The improvement of teaching practice in higher education
- Authors: Steenekamp, Karen
- Date: 2012-09-10
- Subjects: Higher education - South Africa - Evaluation , Competency based education - South Africa , College teaching - South Africa , College teachers - In-service training - South Africa
- Type: Thesis
- Identifier: uj:9818 , http://hdl.handle.net/10210/7220
- Description: D.Ed. , This thesis is a report of a research project conducted in a Technikon within the higher education sector of South Africa. Teachers in this sector are facing major challenges due to the transformation of higher education, as well as the introduction of an Outcomes-Based Education (OBE) paradigm. Teachers thus need to adapt their teaching practice to include the principles and practices of this educational paradigm and are continuously required to improve their teaching practice to face the aforementioned challenges. This study was aimed at investigating how teachers could be assisted to improve their teaching practice. It primarily aimed at seeking a way to assist lecturers of the Technikon to improve their teaching practice, while it was hoped that I would also improve my own practice. An action research project was conducted during which I was planned, designed and implemented a teaching skills programme. Literature on teaching and learning, with specific emphasis on theories and approaches that support learners' meaningful learning, was reviewed. Furthermore, literature on staff development policies, approaches, practices and the OBE paradigm provided the theoretical foundation for the various phases in the action research project. After conducting a needs analysis to determine the perceived teaching needs of lecturers, all lecturers at the Technikon were invited to attend the teaching skills programme as a staff development initiative. Data of what was experienced, observed and learnt during the process were noted in my research journal. After I had analysed and interpreted the data gained I reflected on the experiences and learning, as well as on the value of the programme. From the research notes I learnt more about the participants, the programme and the process, while I learnt more about myself as a teacher and as a researcher. These reflections informed the findings, namely that insufficient focus is placed on teaching and learning initiatives. Furthermore, it was found that staff development policies did not seem to provide sufficient support for such initiatives. Literature indicated that these findings were not unique to the Technikon, but also seemed to be experienced in other higher education institutions. Based on the above findings it was concluded that teachers could be assisted in improving their teaching practice by focusing on their learners' meaningful learning and by continuously updating their teaching knowledge and skills. It was therefore recommend that staff development policies be revised and that teachers and managers in higher education refocus on the core business of higher education institutions, namely, teaching and learning. Finally, it was recommended that managers, teachers and staff development units accept coresponsibility for improving teaching practice in higher education and work in synergy to achieve this common goal. The co-responsibilities of role-players in academic staff development have been presented diagrammatically within a framework. The importance of all role-players taking their responsibilities is illustrated. The resulting coresponsibility amongst role-players is argued to emphasise the importance of synergy amongst them towards achieving improved practice. I argued that all three role-players needed to collaborate and support one another if they were "to move in the same direction" towards improved teaching practice. The scholarly contribution of this study lies firstly within my living theory, which is a culmination of the learning journey as well as the results thereof. My living theory of teaching practice and that of academic development is culminated into the framework.
- Full Text:
- Authors: Steenekamp, Karen
- Date: 2012-09-10
- Subjects: Higher education - South Africa - Evaluation , Competency based education - South Africa , College teaching - South Africa , College teachers - In-service training - South Africa
- Type: Thesis
- Identifier: uj:9818 , http://hdl.handle.net/10210/7220
- Description: D.Ed. , This thesis is a report of a research project conducted in a Technikon within the higher education sector of South Africa. Teachers in this sector are facing major challenges due to the transformation of higher education, as well as the introduction of an Outcomes-Based Education (OBE) paradigm. Teachers thus need to adapt their teaching practice to include the principles and practices of this educational paradigm and are continuously required to improve their teaching practice to face the aforementioned challenges. This study was aimed at investigating how teachers could be assisted to improve their teaching practice. It primarily aimed at seeking a way to assist lecturers of the Technikon to improve their teaching practice, while it was hoped that I would also improve my own practice. An action research project was conducted during which I was planned, designed and implemented a teaching skills programme. Literature on teaching and learning, with specific emphasis on theories and approaches that support learners' meaningful learning, was reviewed. Furthermore, literature on staff development policies, approaches, practices and the OBE paradigm provided the theoretical foundation for the various phases in the action research project. After conducting a needs analysis to determine the perceived teaching needs of lecturers, all lecturers at the Technikon were invited to attend the teaching skills programme as a staff development initiative. Data of what was experienced, observed and learnt during the process were noted in my research journal. After I had analysed and interpreted the data gained I reflected on the experiences and learning, as well as on the value of the programme. From the research notes I learnt more about the participants, the programme and the process, while I learnt more about myself as a teacher and as a researcher. These reflections informed the findings, namely that insufficient focus is placed on teaching and learning initiatives. Furthermore, it was found that staff development policies did not seem to provide sufficient support for such initiatives. Literature indicated that these findings were not unique to the Technikon, but also seemed to be experienced in other higher education institutions. Based on the above findings it was concluded that teachers could be assisted in improving their teaching practice by focusing on their learners' meaningful learning and by continuously updating their teaching knowledge and skills. It was therefore recommend that staff development policies be revised and that teachers and managers in higher education refocus on the core business of higher education institutions, namely, teaching and learning. Finally, it was recommended that managers, teachers and staff development units accept coresponsibility for improving teaching practice in higher education and work in synergy to achieve this common goal. The co-responsibilities of role-players in academic staff development have been presented diagrammatically within a framework. The importance of all role-players taking their responsibilities is illustrated. The resulting coresponsibility amongst role-players is argued to emphasise the importance of synergy amongst them towards achieving improved practice. I argued that all three role-players needed to collaborate and support one another if they were "to move in the same direction" towards improved teaching practice. The scholarly contribution of this study lies firstly within my living theory, which is a culmination of the learning journey as well as the results thereof. My living theory of teaching practice and that of academic development is culminated into the framework.
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Opleiding van beginnerlektore aan tegniese kolleges
- Authors: Leeuwner, Jacob Barend
- Date: 2014-09-01
- Subjects: College teachers - In-service training - South Africa , Technical education teachers - Training of , College personnel management , Technical institutes - Administration
- Type: Thesis
- Identifier: uj:12185 , http://hdl.handle.net/10210/11926
- Description: M.Ed. , Please refer to full text to view abstract
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- Authors: Leeuwner, Jacob Barend
- Date: 2014-09-01
- Subjects: College teachers - In-service training - South Africa , Technical education teachers - Training of , College personnel management , Technical institutes - Administration
- Type: Thesis
- Identifier: uj:12185 , http://hdl.handle.net/10210/11926
- Description: M.Ed. , Please refer to full text to view abstract
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Riglyne vir die induksie van beginnerlektore aan 'n tegniese kollege vir beroepsonderwys
- Authors: Smit, Gert Jacobus
- Date: 2014-11-17
- Subjects: College personnel management , Technical education - Evaluation , College teachers - In-service training - South Africa , College teachers - Training of
- Type: Thesis
- Identifier: uj:12812 , http://hdl.handle.net/10210/12702
- Description: M.Ed. (Education) , Lecturers at technical colleges mostly come from industry and consequently they seldom have experience of teaching or the necessary qualifications to teach. As the educational profession has no formal and compulsory induction into the profession, beginner lecturers are put directly into class and are expected to teach. Although these lecturers have the required subject knowledge, they definitely lack the necessary didactical skills or methodology of education. Due to "swim-or-sink" attitude, beginner lecturers experience unique problems that place them under tremendous pressure and stress. The aim of this study was focused on the grounding of guidelines that could be used in designing an induction programme for beginner lecturers at a technical college. The methods used in grounding these guidelines for induction at a technical college were: * a relevant study of literature that was conducted into three induction programmes used in various sectors of the industry, to enquire more knowledge with regard to the design and function of these programmes; a literature and empirical study of the experienced needs and problems of beginner lectures when entering the teaching profession. A qualitative research approach was used to conduct a study in which the needs and problems of beginner lecturers in a specific technical college were identified by means of structured interviews. The lecturers that participated in this inquiry were asked to describe their experiences related to their needs and problems when they entered the teaching profession. From the analysed data the following needs and problems were identified:...
- Full Text:
- Authors: Smit, Gert Jacobus
- Date: 2014-11-17
- Subjects: College personnel management , Technical education - Evaluation , College teachers - In-service training - South Africa , College teachers - Training of
- Type: Thesis
- Identifier: uj:12812 , http://hdl.handle.net/10210/12702
- Description: M.Ed. (Education) , Lecturers at technical colleges mostly come from industry and consequently they seldom have experience of teaching or the necessary qualifications to teach. As the educational profession has no formal and compulsory induction into the profession, beginner lecturers are put directly into class and are expected to teach. Although these lecturers have the required subject knowledge, they definitely lack the necessary didactical skills or methodology of education. Due to "swim-or-sink" attitude, beginner lecturers experience unique problems that place them under tremendous pressure and stress. The aim of this study was focused on the grounding of guidelines that could be used in designing an induction programme for beginner lecturers at a technical college. The methods used in grounding these guidelines for induction at a technical college were: * a relevant study of literature that was conducted into three induction programmes used in various sectors of the industry, to enquire more knowledge with regard to the design and function of these programmes; a literature and empirical study of the experienced needs and problems of beginner lectures when entering the teaching profession. A qualitative research approach was used to conduct a study in which the needs and problems of beginner lecturers in a specific technical college were identified by means of structured interviews. The lecturers that participated in this inquiry were asked to describe their experiences related to their needs and problems when they entered the teaching profession. From the analysed data the following needs and problems were identified:...
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'n Bestuursopleidingsmodel gerig op die indiensopleiding van lektore aan tegniese kolleges
- Koch, Gerhardus Izak Jacobus
- Authors: Koch, Gerhardus Izak Jacobus
- Date: 2015-08-24
- Subjects: College teachers - In-service training - South Africa , Technical institutes - Personnel management , Technical education teachers - Training of , College personnel management
- Type: Thesis
- Identifier: uj:13937 , http://hdl.handle.net/10210/14299
- Description: D.Ed. , Please refer to full text to view abstract
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- Authors: Koch, Gerhardus Izak Jacobus
- Date: 2015-08-24
- Subjects: College teachers - In-service training - South Africa , Technical institutes - Personnel management , Technical education teachers - Training of , College personnel management
- Type: Thesis
- Identifier: uj:13937 , http://hdl.handle.net/10210/14299
- Description: D.Ed. , Please refer to full text to view abstract
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