Educational development as an aspect of the teacher's educational foundation : implication for the management of teacher competence
- Authors: Zitha, Thomas Mbuyiseni
- Date: 2012-09-12
- Subjects: Teachers -- Training of , Teachers -- Rating of -- South Africa , Teachers -- In-service training -- South Africa , Educational leadership
- Type: Mini-Dissertation
- Identifier: uj:10318 , http://hdl.handle.net/10210/7683
- Description: M.Ed. , In chapter one an exposition of the purpose of this study was given. The problem statement was presented and demarcated into the project problem, group research problem and specific research essay problem. The concomitant aims to the aforesaid problems were explained. The research methodology used in this study was also stated as a literature review and quantitative research. Concepts which were used in this study were clarified. Chapter two concentrated on the literature review to establish what other theorists say about educational development, educational foundation of the teacher and teacher competence. It emerged that educational development with a view to the enhancement of the management of teacher competence is inter-alia centred around educational leadership, instructional leadership, inservice training, teacher evaluation, clinical supervision and physical amenities. In chapter three the design of the research instrument was discussed. The questionnaire consisting of 108 open-ended items based on research done by Van der Merwe and Grobler (1995) was discussed. The theoretical constructs around which teacher competence revolves, were tabulated. Questions pertinent specifically to educational development were discussed. A wide range of post levels of teachers was sampled. Biographical data was requested from respondents since it was believed that the above aspects could be related to teacher competence and could influence teacher perceptions. The provinces to which questions were distributed and the return of questionnaires was explicated. An analysis and interpretation of some of the empirical data was undertaken in chapter four. The construct validity of the research instrument was investigated using two successive factor analyses. This produced two factors named as follows: • educative competence consisting of 81 items with a reliability coefficient of 0,978; and collaborative competence consisting of 27 items with a reliability coefficient of 0,918. Hypotheses were set and multivariate statistics were used to analyse and interpret the data. Important findings and their recommendations were explicated in chapter five. Literature findings revealed that teacher competence could be effectively managed only if there is educational development in respect of leadership, in-service training, teacher evaluation, clinical supervision and physical amenities. Empirical findings revealed that teacher competence consists of educative competence and collaborative competence. Topics for further research were highlighted.
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'n Bestuursopleidingsmodel vir indiensopleiding van plaaswerktuigkunde-onderwysers aan landbouskole
- Authors: Buys, Gert Hendrikus
- Date: 2012-08-16
- Subjects: Mechanics -- Study and teaching (Higher) , Agricultural colleges -- South Africa , Teachers -- In-service training -- South Africa , Teachers -- In-service training -- Aims and objectives , Teachers -- Training of -- South Africa - Curricula
- Type: Thesis
- Identifier: uj:2559 , http://hdl.handle.net/10210/6011
- Description: D.Ed. , The purpose of this research is to create a managerial training model to address the classroom and workshop management skills of teachers responsible for Farm Mechanics at agricultural schools. The research mainly comprises four sections. Firstly, literature exists on the inception and development of agricultural education since Pestalozzi's sense-perception and self-activity was regarded as fundamental to knowledge and education, up to present day implementation of outcomes-based education. Outcomes-based education is a new method whereby the existing gaps in education are inter alia, addressed as a whole. This presents a challenge to the agricultural school, the teachers, the parents and the community. The agricultural school with its colourful history, is a vocationally directed institution that serves the agricultural community in which it is situated in a special way — more specifically by introducing Farm Mechanics with its broad technical impact. On account of the multidisciplinary nature of Farm Mechanics as an educational presentation, stiff demands are made on the teacher, who usually lacks initial training and technical experience. Farm Mechanics covers approximately seven trades extending over the three main engineering fields namely, civil, electrical, and mechanical. Instruction and teaching are widely regarded as the most important tasks the teacher must fulfil in order to ensure that learners realise their full potential during and after their school days. One of the main reasons that students at tertiary institutions are performing badly and that novices in industry and agriculture are untrainable, is, among others, the shortcomings of teachers regarding classroom expertise and management skills. This problem can be overcome through a well-planned management training programme. The role of in-service training is an important instrument in coping with change and can be used to address the particular and distinctive training needs of the Farm Mechanics teacher.Secondly, an empirical study using qualitative- and quantitative research methods was done (phase one). The qualitative research consisted of interviews with Farm Mechanics teachers and educational specialists in agricultural- and technical fields of study. During these interviews certain problem factors were identified. The quantitative research was used to verify the qualitative research. This involved an analysis of the two most recent examinations in which the problem areas in the grade 8 to 12 syllabi occurred. With this information as basis, the pre-test questionnaire (phase two) was compiled. To obtain appropriate representation, a group of 21 Farm Mechanics teachers were chosen from two provinces to form the experimental and control group. The pre-test questionnaire was completed by the Farm Mechanics teachers and was analysed to determine the training needs in order to develop a management training model. Thirdly, different curriculum development models were probed in order to enable the researcher to develop a suitable management training model for the in-service training of Farm Mechanics teachers at agricultural schools. The results of the pre-test were used to perceive trends and to develop a management training programme addressing all the identified training requirements for Farm Mechanics teachers. Furthermore, a general management training model and more specifically the management training programme, were evaluated with a post-test questionnaire (phase three). After the completion of the post-test by the experimental- and control group, the information was processed. According to the results the attendance of the management training programme has shown a statistically significant improvement by the experimental group in their professional management skills. Deficiencies were however experienced in some management areas and recommendations were made in this regard. This research gives a synopsis of education management problems experienced by Farm Mechanics teachers at agricultural schools. The research does not provide for instant solutions for all problems which Farm Mechanics teachers experience in classroom and workshop management, but does give rise to optimism for positive co-operation and the continued search to improve agricultural education. Lastly, this research emphasises the fact that education and learning can only succeed if the teacher, as facilitator, commands effective classroom and workshop skills, as well as management expertise.
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