Abstract
M.Ed.
Education is South Africa is characterized by ineffective teaching practices that
prevent the pupils from learning in a meaningful and reasonably satisfying way.. Ostensive methods of
teaching that prevent pupil participation are emphasized while heuristic methods
are disregarded, and in the process, concept teaching is neglected. To solve this problem, the following aims have been generated:
1.3.1 Training senior primary school teachers in the teaching of concepts to
increase pupil learning
This could be a more effective and relevant strategy which could be applied to
curb the ostensive methods of teaching used by most teachers as indicated
already in par. 1.2 above, as well as poor classroom organization. As Bruner
(1967) avers, concept teaching offers the following benefits:
"The pupils are equiped with thinking skills which are helpful in the process of
discriminating, classifying and categorizing. The ability to categorize data
helps the learner in problem-solving and reduces the necessity to re-learn
what was previously learned. This refers to all the situations, events and
symbols which have the same set of general characteristics."
1.3.2 Provision of in-service training opportunities to limit incompetent
teaching
This would help to remedy the ills and frustrations brought about the fact that
poorly qualified teachers have been given the opportunity to provide tuition to the
pupils who defintely need only the best teachers to guide them towards what they
ought to be. Because it is not possible to get rid of all the poorly qualified
teachers, what could be done is what Bester (1988:5) suggests: "... hef die
bestaande onderwysers se vlakke van vaardigheid en bevoegdheid op."
An intensive in-service training programme is therefore, suggested as a
collaborative effort to improve educational effectiveness. The most urgent of
needs identified is the training of teachers in the concept approach to teaching, as
indicated in par. 1.3.1. In the process of upgrading the teachers' classroom skills,
the pupils' potential to learn effectively have a chance of increasing. Teaching is a
multi-faceted process that also involves the pupil. For the pupil to be able to learn
effectively, he must be actively involved in the teaching-learning process. As Astin,
Green and Korn (1987:15) maintain: "The student has a role to play in the
process, too: There must be a commitment and involvement on his or her part for
effective learning to happen."
The aim of this investigation is not only to provide the teachers with
demonstrations and lectures that emphasize theories of how to teach but to focus
on the teacher as a unique individual with needs that have to be addressed,
someone with strengths as well as weaknesses (Main, 1985;15).
In the process of developing classroom teaching techniques and promoting
personal development, the ideal would be to encourage peer coaching so as to
overcome teacher isolation. Peer coaching, according to Munro and Elliott
(1987:25-28), is a method of improving teacher effectiveness, in which teachers
work with one or more colleagues to achieve specific instructional goals and key
skills, through a process of regular observation and feedback and by using
specific materials to support them.
Teachers would, therefore, be brought together as fellow participants in a context
in which each of them needs to learn about teaching. They meet as teachers and
at the same time as 'teachers-as-learners'.
1.3.3 The use of micro-teaching for training purposes
In using "... specific materials to support them..." as indicated by Munro and Elliott
(1987) the specific material applicable in this investigation is the micro-teaching
technique used as a training modality in training the teachers in concept teaching.
In so doing, an attempt is being made to come to terms with the root problem
linked to teacher inadequacy.