Self-empowerment for teachers as an aspect of curriculum development.
- Authors: Mashathini, Nditsheni Frans
- Date: 2008-06-05T11:38:34Z
- Subjects: teachers' in-service training , teacher effectiveness , in-service training , curriculum planning , principals' in-service training , Limpopo(South Africa)
- Type: Thesis
- Identifier: uj:8969 , http://hdl.handle.net/10210/543
- Description: The research was mainly confined to secondary schools in the Limpopo Province where a lack of self-empowerment amongst the educators is the order of the day. The research question of the study was generated as follows: Does the lack of self-empowerment amongst the teachers in the Limpopo Province (Region 3) have a negative impact on the development of a common self-empowerment for the teachers? The main objectives of the research were to give teachers some guidelines for efficient as well as successful self-empowerment practices for better functioning and service in secondary schools in the Limpopo Province. The hypothesis generated was formulated as follows: The development of self-empowerment by teachers which maintain good relationships with their community will result in the strong possibility that they will have fewer development problems. The research was conducted by means of a phenomenological approach. The following concepts were defined: self-empowerment, curriculum development, development for whole school curriculum development, involvement and participation. Historical perceptions of teachers and their participation and involvement were highlighted and the history of self-empowerment in the Limpopo Province was discussed. The composition of the teachers fell into two categories, namely, untrained and under- trained (as far as self-empowerment is concerned) teachers. The importance of the teachers’ involvement in self-empowerment was discussed under the following sub- headings: curriculum vision, decision making, design and development, policy-making, appointment of curriculum teaching staff and building and renovating curriculum. The principal may be involved in the self-empowerment activities through the self-empowerment committee. Principals and teachers must receive their knowledge in self-empowerment development during their training at seminars and conferences in order to play their roles in the community-self-empowerment relationships. As a result, principals will be enabled to fulfill their tasks as cooperative facilitators and as relationship establishers in the community-self-empowerment relations. For example, principals must see to it that teachers must be considered as collaborators in the self-empowerment process, since they have a strong role to play in their learners’ learning and behaviour. In the second place, principals should be friendly towards the teachers because complete frankness makes for good relationships. This, in due course, can bear fruit so that all go well that ends well to the benefit of the whole school. , Dr. M.C. van Loggerenberg
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Teacher collaboration: strategies to overcome barriers to effective collaboration in the foundation phase.
- Authors: Naidu, Raganee
- Date: 2008-10-21T12:02:45Z
- Subjects: primary school teachers , teacher effectiveness , Gauteng (South Africa)
- Type: Thesis
- Identifier: uj:12992 , http://hdl.handle.net/10210/1287
- Description: M.Ed. , This study investigates the characteristics of effective collaboration, which can be distilled from existing teaching practice in the Foundation Phase (of a particular primary school in Lenasia, Gauteng). The relevance of collaborative and collegial practices and the various ways in which it could be incorporated into schools is explored. Collaborative schools are places where the underlying norms, values and beliefs support, encourage and reinforce teamwork, collegiality and interactions about problems of practice in schools where the staff have developed and nourished a collaborative culture, the energies and skills of everyone are unlocked. The main argument is that collaboration, as a part of the school will foster a sense of professional community that can support wide project planning and innovation. The type of analysis used in this study is a conversation and ethnomethodological analysis as well as its concomitant conversation analysis connected to an ethnographic case study inquiry. The processes of data collection and data analysis are described and the main themes, which emerged from the different data sources, are identified. These themes are disclosed within the framework of collaborative and collegial practices The findings revealed five important themes, which formed the pivot around which members in the case study school engaged in collaborative relationships. Firstly the teachers were learning with and from colleagues in a range of ways, including team teaching, collaborative planning, being mentored and mentoring others. Secondly a close reflection and evaluation of practice with colleagues was evident. Thirdly PDF Created with deskPDF PDF Writer - Trial :: http://www.docudesk.com teachers’ participation in whole school or team collaborative inquiry and problem solving remains a norm in the case study school. They thus develop resources and ideas with colleagues. The school described in the case study developed a collective commitment to a learning culture. Teachers therefore engage and contribute to an optimal mix of individual and organizational processes leading to the school’s ultimate success. Professional learning includes organizational learning as well as individual learning. This is evidenced by members identifying shared professional development needs, working together in planning, implementing and evaluating school initiatives, sharing research findings to guide and enhance practice as well as engaging in professional conversations about teaching and learning. , Mr. W.A. Janse van Rensburg
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