Maturity as an aspect of professional commitment : implication for the management of teacher competence
- Authors: Mkhize, Alpheus Thulani
- Date: 2012-08-16
- Subjects: Adulthood -- Psychological aspects , Commitment (Psychology) , Teachers -- Professional ethics , Competency based education -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9481 , http://hdl.handle.net/10210/5912
- Description: M.Ed. , This study aims at discussing maturity as an aspect of professional commitment with special emphasis on its implication for the management of teacher competence. An attempt has been made to define, clarify and explain the concept of "Teacher Competence" - as a basis for determining remuneration and promotional categories. The concepts of "Professional Commitment", "Commitment" and "Maturity" with regard to teaching have been discussed in detail. Various reasons why students enter the teaching profession have been discussed. Commitment to teach a subject, the influence of a former teacher and a desire to work with children have most frequently been cited. Ways of effectively assessing competence and making it a measurable instrument have been explored. Various aspects of maturity have been discussed in detail. The dissertation ends with some recommendations and conclusions as to how to improve level of competence in professional commitment and maturity.
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Praktiese intelligensie en die ontwikkeling van deskundigheid gedurende volwassenheid : 'n gevallestudie
- Authors: Burger, Cornelia Petronella
- Date: 2012-08-20
- Subjects: Academic achievement -- Research , Adulthood -- Psychological aspects
- Type: Mini-Dissertation
- Identifier: uj:2711 , http://hdl.handle.net/10210/6152
- Description: M.Ed. , This study emanated from the question why many adults who struggled with their learning disabilities in childhood, nevertheless cope successfully with adult life, including their occupational roles. In the research literature on intelligence, it is indicated that intelligence in adulthood is related to adults' accumulated life experiences. Horn and Cattell first put this forth in their theory of fluid/crystallised intelligence and more recently by Sternberg with his theory of practical intelligence. Based on Sternberg's theory, I hypothesised that practical intelligence and the development of expertise in adulthood, might play a decisive role in the learning disabled adult's success. This research was conducted from an interpretative perspective utilising the case' study as research format. The case was selected purposefully on the basis that the person involved was typified as learning disabled during childhood, but nevertheless made a success of his adult life. In depth interviewing was used as data collection method. The interviews focussed on the case's life and work history aiming at eliciting patterns or factors that might contribute to his success in his work and personal life. The data was analysed via the constant comparative method of data analysis. The main finding of this study is that practical intelligence did indeed play a role in the success of the case studied. However, practical intelligence cannot be viewed in isolation. Other factors played a decisive role in his success as an adult. These factors were: he accepted his learning disability; he focussed on his strong points; he took control of his own life; he was persistent to succeed and he had the support of family, friends and mentors.
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