Onderwysers se belewenis van veeltaligheid in die graad een-klas
- Authors: Diedricks, Teolene Ganene
- Date: 2012-08-13
- Subjects: First grade (Education) , Education, Primary-Evaluation. , Multilingualism-South Africa. , Teachers-In-service training-South Africa-Case studies. , Educational psychology.
- Type: Thesis
- Identifier: uj:9049 , http://hdl.handle.net/10210/5512
- Description: M.Ed. , Eleven official languages are distinguished in South Africa. Although multilingualism is characteristic of the South African society, it is still a relatively new phenomenon in South African public schools. For the teacher it offers a multilingual classroom - a great challenge on account of the unfamiliar phenomenon. Many demands are made on the teacher's skills in order to accompany pupils whose home language may differ from the medium of education. Most teachers do not, however, possess the necessary skills and they apply a "hit-and-miss" method in order to accompany these pupils adequately. This presents a special challenge, particularly to the grade one teacher, since grade one pupils are expected to express their needs in words. The grade one teacher is therefore self-reliant in accompanying these pupils without receiving any educational accompaniment herself. Hence the teacher finds herself in an educational situation which is dangerously unfamiliar. From the perspective of educational psychology, this educational situation is regarded as hampering to both the child and the teacher. The educational psychologist consequently faces a special challenge to intervene in an effort to ensure that the accompanying process between teacher and pupils goes smoothly. This study aims to explore and describe how the grade one teacher experiences multilingualism and to establish guidelines for the educational psychologist for the accompaniment of grade one teachers in multilingual classrooms. An explorative, descriptive, contextual and qualitative study was carried out with a view p obtain insight and understanding in respect of the grade one teacher and how she experiences multilingualism. The phenomenological interviewing method was used to collect data. The interviews were audiotaped and then transcribed. The sample population consisted of four grade one teachers who were specifically selected for the purpose of the study. The data were processed according to Tesch's method and the services of an independent coder were obtained. The results of the interviews are organised in main categories. These categories are: : i) multilingualism as straneous for the teacher; ii) multilingualism hinders the effective flow of activities in the classroom; and iii) a creative problem solving attitude. Guidelines for the accompaniment of teachers in a multilingual grade one class by the educational psychology are discussed according to the above three categories. This classification was interdependent because, when one aspects is dealt with, another is essentially affected. For this reason, the educational psychologist's accompaniment of the grade one teacher should follow a holistic approach which addresses all three aspects. Finally, it is clear that multilingualism in the grade one class has many facets. In general, it appears that the grade one teacher experiences many constraints and that the educational psychologist can provide meaningful accompaniment.
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A model to facilitate the mental health of students living with HIV in a university and practitioners caring for them
- Authors: Diedricks, Teolene Ganene
- Date: 2017
- Subjects: HIV infections , Caregivers , HIV positive persons - Mental health
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/270382 , uj:28738
- Description: D.Ed. (Educational Psychology) , Abstract: Students living with HIV (SLHIV) have a myriad of challenges they are faced with when dealing with living with HIV. These challenges add tremendous stress and anxiety on the SLHIV which impacts negatively on their mental health and subsequently result in an inability to cope effectively with living with HIV. SLHIV need support to deal effectively with HIV and to help them overcome the challenges related to the infection. The aim of my research was to explore the experiences from the perspectives of SLHIV and HIV practitioners dealing with them, in order to develop a model to facilitate mental health of SLHIV. The following objectives were designed to achieve the aim of the research, namely: • To explore and describe, through Appreciative Inquiry, the experiences of being a student living with HIV and an HIV practitioner. • To identify, define and classify the central concept from results derived from Appreciative Inquiry interviews. • To describe a model and its implementation guidelines to facilitate mental health of SLHIV. The research study was approached from the Social Cognitive theory perspective as described by Bandura (1989b, 1999), the Theory for Health Promotion as outlined by the University of Johannesburg (2012), and the Self-Efficacy theory (Bandura, 1989a). A theory-generative, qualitative, exploratory and contextual design was applied and selected as the most appropriate design to explore the experiences of SLHIV and HIV practitioners. In order to develop a model to facilitate mental health of SLHIV, I applied the four step model as prescribed by Chinn and Kramer (2011:185-204)...
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