'n Deelnemende strategie vir die indiensopleiding van onderwysers
- Authors: Gettly, Michael Frank
- Date: 2012-01-25
- Subjects: Teachers in-service training
- Type: Thesis
- Identifier: uj:1965 , http://hdl.handle.net/10210/4322
- Description: D.Ed. , The aim of this study is to develop a participatory strategy for the in-service training of teachers, with regard to the role and functions of role players on macro, meso and micro level. To achieve this aim, the objectives of this research are: > the exploration and description of in-service training models with regard to prerequisites of effective training and the roles and functions of stakeholders on macro, meso and micro levels. > the exploration and description of teachers' needs and expectations with regard to in-service training; > the exploration and description of trainers' (district-officers) and facilitators' (head-office provincial) perceptions of teachers' needs and expectations with regard to in-service training; and > the description of a participatory strategy for the in-service training of teachers. A qualitative approach was followed. Twelve focus group interviews were held with primary school teachers from three different districts in the Gauteng Department of Education. Individual interviews were also held with three officials from district offices and three officials from provincial head-office. From the research it was concluded that the meso level forms the core level in the in-service training of teachers. The critical aspects on meso level were the training centres. At these centres, school management teams and other teacher trainers should be trained on a macro level. These teacher trainers train their teachers in school training committees, consisting of school principals and their management, teachers and other partners. It also recommended that centres are the most effective way of disseminating information to schools. School management teams and teacher trainers in turn disseminate information to their schools. Where a school or teacher experience difficulty they could either consult their school training committees or refer to the centres for assistance. Another important conclusion is that for this participatory strategy to be effective, school principals should accept teacher development as part of their management v responsibilities. This strategy is based on teacher involvement on all levels from policy formulation right down to the planning and implementation of in-service training. Another important aspect of this strategy is for the education authorities to place a teacher trainer at every centre to assist with planning and training if this approach is to be successfully implemented. It was also established that partnerships with other role players formed an important aspect of this strategy.
- Full Text:
- Authors: Gettly, Michael Frank
- Date: 2012-01-25
- Subjects: Teachers in-service training
- Type: Thesis
- Identifier: uj:1965 , http://hdl.handle.net/10210/4322
- Description: D.Ed. , The aim of this study is to develop a participatory strategy for the in-service training of teachers, with regard to the role and functions of role players on macro, meso and micro level. To achieve this aim, the objectives of this research are: > the exploration and description of in-service training models with regard to prerequisites of effective training and the roles and functions of stakeholders on macro, meso and micro levels. > the exploration and description of teachers' needs and expectations with regard to in-service training; > the exploration and description of trainers' (district-officers) and facilitators' (head-office provincial) perceptions of teachers' needs and expectations with regard to in-service training; and > the description of a participatory strategy for the in-service training of teachers. A qualitative approach was followed. Twelve focus group interviews were held with primary school teachers from three different districts in the Gauteng Department of Education. Individual interviews were also held with three officials from district offices and three officials from provincial head-office. From the research it was concluded that the meso level forms the core level in the in-service training of teachers. The critical aspects on meso level were the training centres. At these centres, school management teams and other teacher trainers should be trained on a macro level. These teacher trainers train their teachers in school training committees, consisting of school principals and their management, teachers and other partners. It also recommended that centres are the most effective way of disseminating information to schools. School management teams and teacher trainers in turn disseminate information to their schools. Where a school or teacher experience difficulty they could either consult their school training committees or refer to the centres for assistance. Another important conclusion is that for this participatory strategy to be effective, school principals should accept teacher development as part of their management v responsibilities. This strategy is based on teacher involvement on all levels from policy formulation right down to the planning and implementation of in-service training. Another important aspect of this strategy is for the education authorities to place a teacher trainer at every centre to assist with planning and training if this approach is to be successfully implemented. It was also established that partnerships with other role players formed an important aspect of this strategy.
- Full Text:
Riglyne vir leerfasilitering in 'n gekombineerde afstands- en kontakonderwysmilieu
- Authors: Gettly, Michael Frank
- Date: 2012-08-28
- Subjects: Distance education - South Africa - Aids and devices , Education, Higher - South Africa - Evaluation , Teaching - Methodology , College teaching - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:3373 , http://hdl.handle.net/10210/6772
- Description: M.Ed. , Distance students are deprived from amongst others: non academic activities, informal learning opportunies, sharing critical ideas, the establishment of social relationships and competition with the peergroup and lecturer, leadership opportunities in student groups and periodic conversation with 'experts' in their field of study. The lowering of state subsidies in higher education, compels residential educational institutions to add components of distance education to their contact teaching component, so that they are able to handle the increasing number of students on a cost-effective basis. It is so that the change from a purely contact teaching institution to a combined contact and distance teaching approach (a mixed mode approach), will not take place without problems during the implementation phase. With reference to a purely distance teaching educational institution, Fraser (1993:30) has the following to say: "Their teaching policy is modelled on that of traditional contact teaching, to some extent resulting from the fact that most of the tutors employed by these institutions are themselves products of contact teaching." Distance teaching expertise in a contact teaching milieu should not be taken for granted by lecturers - it neccesitates intensive lecturer-development and the exposure to this field for the distance teaching lecturer. Greyling (1993:181) accentuates the different roles of the distance lecturer as that of learning facilitator, "... (wat) as gevolg van hierdie afstand in die onderrig-leergebeure, 'n veel moeiliker opgaaf (het) om 'n positiewe verhouding met hulle studente te stilt en te handhaaf, doeltreffend te kommunikeer en 'n positiewe leeromgewing te skep." The latter suggests that the distance lecturer has a facilitative instead of a didactive role to play, by putting more emphasis on the learner than on the learning content. According to Ljosa and Sandvold: (1988:315) " The evaluation of fixed assignments is no longer the (lecturer's) most important task. He/she functions to a larger degree as study guide and partner in a dialogue between him/her and the student. This asks more of his/her imagination and understanding." The role that the lecturer has to play in a teaching environment where distance teaching and contact teaching is presented in a combination, still has to be that of facilitator, in order to create a positive learning environment. This area still needs a lot of research. It presupposes that the lecturer will strive to create a context which will promote learning and which has an interwoven didactic and facilitative touch. According to Siaciwena (1990:70-73) distance teaching is taught in many African countries in a combination with contact teaching as a cost-effective alternative, for the extension of the educational system and as a means of national development. In South Africa it has also become a popular option and therefore the importance of undertaking this study, should not be underestimated. The aim of this study is to research guidelines which will assist the higher education lecturer involved in the combination of contact /distance teaching (mixed mode approach) so that his/her facilitative role can be described. The most important conclusions drawn at the completion of this study were were as follows: *University/tertiary lecturers are not trained sufficiently for the demands of heterogeneous students in a combined contact/distance teaching milieu. *Invitational teaching/learning contracts can assist to facilitate the learning of heterogeneous learners in a combined contact/distance teaching mode. *There are positive implications for the use of proposed guidelines to facilitate learning in a mixed mode teaching environment, provided that the lecturer has an invitational personality (approach) and can act spontaneously in his/her teaching. Lecturers will experience that their students learn easier, and that they become more creative. Personal relationships with students will develop more easily, because students had an imput in the planning of the content and the evaluation procedures. Important aspects of the study which will need further research include the following: *The design of criteria for a (combined) mixed mode university/tertiary educational programme, keeping in mind the guidelines as set out in this study. *The design of a teaching development programme to develop specific teaching strategies of lecturers in a mixed mode teaching programme. *The development of a programme to screen/test students who aspire to become teachers/lectures in higher education, keeping in mind the guidelines for the development of teaching/lecturing abilities.
- Full Text:
- Authors: Gettly, Michael Frank
- Date: 2012-08-28
- Subjects: Distance education - South Africa - Aids and devices , Education, Higher - South Africa - Evaluation , Teaching - Methodology , College teaching - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:3373 , http://hdl.handle.net/10210/6772
- Description: M.Ed. , Distance students are deprived from amongst others: non academic activities, informal learning opportunies, sharing critical ideas, the establishment of social relationships and competition with the peergroup and lecturer, leadership opportunities in student groups and periodic conversation with 'experts' in their field of study. The lowering of state subsidies in higher education, compels residential educational institutions to add components of distance education to their contact teaching component, so that they are able to handle the increasing number of students on a cost-effective basis. It is so that the change from a purely contact teaching institution to a combined contact and distance teaching approach (a mixed mode approach), will not take place without problems during the implementation phase. With reference to a purely distance teaching educational institution, Fraser (1993:30) has the following to say: "Their teaching policy is modelled on that of traditional contact teaching, to some extent resulting from the fact that most of the tutors employed by these institutions are themselves products of contact teaching." Distance teaching expertise in a contact teaching milieu should not be taken for granted by lecturers - it neccesitates intensive lecturer-development and the exposure to this field for the distance teaching lecturer. Greyling (1993:181) accentuates the different roles of the distance lecturer as that of learning facilitator, "... (wat) as gevolg van hierdie afstand in die onderrig-leergebeure, 'n veel moeiliker opgaaf (het) om 'n positiewe verhouding met hulle studente te stilt en te handhaaf, doeltreffend te kommunikeer en 'n positiewe leeromgewing te skep." The latter suggests that the distance lecturer has a facilitative instead of a didactive role to play, by putting more emphasis on the learner than on the learning content. According to Ljosa and Sandvold: (1988:315) " The evaluation of fixed assignments is no longer the (lecturer's) most important task. He/she functions to a larger degree as study guide and partner in a dialogue between him/her and the student. This asks more of his/her imagination and understanding." The role that the lecturer has to play in a teaching environment where distance teaching and contact teaching is presented in a combination, still has to be that of facilitator, in order to create a positive learning environment. This area still needs a lot of research. It presupposes that the lecturer will strive to create a context which will promote learning and which has an interwoven didactic and facilitative touch. According to Siaciwena (1990:70-73) distance teaching is taught in many African countries in a combination with contact teaching as a cost-effective alternative, for the extension of the educational system and as a means of national development. In South Africa it has also become a popular option and therefore the importance of undertaking this study, should not be underestimated. The aim of this study is to research guidelines which will assist the higher education lecturer involved in the combination of contact /distance teaching (mixed mode approach) so that his/her facilitative role can be described. The most important conclusions drawn at the completion of this study were were as follows: *University/tertiary lecturers are not trained sufficiently for the demands of heterogeneous students in a combined contact/distance teaching milieu. *Invitational teaching/learning contracts can assist to facilitate the learning of heterogeneous learners in a combined contact/distance teaching mode. *There are positive implications for the use of proposed guidelines to facilitate learning in a mixed mode teaching environment, provided that the lecturer has an invitational personality (approach) and can act spontaneously in his/her teaching. Lecturers will experience that their students learn easier, and that they become more creative. Personal relationships with students will develop more easily, because students had an imput in the planning of the content and the evaluation procedures. Important aspects of the study which will need further research include the following: *The design of criteria for a (combined) mixed mode university/tertiary educational programme, keeping in mind the guidelines as set out in this study. *The design of a teaching development programme to develop specific teaching strategies of lecturers in a mixed mode teaching programme. *The development of a programme to screen/test students who aspire to become teachers/lectures in higher education, keeping in mind the guidelines for the development of teaching/lecturing abilities.
- Full Text:
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