Onderwysstrategiee vir medewerking in insluitende klaskamers: 'n graad een gevallestudie.
- Authors: Van Staden, Anna Elizabeth
- Date: 2009-02-11T08:56:29Z
- Subjects: Classroom management , Teaching practices , Group work in education , Inclusive education
- Type: Thesis
- Identifier: uj:8136 , http://hdl.handle.net/10210/2110
- Description: M.Ed. , Die koestering van diversiteit en medewerking is deel van die paradigmaskuif na ‘n postmoderne onderwysstelsel. Die vereistes van ‘n postmoderne onderwysstelsel veroorsaak spanning (Hammeken, 2000:11) vir onderwysers wat opgelei is vir onderwys binne die modernistiese onderwysstelsel. Ten einde suksesvolle medewerking en die insluiting van al die leerders te kan bereik, benodig die onderwyser ‘n verwysingsraamwerk met onderrigstrategieë waarop gesteun kan word binne die Suid-Afrikaanse konteks. Binne die Suid-Afrikaanse konteks het ons te kampe met die probleem van die insluiting van ‘n geweldige persentasie leerders wat uit sosio-ekonomies agtergeblewe omstandighede kom. Die wye verskeidenheid faktore wat op hierdie leerders se ontwikkeling inwerk, speel ‘n rol in die hoë persentasie leerbelemmeringe waarmee hierdie leerders tot die skool toetree (Donald, Lazarus & Lolwana: 2002:285). Die ideaal om elkeen van hierdie leerders se leerervaring en medewerking suksesvol te maak word deur onderwysers wat geen opleiding ten opsigte van koöperatiewe leermetodes ontvang het nie, as onbereikbaar beskou. Juis daarom is ek van mening dat die behoefte bestaan aan werkbare onderwysstrategieë binne die Suid-Afrikaanse konteks. Deur middel van my aksienavorsing in ‘n graad een klas wat bestaan uit leerders uit sosio-ekonomies agtergeblewe omstandighede, het ek probeer om hierdie behoefte aan te spreek. Om hierdie behoefte met die nodige insig te kan aanspreek sluit hierdie verhandeling onder meer ‘n literatuurstudie in. Binne die literatuurstudie verskaf ek die teoretiese begronding van my navorsing. Die teoretiese agtergrond vir hierdie studie, wat fokus op postmoderne onderwysmetodes, is gedek in die besprekings van klaskamerstrategieë wat medewerking, sosio-emosionele aanpassings en koöperatiewe leer wat as onderwysmetode gebruik is, bevorder.
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Computer-supported collaborative learning in a technikon context
Teaching literature using cooperative learning strategies to reduce prejudice
- Authors: Radebe-Hawu, Diane Lindela.
- Date: 2012-08-15
- Subjects: Literature - Study and teaching - South Africa - Planning. , Prejudices , Group work in education , Multicultural education.
- Type: Thesis
- Identifier: uj:9345 , http://hdl.handle.net/10210/5784
- Description: D.Ed. , The question which this study endeavours to address, is whether learning about the cultural and ethnic perspectives of other racial and ethnic groups would help learners to know more about and appreciate ethnic and cultural diversity. Furthermore, this study will explore whether relations amongst learners can be improved through looking critically at extractions of cultural and ethnic experiences of racial and ethnic groups in literary texts. In the spirit of goodwill and reconciliation that the South African leaders call upon, the question may be asked, what are the educational authorities doing towards promoting better inter-group relations?
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Collaboration as an aspect of reflective teaching : implication for the management of teacher competence.
- Authors: Freese, Howard Norman
- Date: 2012-08-28
- Subjects: Group work in education , Teachers - Rating of - South Africa , Cooperativeness , Professional employees
- Type: Mini-Dissertation
- Identifier: uj:3360 , http://hdl.handle.net/10210/6760
- Description: M.Ed. , What the researcher will hope to discover during the research project is the importance of being a reflective teacher. The purpose of this research project is to investigate reflective teaching as an aspect of teacher competence. Through the literature survey the researcher hopes to derive a clearer meaning of the term reflective teaching. The central concept which will guide the researcher in his literature survey will be reflective teaching. At this stage in the research project the central concept would be defined as the ability of the teacher to critically analyze his own work which brings about a process of self awareness, self critique, social and institutional critique. Reflective teaching could be viewed from three dimensions. THE TECHNICAL DIMENSION: The efficiency and effectiveness of the means to attain ends. THE PRACTICAL DIMENSION: This is the teaching activity accessing the adequacy of educational goals. CRITICAL DIMENSION: Questioning which educational goals, why are you doing this ? What do we hope to achieve ? It should be understood that this definition is not rigid and set, but rather it is tentative and evolving throughout the study, which will be based on information gathered in our literature review. The researcher will, also seek to understand why it is important to be a reflective teacher. The researcher will also seek to explore the circumstances which leads one to be a reflective teacher. Eventually the researcher will try to describe the experiences of being a reflective teacher.
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Collaboration as a strategy of student-centered learning in construction technology
- Authors: Agumba, Justus N. , Haupt, Theo
- Date: 2014
- Subjects: Student centered learning , Student collaboration , Group work in education , Construction technology - Study and teaching
- Type: Article
- Identifier: uj:4991 , ISSN 978-0-620-60356-0 , http://hdl.handle.net/10210/13126
- Description: Purpose: Student centered learning has been deemed to be a catalyst for students to generate knowledge in different disciplines in comparison to lecturer/teacher centered learning process. The main objective of this paper was to observe the collaboration of students towards learning construction technology 3 at a South African University via group work. Research methodology: Observation was undertaken as a means of gathering data during construction technology group work/assignment presentation. A total of ten groups were formed from the class register. A common group work was posted to the students via their ulink, an online technology for lecturers to communicate academic information with students at this university. The information consisted of students’ instructions, the questions, date and venue for the presentation. Findings: The students asked questions to the groups that had presented their group work. Furthermore, working in groups led to class involvement of the students. Limitations: The use of observation in this study was a limitation. Practical implication: This research study provides the basis of understanding that collaboration via group work would influence the students to be involved in their academic work. Value: The findings indicate that students were involved in learning as they asked questions after the group discussions. However, the strategy is time consuming especially with large classes.
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Leerfasilitering van volwassene-leerders in groepverband : 'n selfdoenmodule vir leerbegeleiers
- Authors: Samwell, Helena Catharina
- Date: 2014-06-02
- Subjects: Adult education - South Africa - Planning , Adult education teachers - Training of , Teaching - Methodology , Group work in education
- Type: Thesis
- Identifier: uj:11321 , http://hdl.handle.net/10210/10913
- Description: M.Ed. (Tertiary and Adult Education) , Tertiary institutions experience a big influx of adult learners which increases the demand for capable adult educators. A need was identified to train or refresh adult educators in teaching techniques suitable for adult learners. Group methods have been identified as an effective teaching method to use in adult education as it provides the adult learner with the opportunity to use his/her experience and to be selfdirective in his/her studies. Selfstudy modules has been selected as an appropriate training method for adult educators as it is regarded as a cost-effective method to develop adult educators by means of distance education. A study of literature and descriptive research were conducted to determine the structure and requirements of a selfstudy unit as well as the essentials of group work. The information obtained was used to construct a selfstudy module dealing with the facilitating of adult learning by means of group methods. The following issues were addressed in the selfstudy module: 1) The use of group methods in the teaching-learning situation. 2) The essence of group methods and cooperative learning. 3) The characteristics of adult learners and their learning orientation towards learning. 4) Planning of group work by the adult educator. 5) The roll of the educator during group work. 6) Evaluating the group process, group efforts and individual achievements. Each of these topics was succeeded by an assignment to assist the adult educator to work through the module systematically and to evaluate his/her progress at regular intervals. On completion of the module he/she should be more equipped to fulfill his/her role as facilitator of group discussion.
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