- roleTerm ( text )
- advisor
- namePart
- Hollander, W.J., Prof.
- roleTerm ( text )
- author
- namePart
- Botha, Marta Mariana
- dateAccessioned
- 2014-07-23T08:03:11Z
- dateAvailable
- 2014-07-23T08:03:11Z
- dateIssued
- 2014-07-23
- dateSubmitted
- 1993
- identifier ( uri )
- http://hdl.handle.net/10210/11499
- note
- M.Ed. (Education)
- abstract
- Learning can be described as an infinite action which also implies training. There is no limit. no end to it. It is a continual process. These actions of learning and training can be applied to the teaching profession. No university or teachers' training college can fully train the prospective teacher during the pre-service training period. There is always new knowledge to be mastered. Theoretical knowledge and institute and school practice may prepare the student for his future career, but there is no guarantee for success. Having mastered the required skills at one of the above mentioned institutions, they must be put to practice in a real school or class situation. This is done during the school practice component of in-service training and once the student has started his career. Many kinds of problems may then be experienced by the student or recently qualified teacher. There may be problems in connection with matters such as adaption, administration, teaching methods or discipline. With the necessary guidance these problems may successfully be overcome. The person who is in the best position to provide this guidance is the head of the department. He may then act as a tutor or a mentor. Even experienced teachers who have been teaching at the same school for some time, newly appointed but experienced teachers and teachers returning to the profession, may encounter similar problems and may need guidance or in-service training. The headmaster is responsible for initiating an in-service training programme at the school. The different heads of department are to assist him in this, especially as far as subject matters are concerned. The ability to provide in-service training, to gain knowledge, to learn something new, however, also implies training. The headmaster and the heads of department should, therefore, receive the necessary training and guidance to enable them to successfully execute an in-service training programme. This training can be best provided by a training institution, such as a university or college. There should be a close link between these institutions and the different schools; between pre-service and in-service training. These two components of training should be presented as a continual process. The purpose of this study is to investigate the responsibilities of the head of department under the guidance of the headmaster, as far as the in-service training of the teachers in his department is concerned. This will provide the teachers with the oppurtunity of gaining knowledge and obtaining the required didactical skills. The possibilities of pre-service training are investigated with, among others, reference to content and modi, the link between these two kinds of training and between schools and training institutions. Recommendations are made in connection with the implementation of in-service training of didactical skills and the responsibilities of the head of department as far as in-service training of students and teachers at secondary schools is concerned. It is evident that the head of department, together with the headmaster, can play a very important part in the in-service training of teachers.
- languageTerm ( rfc3066 )
- afr
- accessCondition ( useAndReproduction )
- University of Johannesburg
- topic
- High schools - South Africa - Administration
- topic
- School principals - South Africa
- topic
- High school department heads - South Africa
- topic
- Teachers - In-service training - South Africa
- title
- Die onderwyskundige opleidingsverantwoordelikhede van die hoof en departementshoof aan sekondêre skole
- genre
- Thesis