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Die begeleidingstaak van die mediasentrumonderwyser in rekenaargeletterdheid

  • Authors: Joubert, Petronella Johanna Maria
  • Date: 2014-03-11
  • Subjects: Instructional materials personnel - South Africa , Computer literacy - Study and teaching - South Africa , Teachers - In-service training - South Africa
  • Type: Thesis
  • Identifier: http://ujcontent.uj.ac.za8080/10210/372835 , uj:4278 , http://hdl.handle.net/10210/9633
  • Description: M.Ed. (Media Studies) , The twentieth century is characterised by technological development, and even more by electronic development. It is therefore logical that the computer is increasingly used in the labour market and at home. This puts greater pressure on schools to educate and train pupils to attain computer literacy. As it appears that teachers are insufficiently trained to convey these skills, there is a definite need for in-service training regarding computer literacy. The function and task of the media centre teacher are such that he is the most suitable person to present this in-service training. In-service training is non-formal and andragogically grounded. The presentation of in-service training must .therefore be based on specific principles. To be of any value it must be directed at the teacher's professional needs. These needs determine that in-service training may be presented from the macro-, meso- and microlevels. The direct involvement of the media centre teacher in computer literacy occurs at microlevel and it is indicated that In-service training and guidance are related matters. The computer, as an aid and a medium, has qualities which make it useful in education. Although the computer has many advantages as an educational medium, many didactitions object to its being regarded as a super medium. At present there are many limitations which curtail the maximal usage of the computer as an educational medium. The concept of computer literacy is non-static and differs from culture to culture and person to person; consequently a variety of knowledge and skills is needed for computer literacy. An effort has, however, been made to identify the generally valid knowledge and skills. A model of the guidance activity, as a teaching skill, has been applied to computer usage. The given reference framework and guidance activity are followed by guidelines for the media center teacher's androgenic guidance task regarding computer literacy.
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Verhoudingstigting : 'n bestuurstrategie vir personeelontwikkeling

Die onderwyskundige opleidingsverantwoordelikhede van die hoof en departementshoof aan sekondêre skole

  • Authors: Botha, Marta Mariana
  • Date: 2014-07-23
  • Subjects: High schools - South Africa - Administration , School principals - South Africa , High school department heads - South Africa , Teachers - In-service training - South Africa
  • Type: Thesis
  • Identifier: uj:11773 , http://hdl.handle.net/10210/11499
  • Description: M.Ed. (Education) , Learning can be described as an infinite action which also implies training. There is no limit. no end to it. It is a continual process. These actions of learning and training can be applied to the teaching profession. No university or teachers' training college can fully train the prospective teacher during the pre-service training period. There is always new knowledge to be mastered. Theoretical knowledge and institute and school practice may prepare the student for his future career, but there is no guarantee for success. Having mastered the required skills at one of the above mentioned institutions, they must be put to practice in a real school or class situation. This is done during the school practice component of in-service training and once the student has started his career. Many kinds of problems may then be experienced by the student or recently qualified teacher. There may be problems in connection with matters such as adaption, administration, teaching methods or discipline. With the necessary guidance these problems may successfully be overcome. The person who is in the best position to provide this guidance is the head of the department. He may then act as a tutor or a mentor. Even experienced teachers who have been teaching at the same school for some time, newly appointed but experienced teachers and teachers returning to the profession, may encounter similar problems and may need guidance or in-service training. The headmaster is responsible for initiating an in-service training programme at the school. The different heads of department are to assist him in this, especially as far as subject matters are concerned. The ability to provide in-service training, to gain knowledge, to learn something new, however, also implies training. The headmaster and the heads of department should, therefore, receive the necessary training and guidance to enable them to successfully execute an in-service training programme. This training can be best provided by a training institution, such as a university or college. There should be a close link between these institutions and the different schools; between pre-service and in-service training. These two components of training should be presented as a continual process. The purpose of this study is to investigate the responsibilities of the head of department under the guidance of the headmaster, as far as the in-service training of the teachers in his department is concerned. This will provide the teachers with the oppurtunity of gaining knowledge and obtaining the required didactical skills. The possibilities of pre-service training are investigated with, among others, reference to content and modi, the link between these two kinds of training and between schools and training institutions. Recommendations are made in connection with the implementation of in-service training of didactical skills and the responsibilities of the head of department as far as in-service training of students and teachers at secondary schools is concerned. It is evident that the head of department, together with the headmaster, can play a very important part in the in-service training of teachers.
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The impact of changes in policy and legislation (since 1994) on teachers careers and lifelong learning

  • Authors: Fourie, Neil Petrus
  • Date: 2012-09-11
  • Subjects: Teachers - In-service training - South Africa , Educational laws and legislation - South Africa , Educational change - South Africa
  • Type: Mini-Dissertation
  • Identifier: uj:9943 , http://hdl.handle.net/10210/7340
  • Description: M.Ed. , South Africa has experienced many changes since the new political party came into power in 1994. Education has been targeted as one of the means of bringing about reform. The result is that many changes have been introduced into education. Teachers have more pupils in their classes. Many are teaching a new curriculum; others face the prospect of adapting to Outcomes-Based Education as per curriculum 2005. Changes have had an enormous influence on teachers' careers. This study comprises a look at the influence that change has had and will have on teacher's careers as well as the impact of the changes on Lifelong Learning.
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Selfkonsep by studente aan die onderwyskollege vir verdere opleiding

Staff development in a secondary school in the Brits district of the North-West Province : a public administration perspective

  • Authors: Makgalancheche, Wilson Mokete
  • Date: 2014-11-19
  • Subjects: School personnel management - South Africa - North-West , Public administration - Research - South Africa , Education, Secondary - South Africa - Brits , Teachers - Training of - South Africa , Teachers - In-service training - South Africa
  • Type: Thesis
  • Identifier: uj:12959 , http://hdl.handle.net/10210/12849
  • Description: M.A. (Politics) , Public administration enables public institution officials to do their work, for instance educators to teach. The activity of public administration comprises six generic processes which are functions because they all have a specific purpose aimed at particular outputs. Secondary schools would not function without policy-making, organising, financing, determination of work procedures, control and staffing processes which are imperative to expedite functional activities. This studyis primarily based on the staffing process and staff development in particular. One of the mostserious and disturbing educational problems confronting educationists, policy-makers, learners, parents and the community is the restoration of the culture of teaching and learning. This studywill identify contributing factors towards the low performance morale of educators as a result of which mosteducators feel less motivated and committed to their tasks. Someeducators feel that they are not involved in all matters that affect their field of work, e.g. the budget. Staff development will ensure that educators' confidence is enhanced for the delivery of qualityeducation. The studywill indicate the role of the Department of Education, the principal and the governing bodiesin staff development and training activities. Intensive in-service training and retraining of educators is regarded as being essential for the successful implementation of the new education system of outcome-based education (OBE). The purpose of this studyis to cover such staff development aspects as the motivation of educators who lack commitment, the induction and orientation of newly appointed educators, building of a team spirit as stressed by OBE, delegation of authority for empowerment and the training and development for sustained performance...
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Die professionele ontwikkeling en indiensopleiding van die veldskoolonderwyser

  • Authors: Heyns, Rudolph Cristiaan Gottlieb
  • Date: 2014-02-17
  • Subjects: Teachers - In-service training - South Africa , Outdoor education - South Africa
  • Type: Thesis
  • Identifier: uj:4049 , http://hdl.handle.net/10210/9400
  • Description: M.Ed. (Educational Management) , The veld school is one of the most recent developments in the educational provision of the Transvaal Education Department. The effectiveness of the veld school is determined by the quality of education and the enthusiasm manifested by the veld-school teacher as the pursuer of a profession. The professional development and in-service training of the veld-school teacher, therefore, deserves the attention of the Transvaal Education Department, as well as the active measures of the veld-school principal. The rapid technological development of today has caused change and innovation to become an indissoluble part of the daily structure of life. The two most important educational bodies, namely the family and the school, are experiencing problems in keeping pace with this constant change and innovation. The problem of keeping pace with change and innovation may lead to voids in the most important educational situations. It, therefore, concerns the family as well as the school as educational bodies. These voids manifest themselves especially when it comes to the commitment of values and norms to the child. In this study the attempts made by the Transvaal Education Department to overcome these voids in the education of the child have been probed. Initially the subject Youth Preparedness was introduced in an attempt to achieve this goal. The ambitions set for the subject could not be realized within this framework.
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Die inlywing en aanvanklike indiensopleiding van ambagsmanne as tegniese onderwysers

  • Authors: De Kok, Leendert
  • Date: 2014-07-28
  • Subjects: Technical education - South Africa , Artisans - South Africa , Teachers - In-service training - South Africa , Teachers' assistants - Training of - South Africa
  • Type: Thesis
  • Identifier: uj:11884 , http://hdl.handle.net/10210/11613
  • Description: M.Ed. (Educational Management) , Since 1973 teaching authorities have been compelled to employ artisans due to the shortage of technically trained teachers. This precaution has not been satisfactory because the artisan who has no formal teachers training has now become part of the educational profession. Methods have to be found to provide in-service training for this category of teacher with the view of preparing him for his task as teacher. The headmaster, as manageri all eader, can in thi s case, make use of a tutor-teacher and subject-head. The tutor-teacher must be an experienced and successful teacher , seeing that he has to convey his knowledge and teaching experience to the artisan-teacher. The subject-head can also play an important and valuable role in the initial in-service training programme by conveying knowledge and expertise concerning teaching practice, to the artisan-teacher. In the designing of an initial in-service training programme, attention should be given to the practical side of the subject, so that the knowledge acquired can be implemented immediately. Later in the training programme more time can be allocated to the theoretical aspect. The aim of this programme should be to encourage the artisan-teacher to acquire formal teaching qualifications. The school's in-service training programme is only an endeavor to provide the artisan-teacher with sufficient knowledge to teach his subject. The school cannot, in the final instance, replace tertiary institutions in the training of teachers.
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Die professionele ontwikkeling van die beginner-onderwyser

Die rol van die adjunk-prinsipaal in die verhoging van onderrigeffektiwiteit aan 'n tegniese kollege

  • Authors: Neethling, Siebert Ernst Jacob
  • Date: 2014-03-25
  • Subjects: Teacher-principal relationships , Teachers - In-service training - South Africa , Technical institutes - Personnel management , Educational innovations - South Africa
  • Type: Thesis
  • Identifier: uj:4462 , http://hdl.handle.net/10210/9803
  • Description: M.Ed. (Education Management) , Lecturers at Technical Colleges mostly come from the industrial sector and consequently they seldom have experience in teaching or the necessary qualifications to teach. The lecturer who has no formal teacher's training is confronted with the realities of the teaching profession and has now become part of this profession. Lecturers very seldom receive training prior to actually practising the profession. Methods have to be found to provide in-service training for lecturers at technical colleges with the view of preparing them for their task as lecturers. with this study an attempt has been made to establish a workable program to assist the deputy principal in the in-service training of lecturers at a technical college. The rapid technological development of the past few decades has caused a breath-taking expansion of knowledge and therefore the lecturer must become a lifelong student. The constant change and renewal of teaching methods, skills and techniques can only be addressed by effective in-service training. In-service training is therefore indispensable. The task of in-service training at the technical college is assigned to the deputy principal. He must first determine the type of staff required, then he has to recruit and select staff and finally see to it that new staff members are orientated. This is, however, merely the beginning of in-service training. The deputy principal must now design a well-planned programme of in-service training. He can in this case make use of a mentor and a Subject-head. The mentor must be an experienced and successful lecturer, seeing that he has to convey his knowledge and teaching experience to the beginner lecturer. The subject-head can also play an important and valuable role in the initial in-service training programme by conveying knowledge and expertise concerning teaching practice to the beginner-lecturer.
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Indiensopleiding van onderwysers deur middel van afstandsonderrig : evaluering van die Vista model

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