The engagement of adult learners in an ABET classroom
- Authors: Mokhuoa, Mpho Agnes
- Date: 2008-08-06T09:34:11Z
- Subjects: Adult students , Adult learning
- Type: Thesis
- Identifier: uj:7603 , http://hdl.handle.net/10210/846
- Description: The aim of this enquiry was to explore the engagement of adult learners in the classroom. This was done by observing adults learning events, interviewing ABET teachers and analyzing documents in order to gain an understanding of how and when were adult learners engaged in the classroom learning activities. I argued that; if adult learners are to be equipped with knowledge skills and attitudes that will enable them to be active participants in social, political and economic affairs, their classroom learning activities should demand deep engagement and active participation. In the light of the above argument, qualitative research was conducted using, observations, interviews and documents analysis as methods of data collection. Purposeful sampling was employed to select information rich cases with maximum variation to present a range of experiences. The data collected proved valuable in obtaining an understanding on adult learners’ engagement in the classroom. The findings of this research indicate that the engagement of adult learners in the classroom learning activities is minimal and restricted to assessing knowledge rather than empowering adult learners to be active participants in their social political and economic affairs. The study concludes with the recommendations, which briefly suggest a shift from traditional, non-engaging monologic approach to an engaging dialogic approach of teaching. , Professor S.J. Gravett
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Educator's life skills development: a workshop intervention.
- Authors: Haase, Shelley
- Date: 2008-08-20T09:44:18Z
- Subjects: Adult learning , Workshops (Adult education) , Life skills , In-service training of teachers
- Type: Thesis
- Identifier: uj:7972 , http://hdl.handle.net/10210/889
- Description: On the African continent South Africa is unequivocally the economic and military giant. As the continental hegemon, the state has sought the reform of the unequal global economy in order to enhance the participation in the global political economy of all African countries. The South African government projects the discourse of African solidarity in driving global reforms, emphasising that such reforms will be of benefit to both the continent as a whole, and to the South African state. Within this context, it is the purpose of this dissertation to determine with greater clarity who stands to gain from South Africa’s efforts. In other words, is South Africa acting to acquire economic growth and development for Africa as a whole, or is the country primarily acting to secure its own wealth and power? In short, this study investigates whether South Africa – as the continental hegemon – is acting in a benevolent or selfish manner in its undertakings. The assessment of South Africa’s hegemony is presented in a theoretical schema constructed with a focus on the three main theories of international relations, namely liberalism, realism and structuralism. Each of these theories is employed descriptively as well as prescriptively as tools to evaluate the nature of the African political economy, and South African action versus rhetoric. Applying these conceptual lenses, South Africa’s position on three aspects of the African political economy are assessed and evaluated. These three areas of the political economy – trade, debt and foreign direct investment – serve as case studies revealing South Africa’s benevolence and/or selfishness. In brief, South Africa is pressing for the reform of the international financial architecture; rhetorically, the state seeks free trade and enhanced export opportunities for all African states; the country is urging foreign creditors to reduce Africa’s external debt; South African leaders have recommended that their counterparts establish an investor-friendly climate in Africa as a means to enhance foreign investments on the continent. South Africa’s actions have the potential to benefit the African continent as a whole, and simultaneously advance the state’s interests. The findings of this study point out that (a) each of the three theories can be utilised to describe South Africa’s rhetoric and actions, and (b) the essence of South Africa’s hegemony is neither entirely benevolent, nor exclusively selfish. , Mr. P.P Fourie
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Strategies in information literacy instruction in academic information services
- Authors: Selematsela, Daisy Nthabiseng
- Date: 2009-01-15T13:11:30Z
- Subjects: Information literacy , Adult learning , Academic libraries
- Type: Thesis
- Identifier: uj:14796 , http://hdl.handle.net/10210/1872
- Description: D. Litt. et Phil. , The South African academic information services are starting to pay attention to the role played by instruction librarians. There is an acknowledgement that librarians as ‘educators’ need to learn how to teach information literacy skills. Instruction librarians are either not trained educators or do not have a pedagogical background. Many instruction librarians were placed in, or found themselves, assuming a teaching role with regard to information literacy instruction, and subsequently refined their craft while on the job. The motivation for this study was that librarians as ‘educators’ are faced with challenges that impact on their teaching role. They have to understand the teaching methodologies and the application of adult learning principles to the facilitation of information literacy skills programmes. The success of facilitation and development of information literacy skills programmes depends on the instruction librarians’ ability to work in collaboration with academic departments, curriculum designers and other librarians. The study was carried out in two parts: a literature survey and an empirical investigation. The investigation was confined to academic libraries and information services that have an instruction librarian or subject librarian who facilitates information literacy skills instruction. The GAELIC (Gauteng and Environs Library Consortium) members were surveyed in order to limit the study to the nine participating libraries within the consortium. The findings of the study were supportive of the objective that there is a desperate need to have understanding, knowledge and skills regarding the dynamics involved in the teaching of information literacy skills, in order to make the programme a success. The study proposes a competency framework for implementation as a management tool for designing key performance areas (KPA’s) of instruction librarians.
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The participant experience of a personal development programme aimed at adult learners
- Authors: Louw, Kerryn Kathleen
- Date: 2009-03-30T13:42:56Z
- Subjects: Adult learning , Adult education , Transformative learning
- Type: Thesis
- Identifier: uj:8224 , http://hdl.handle.net/10210/2312
- Description: M.Ed. , Stirring my interest in the area of personal development for adult learners was the recognition of the importance of self-development within the Life Orientation and Arts and Culture learning fields. Within these, the focus is on learners’ “inner” development enabling them to live successfully in a dynamic world. There are a number of self–development programmes and books currently available, and while many of these claim to be transformative they offer little substantiation for this apart from personal anecdotal evidence. Few of the programmes provided evidence of their value for participants over time or of the effect, they had on an individual’s perspectives. Thus, it is my contention that any programme aimed at effecting a personal change would need to focus on facilitating an increase in the participant’s level of self-awareness by empowering them to engage in processes of critical self-examination. Participants should be encouraged to engage in critical discussion of challenging information they are introduced to (Brookfield, 1995; Brookfield & Preskill, 1999; Gravett, 2001). These types of discussions provide a forum in which participants are able to test and validate their transformation. Another consideration for programmes wanting to effect personal change is the learning climate in which the transformational learning takes place. A climate conducive to learning must promote the development of mutual trust and respect between the learners and the educator (Gravett, 2001; Vella, 1994). This helps the participants to gain a sense of psychological safety in which their perspectives are affirmed and validated. Further, it allows the participants the freedom needed to explore alternative points of view and supports them in their transformation. Adopting this approach enhances the learning process, as it allows for the inclusion of individual learning styles, uses the learner’s knowledge base as a starting point in constructing new knowledge, and promotes critical reflection and discussion resulting in transformation (Cranton, 2002; Foley, 2000; Gravett, 2001; Pratt, 2002; Vella, 1994). As Employee Development Consultant, at Contract Marketing, I was co-designer and presenter of a personal development programme. The objective of this specific programme can be summarised as aiming to transform the participant’s view by challenging their current perspectives and exposing them to the concept that everything that is has a unique purpose. In addition, it aimed at assisting individuals in defining and documenting their purpose in the form of a Mission Statement (Juriaanse, 1985). The programme piloted in January 2004 and involved seven participants. There is presently no information on how the programme was experienced by participants. As a period of two years has passed since presenting the programme, I was interested in exploring how participants’ experienced it and investigating what influence this particular programme has had on their lives two years later. In my view, two years would allow enough time for participants to incorporate the principles they had identified during the programme into their lives. Furthermore, I would argue that this gap would allow participants to give a more accurate and unbiased account of how beneficial or detrimental they had found the programme to be in the pursuit of the above. In addition the recommendations for improvement which will be drawn from this study could prove to be valuable in shaping the programme in future.
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Transformative learning and mapping creativity : a case study of South African designer
- Authors: Dreyer, Anne-Mare
- Date: 2011-11-30
- Subjects: Adult learning , Creative ability , Transfer of training , Experiential learning
- Type: Thesis
- Identifier: uj:1760 , http://hdl.handle.net/10210/4114
- Description: M.Ed. , The purpose of this study was to explore whether the development of exceptional creativity could be linked to transformative learning. Although the theory of transformative learning, as defined by Mezirow in 1978 from his study of women returning to college, has stimulated much discussion in the field of adult education, a review of the literature on transformative learning and the study of creativity revealed no descriptions of transformative learning linked to the development of creativity in an adult. Mezirow claims that our experiences do not have meanings in themselves, but that we bring to our experiences an accumulation of past experiences, knowledge and learning. The meanings we make out of our experiences are thus socially constructed and context-dependant. This study explored whether the "meaning-making" of experience, and the way in which it is construed, validated and reformulated, could be linked to the development of exceptional creativity. A qualitative design was used utilizing an interpretive case study as research format. The case, an African designer was selected purposefully on the basis of two criteria: she is· exceptionally creative and her life has been characterized by major transitions. A series of in-depth interviews were conducted with the case as the method of data collection. The interviews focused on the case's life-story, and aimed at establishing whether her life-story could be linked to phases of "meaning becoming clarified," and whether transformative learning may have occurred in her creative development. The data was analysed using the constant comparative method of data collection. A main finding emerged from the data. The phases of transformation were set off by more than one disorienting dilemma which had its roots in the changing sociopolitical context of South Africa. As speculated, the development trajectory of the case's creativity can be linked to transformative learning. From the data it is evident that the development of exceptional creativity is intertwined with the phases of transformative learning and that both processes share numerous commonalities, compati~ilities and blurred boundaries. Although it must be kept in mind that this investigation was based on a single case, the study indeed demonstrated that there is a relationship between transfonnative learning and the development trajectory of exceptional creativity in an adult. Furthermore, if creativity is to be viewed as a multidimensional construct, and creative accomplishment as representing the interaction or confluence among these dimensions, then the development of exceptional creativity in this particular case can be seen as an expression of transfonnative learning. The finding not only provides a description of the development of exceptional creativity linked to transfonnative learning, but also reveals the significance of transfonnative learning as a process for the study of creativity in which creativity can be seen as an expression of the transfonnative learning process.
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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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South African teachers’ experiences of continuous professional teacher development: Connections and disconnections
- Authors: Van der Merwe-Muller, Lorna , Dasoo, Nazreen
- Date: 2021
- Subjects: Adult learning , Community of practice , Continuous professional teacher development
- Language: English
- Type: Journal article
- Identifier: http://hdl.handle.net/10210/494486 , uj:44866 , Citation: Van der Merwe-Muller, L., Dasoo, N., 2021., South African teachers’ experiences of continuous professional teacher development: Connections and disconnections. , DOI: 10.15700/saje.v41n4a1919
- Description: Abstract: In this article we present the findings of an investigation on how primary school teachers at 3 independent primary schools in Johannesburg experienced continuous professional teacher development (CPTD). There is a wealth of literature available on planning, organising and implementing effective CPTD. Such literature also highlights the importance of applying adult learning principles in CPTD contexts in order to promote teachers’ learning and development and in turn contributing to a positive effect on learning in the classroom. Exploring the value and usefulness of adult learning principles in CPTD can enhance primary school teachers’ learning opportunities to update their knowledge and skills. Effective CPTD is important in South Africa as there is an urgent need to improve literacy and numeracy levels across primary education levels. Using qualitative data, we explore teachers’ perspectives on how they learn and develop effectively, and what hinders their own learning and CPTD. Data collection methods included interviews, open-ended questionnaires, observations and document analysis. Fifteen primary school teachers, 3 primary school principals and 4 adult/teacher trainers participated in this investigation. A major finding of this research suggests that adult learning principles such as community of practice (CoP) are often omitted from CPTD practices. Thus, a disparity exists between literature on effective CPTD practice as compared to the everyday CPTD experiences of teachers. With this article we aim to contribute to current literature about teachers’ experiences of CPTD and propose suggestions for planning, organising and implementing CPTD that also incorporates adult learning principles and would be valuable and useful to teachers.
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