Transformatoriese leer by skoolhoofde
- Authors: Barkhuizen, Johan Gerhardus
- Date: 2012-08-14
- Subjects: School principals -- South Africa , School principals -- Training of -- South Africa , Adult education -- Psychological aspects , Adult learning -- Psychological aspects
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/372415 , uj:9218 , http://hdl.handle.net/10210/5668
- Description: M.Ed. , The focus of this study was to explore transformational learning as experienced by school principals. This paper argues that encountering an experience or event which we cannot make sense out of, is the first step in the process of perspective transformation. The political changes in the post apartheid South Africa led to the incorporation of cultural diversity in education. This view challenged the perspectives of most Afrikaner school principals and they had to make meaning of the new experience. Review of the research literature on adult and transformative learning revealed that there are few detailed descriptions of the transformational learning process in a political and sociocultural context. The purpose of this study was to explore the transformational learning process by which school principals made meaning of the mentioned new experience. A qualitative design was used to explore the transformative learning process in school principals. Face-to-face interviews were conducted with six school principals. Using the constant comparative method an inductive analysis of the data revealed a process of perspective transformation. The study revealed a transformative learning process in school principals similar to that proposed by Mezirow, beginning with a disorienting dilemma, followed by varied reactions, catalist events, exploring and trying out new roles and the integration of the new perspective into their lives. The two most significant findings were the role context played in the process and that collective unconscious was the actual meaning given to the changes in their lives. This study contributes to a growing empirical exploration of transformative learning by exploring transformational learning in a political and sociocultural context.
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Emotions and adult learning
- Authors: Pearse, Trudie Leigh
- Date: 2012-09-04
- Subjects: Adult education -- Psychological aspects , Adult learning , Emotional intelligence -- Study and teaching
- Type: Mini-Dissertation
- Identifier: uj:3468 , http://hdl.handle.net/10210/6860
- Description: M.Ed. , This study focuses on the significant role that emotions play during adult learning. It is argued that emotions do play an important role during the teaching and learning process and as such should be given recognition. Until fairly recently emotions were not acknowledged during teaching and learning, but as a result of growing literature and research being conducted in the field of brain-based learning a new awareness has been created regarding the crucial role that emotions play. This investigation moves from the contention that traditional behavioural practices are outdated and don't take into account the functioning of the brain. What this implies is that educators start teaching in ways that accommodate the brain's natural way of processing information. It is accepted that the brain is made up of three separate sections or brains, namely the R-complex (a primitive brain), the limbic system (emotional brain), and the neocortex (cognitive brain). It is shown that for optimal learning to take place the brain needs to experience positive emotions at the limbic system so that high-order thinking can take place at the neocortex. Consequently adult educators should teach in ways that alleviate negative stress so that the brain does not have to suspend higher-order thinking skills in favour of more primitive behaviours needed for survival at the R-complex. The argument is put forth that by creating teaching experiences that have positive overtones, learning in adults can be enhanced because the brain is better equipped to make the mental connections that are needed for optimal learning. The need for the creation of positive learning environments linked to the importance of the psycho-socio environment are further outlined as integral aspects that should be given preference during teaching. Therefore through the creation of positive learning and healthy psychosocio environments the tone is set for enhanced learning. The essay concludes with specific strategies that promote and encourage the incorporation of positive emotions during teaching. The strategies under discussion include: motivation, thematic-based learning, reflection and dialogue. These strategies are further broken up into techniques that educators can use to engage the affect and ultimately enhance learning in adults.
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