Pre-service teachers' perception of values education in the South African physical education curriculum
- Roux, Charl J., Dasoo, Nazreen
- Authors: Roux, Charl J. , Dasoo, Nazreen
- Date: 2020
- Subjects: Values education , Quality physical education , Pre-service teachers
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/407684 , uj:34326 , Citation: Roux, C.J., Dasoo, N. 2020: Pre-service teachers' perception of values education in the South African physical education curriculum. DOI: https://doi.org/10.4102/sajce.v10i1.717.
- Description: Abstract: Background: Since the beginning of the new democratic era of 1994 in South Africa, human rights and values concerns have been placed on the forefront of educational research to respond to the needs of the South Africa’s Constitution as well as the intentions of public school curricula. It is believed that qualified physical education teachers can address the fading of values and recession of morals in schools by promoting value-based education into their physical education lessons to provide a holistic approach to learning. Aim: This article aims to identify the values that pre-service teachers deem are important to be taught at school. Setting: The study was conducted in the Gauteng Province. Methods: A questionnaire was employed to collect quantitative data (close-ended questions) and qualitative data (open-ended questions) from all final year BEd physical education students (n = 68). Results: Sixty-eight values were identified: respect (n = 47), honesty/integrity (n = 23) and courage/perseverance/determination (n = 25) were ranked as the three values these teachers considered as important for inclusion in a physical education curriculum. Conclusion: These pre-service physical education teachers indicated that learners could learn core values and basic human rights in a conducive and safe learning environment by employing role-play, games and modelling as the main strategies to infuse values in their physical education lessons.
- Full Text: false
- Authors: Roux, Charl J. , Dasoo, Nazreen
- Date: 2020
- Subjects: Values education , Quality physical education , Pre-service teachers
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/407684 , uj:34326 , Citation: Roux, C.J., Dasoo, N. 2020: Pre-service teachers' perception of values education in the South African physical education curriculum. DOI: https://doi.org/10.4102/sajce.v10i1.717.
- Description: Abstract: Background: Since the beginning of the new democratic era of 1994 in South Africa, human rights and values concerns have been placed on the forefront of educational research to respond to the needs of the South Africa’s Constitution as well as the intentions of public school curricula. It is believed that qualified physical education teachers can address the fading of values and recession of morals in schools by promoting value-based education into their physical education lessons to provide a holistic approach to learning. Aim: This article aims to identify the values that pre-service teachers deem are important to be taught at school. Setting: The study was conducted in the Gauteng Province. Methods: A questionnaire was employed to collect quantitative data (close-ended questions) and qualitative data (open-ended questions) from all final year BEd physical education students (n = 68). Results: Sixty-eight values were identified: respect (n = 47), honesty/integrity (n = 23) and courage/perseverance/determination (n = 25) were ranked as the three values these teachers considered as important for inclusion in a physical education curriculum. Conclusion: These pre-service physical education teachers indicated that learners could learn core values and basic human rights in a conducive and safe learning environment by employing role-play, games and modelling as the main strategies to infuse values in their physical education lessons.
- Full Text: false
Pre-service teachers’ perception of values education in the South African physical education curriculum
- Roux, Charl J., Dasoo, Nazreen
- Authors: Roux, Charl J. , Dasoo, Nazreen
- Date: 2020
- Subjects: values education , Quality physical education , Pre-service teachers
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/412144 , uj:34668 , Citation: Roux, C.J. & Dasoo, N., 2020, ‘Pre-service teachers’ perception of values education in the South African physical education curriculum’, South African Journal of Childhood Education 10(1), a717. https://doi.org/10.4102/sajce.v10i1.717
- Description: Abstract: Background: Since the beginning of the new democratic era of 1994 in South Africa, human rights and values concerns have been placed on the forefront of educational research to respond to the needs of the South Africa’s Constitution as well as the intentions of public school curricula. It is believed that qualified physical education teachers can address the fading of values and recession of morals in schools by promoting value-based education into their physical education lessons to provide a holistic approach to learning. Aim: This article aims to identify the values that pre-service teachers deem are important to be taught at school. Setting: The study was conducted in the Gauteng Province. Methods: A questionnaire was employed to collect quantitative data (close-ended questions) and qualitative data (open-ended questions) from all final year BEd physical education students (n = 68). Results: Sixty-eight values were identified: respect (n = 47), honesty/integrity (n = 23) and courage/perseverance/determination (n = 25) were ranked as the three values these teachers considered as important for inclusion in a physical education curriculum. Conclusion: These pre-service physical education teachers indicated that learners could learn core values and basic human rights in a conducive and safe learning environment by employing role-play, games and modelling as the main strategies to infuse values in their physical education lessons.
- Full Text: false
- Authors: Roux, Charl J. , Dasoo, Nazreen
- Date: 2020
- Subjects: values education , Quality physical education , Pre-service teachers
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/412144 , uj:34668 , Citation: Roux, C.J. & Dasoo, N., 2020, ‘Pre-service teachers’ perception of values education in the South African physical education curriculum’, South African Journal of Childhood Education 10(1), a717. https://doi.org/10.4102/sajce.v10i1.717
- Description: Abstract: Background: Since the beginning of the new democratic era of 1994 in South Africa, human rights and values concerns have been placed on the forefront of educational research to respond to the needs of the South Africa’s Constitution as well as the intentions of public school curricula. It is believed that qualified physical education teachers can address the fading of values and recession of morals in schools by promoting value-based education into their physical education lessons to provide a holistic approach to learning. Aim: This article aims to identify the values that pre-service teachers deem are important to be taught at school. Setting: The study was conducted in the Gauteng Province. Methods: A questionnaire was employed to collect quantitative data (close-ended questions) and qualitative data (open-ended questions) from all final year BEd physical education students (n = 68). Results: Sixty-eight values were identified: respect (n = 47), honesty/integrity (n = 23) and courage/perseverance/determination (n = 25) were ranked as the three values these teachers considered as important for inclusion in a physical education curriculum. Conclusion: These pre-service physical education teachers indicated that learners could learn core values and basic human rights in a conducive and safe learning environment by employing role-play, games and modelling as the main strategies to infuse values in their physical education lessons.
- Full Text: false
Pre-service teachers’ perception of values education in the South African physical education curriculum
- Roux, Charl J., Dasoo, Nazreen
- Authors: Roux, Charl J. , Dasoo, Nazreen
- Date: 2020
- Subjects: Values education , Quality physical education , Pre-service teachers
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/410528 , uj:34455 , Citation: Roux, C.J., Dasoo, N., 2020. Pre-service teachers’ perception of values education in the South African physical education curriculum’, South African Journal of Childhood Education 10(1), a717. DOI: https://doi.org/10.4102/ sajce.v10i1.717.
- Description: Abstract: Background: Since the beginning of the new democratic era of 1994 in South Africa, human rights and values concerns have been placed on the forefront of educational research to respond to the needs of the South Africa’s Constitution as well as the intentions of public school curricula. It is believed that qualified physical education teachers can address the fading of values and recession of morals in schools by promoting value-based education into their physical education lessons to provide a holistic approach to learning. Aim: This article aims to identify the values that pre-service teachers deem are important to be taught at school. Setting: The study was conducted in the Gauteng Province. Methods: A questionnaire was employed to collect quantitative data (close-ended questions) and qualitative data (open-ended questions) from all final year BEd physical education students (n = 68). Results: Sixty-eight values were identified: respect (n = 47), honesty/integrity (n = 23) and courage/perseverance/determination (n = 25) were ranked as the three values these teachers considered as important for inclusion in a physical education curriculum. Conclusion: These pre-service physical education teachers indicated that learners could learn core values and basic human rights in a conducive and safe learning environment by employing roleplay, games and modelling as the main strategies to infuse values in their physical education lessons.
- Full Text:
- Authors: Roux, Charl J. , Dasoo, Nazreen
- Date: 2020
- Subjects: Values education , Quality physical education , Pre-service teachers
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/410528 , uj:34455 , Citation: Roux, C.J., Dasoo, N., 2020. Pre-service teachers’ perception of values education in the South African physical education curriculum’, South African Journal of Childhood Education 10(1), a717. DOI: https://doi.org/10.4102/ sajce.v10i1.717.
- Description: Abstract: Background: Since the beginning of the new democratic era of 1994 in South Africa, human rights and values concerns have been placed on the forefront of educational research to respond to the needs of the South Africa’s Constitution as well as the intentions of public school curricula. It is believed that qualified physical education teachers can address the fading of values and recession of morals in schools by promoting value-based education into their physical education lessons to provide a holistic approach to learning. Aim: This article aims to identify the values that pre-service teachers deem are important to be taught at school. Setting: The study was conducted in the Gauteng Province. Methods: A questionnaire was employed to collect quantitative data (close-ended questions) and qualitative data (open-ended questions) from all final year BEd physical education students (n = 68). Results: Sixty-eight values were identified: respect (n = 47), honesty/integrity (n = 23) and courage/perseverance/determination (n = 25) were ranked as the three values these teachers considered as important for inclusion in a physical education curriculum. Conclusion: These pre-service physical education teachers indicated that learners could learn core values and basic human rights in a conducive and safe learning environment by employing roleplay, games and modelling as the main strategies to infuse values in their physical education lessons.
- Full Text:
The mobile learning conscious tutor : incorporating Facebook in tutorials
- Robertson, Diana Nadine, Dasoo, Nazreen
- Authors: Robertson, Diana Nadine , Dasoo, Nazreen
- Date: 2019
- Subjects: Mobile devices , Tutorials , Tutoring
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/403965 , uj:33869 , Citation: Robertson, D.N. & Dasoo, N. 2019. The mobile learning conscious tutor : incorporating Facebook in tutorials. Journal of Education, 76:143-165. doi: http://dx.doi.org/10.17159/2520-9868/i76a08
- Description: Abstract: Today’s students are digital natives, and advances in mobile technology should impel institutions of learning to revaluate their tutoring systems. Our study explored tutors’ potential to introduce mobile learning through the social media application, Facebook, in tutorials conducted at the University of Johannesburg’s faculty of education. This study further considered the tutors’ potential to motivate students to use their devices for learning on social media through professional communities of practice online. Our exploratory qualitative study sought to understand the perception of tutors and tutees about the inclusion of Facebook through in-depth reviews of the literature, focus group interviews, questionnaires, and online log data responses. The data was thematically analysed and the results suggest that tutors can encourage students to use their devices for academic purposes through online Facebook discussions. Our conclusion is that the inclusion of Facebook as part of the tutorial experience can support virtual professional communities of learning online beyond the traditional physical and formal tutorial.
- Full Text:
- Authors: Robertson, Diana Nadine , Dasoo, Nazreen
- Date: 2019
- Subjects: Mobile devices , Tutorials , Tutoring
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/403965 , uj:33869 , Citation: Robertson, D.N. & Dasoo, N. 2019. The mobile learning conscious tutor : incorporating Facebook in tutorials. Journal of Education, 76:143-165. doi: http://dx.doi.org/10.17159/2520-9868/i76a08
- Description: Abstract: Today’s students are digital natives, and advances in mobile technology should impel institutions of learning to revaluate their tutoring systems. Our study explored tutors’ potential to introduce mobile learning through the social media application, Facebook, in tutorials conducted at the University of Johannesburg’s faculty of education. This study further considered the tutors’ potential to motivate students to use their devices for learning on social media through professional communities of practice online. Our exploratory qualitative study sought to understand the perception of tutors and tutees about the inclusion of Facebook through in-depth reviews of the literature, focus group interviews, questionnaires, and online log data responses. The data was thematically analysed and the results suggest that tutors can encourage students to use their devices for academic purposes through online Facebook discussions. Our conclusion is that the inclusion of Facebook as part of the tutorial experience can support virtual professional communities of learning online beyond the traditional physical and formal tutorial.
- Full Text:
Impacting accounting education using integrated information and communication technologies
- Dasoo, Nazreen, Bornman, Marina, Rhodes, Raymond J.
- Authors: Dasoo, Nazreen , Bornman, Marina , Rhodes, Raymond J.
- Date: 2020
- Subjects: Accountancy education , Impact analysis , Information and communication technologies
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/455230 , uj:40284 , Citation: Dasoo, N., Bornman, M. & Rhodes, R.J., 2020 ‘Impacting accounting education using integrated information and communication technologies’, Journal of Economic and Financial Sciences 13(1), a540. https://doi.org/ 10.4102/jef.v13i1.540 , ISSN: (Online) 2312-2803
- Description: Abstract: Orientation: Computers, especially in the form of information and communication technologies (ICT), have changed the procedures through which bookkeeping and accounting are accomplished in business. Modern debates centre on the veracity and methodology of including of ICT in accounting education. This study assessed the impact of one method of integrating ICT in accounting education, as adopted by the University of Johannesburg (UJ) in one diploma offering. This method has been termed ‘subject integrated information and communication technologies’ (SIICT). Research purpose: The purpose of this study was to evaluate the impact that the integration of ICT into certain subjects (SIICT) has had on selected key role players of the diploma in Accounting. This section of the study evaluates this impact on the students by comparing the outcomes of two cohorts of students. Motivation for the study: In 2011, UJ replaced National Diploma offerings in Accounting with a new diploma in Accounting that integrated ICT into two core subjects. This impact study evaluated the integration, which used a theoretical model of integration that was untested in its application. Research approach/design and method: This case study, designed as an impact study, tested the impact of integrating ICT into the core modules of the diploma. Data collection was based on a mixed-method data collection model and included research questionnaires to the students, recorded observations of lecturers, interviews with lecturers and a document investigation. Main findings: The students were positively impacted through (1) completing their studies in a shorter time, (2) the time to obtain employment being shortened, (3) fewer students studying further and (4) experiencing a greater sense of work preparedness and confidence during interviews. Practical/managerial implications: The average time that students spend studying is shorter, freeing university resources and costing the student less money. Different methods of study are applied, and the students are more engaged as the subjects become more ‘real to life’. Contribution/value-add: Employers’ acceptance of the changes and the student comments reflect an earlier engagement with work at their place of employment.
- Full Text:
- Authors: Dasoo, Nazreen , Bornman, Marina , Rhodes, Raymond J.
- Date: 2020
- Subjects: Accountancy education , Impact analysis , Information and communication technologies
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/455230 , uj:40284 , Citation: Dasoo, N., Bornman, M. & Rhodes, R.J., 2020 ‘Impacting accounting education using integrated information and communication technologies’, Journal of Economic and Financial Sciences 13(1), a540. https://doi.org/ 10.4102/jef.v13i1.540 , ISSN: (Online) 2312-2803
- Description: Abstract: Orientation: Computers, especially in the form of information and communication technologies (ICT), have changed the procedures through which bookkeeping and accounting are accomplished in business. Modern debates centre on the veracity and methodology of including of ICT in accounting education. This study assessed the impact of one method of integrating ICT in accounting education, as adopted by the University of Johannesburg (UJ) in one diploma offering. This method has been termed ‘subject integrated information and communication technologies’ (SIICT). Research purpose: The purpose of this study was to evaluate the impact that the integration of ICT into certain subjects (SIICT) has had on selected key role players of the diploma in Accounting. This section of the study evaluates this impact on the students by comparing the outcomes of two cohorts of students. Motivation for the study: In 2011, UJ replaced National Diploma offerings in Accounting with a new diploma in Accounting that integrated ICT into two core subjects. This impact study evaluated the integration, which used a theoretical model of integration that was untested in its application. Research approach/design and method: This case study, designed as an impact study, tested the impact of integrating ICT into the core modules of the diploma. Data collection was based on a mixed-method data collection model and included research questionnaires to the students, recorded observations of lecturers, interviews with lecturers and a document investigation. Main findings: The students were positively impacted through (1) completing their studies in a shorter time, (2) the time to obtain employment being shortened, (3) fewer students studying further and (4) experiencing a greater sense of work preparedness and confidence during interviews. Practical/managerial implications: The average time that students spend studying is shorter, freeing university resources and costing the student less money. Different methods of study are applied, and the students are more engaged as the subjects become more ‘real to life’. Contribution/value-add: Employers’ acceptance of the changes and the student comments reflect an earlier engagement with work at their place of employment.
- Full Text:
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