrolled for a PGCE qualification. Data was collected mainly by means of a quantitative survey. Findings indicated that student teachers don't have enough access to the internet and a need for training on the use of e-learning was identified as a high priority.Curriculum and Instructional Studie
