Teachers’ patterns of use in an online professional learning environment for future development
- Authors: Ackermann, S. M. M.
- Date: 2021
- Subjects: Professional learning communities , Continuing education , Education - Effect of technological innovations on , Education - In-service training , Blended learning
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486335 , uj:44235
- Description: Abstract: In the last decade there has been a shift in the mode of continuous professional teacher development. In the past these instances of training were conducted mainly in the form of face-to-face contact sessions. The mode of delivery evolved as access to technology became more ubiquitous and online learning solutions more readily available. Of some concern is the high drop-out rates that have been typical of such online solutions. As such, the sustainability of various solutions remains problematic and conditions for scaling have not yet been addressed. At present, not much is known about the online patterns of behaviour within online continuous teacher professional development environments and how teachers enact their choices of learning materials and courses. This study seeks to investigate what influences successful outcomes of learning in an online learning environment by exploring the patterns of use of teachers as they engage with various course materials. Data logs extracted from such a bespoke learning ecosystem specific to teacher development were analysed for patterns of engagement and instances of self-efficacy. These data records consist of more than 557 users over a 7-month period. Raw data was treated to anonymise users and further reduced to exclude incomplete entries. , M.Ed. (Information and Communication Technology in Education)
- Full Text:
- Authors: Ackermann, S. M. M.
- Date: 2021
- Subjects: Professional learning communities , Continuing education , Education - Effect of technological innovations on , Education - In-service training , Blended learning
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486335 , uj:44235
- Description: Abstract: In the last decade there has been a shift in the mode of continuous professional teacher development. In the past these instances of training were conducted mainly in the form of face-to-face contact sessions. The mode of delivery evolved as access to technology became more ubiquitous and online learning solutions more readily available. Of some concern is the high drop-out rates that have been typical of such online solutions. As such, the sustainability of various solutions remains problematic and conditions for scaling have not yet been addressed. At present, not much is known about the online patterns of behaviour within online continuous teacher professional development environments and how teachers enact their choices of learning materials and courses. This study seeks to investigate what influences successful outcomes of learning in an online learning environment by exploring the patterns of use of teachers as they engage with various course materials. Data logs extracted from such a bespoke learning ecosystem specific to teacher development were analysed for patterns of engagement and instances of self-efficacy. These data records consist of more than 557 users over a 7-month period. Raw data was treated to anonymise users and further reduced to exclude incomplete entries. , M.Ed. (Information and Communication Technology in Education)
- Full Text:
Re-inventing postgraduate level teaching and learning in nanoelectronics
- Božanić, Mladen, Chaturvedi, Saurabh, Sinha, Saurabh
- Authors: Božanić, Mladen , Chaturvedi, Saurabh , Sinha, Saurabh
- Date: 2017
- Subjects: Nanoelectronics , Continuing education , Blackboard Learn platform
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/241998 , uj:24949 , Citation: Božanić, M., Chaturvedi, S. & Sinha, S. 2017. Re-inventing postgraduate level teaching and learning in nanoelectronics.
- Description: Abstract: In the world where technology changes almost daily, the field of microelectronics or nanoelectronics is becoming an area driving the future. Therefore, more engineers specializing in micro- and/or nanoelectronics are needed in industry internationally. Globally, a distinct shift in nanoelectronic education has already been observed, where postgraduate coursework and part-coursework degrees in microelectronics and nanoelectronics are now being offered alongside the traditional research or coursework degrees in electronics or electrical engineering (light currents). However, in South Africa the situation is lagging; microelectronic or nanoelectronic specializations are offered either as honors degrees or as the research-based studies mentioned, with no dedicated coursework specialization at the master’s level. The Faculty of Engineering and the Built Environment of the University of Johannesburg (UJ) has, therefore, diversified the program and qualifications mix because of this need to teach nanoelectronics at the master’s level as well, via global partcoursework and a part-research method of delivery. However, approval for a new degree takes a number of years to be completed. Therefore, as an alternative route, nanoelectronic modules with some cross-disciplinary and multi-disciplinary modules are offered as continuing education programs (CEPs) at National Qualification Framework levels 8 and 9. The CEPs bear continuing Engineering Council of South Africa professional development credits, and can be credited as modules in the envisaged master’s degrees. The CEPs are delivered via an online approach, which develops student accessibility and brings about flexibility for students who are studying part-time. Enhanced accessibility and the fastgrowing level of internet access in Africa will allow the UJ to serve students both regionally and internationally. This paper explores the rationale for the chosen content of the CEPs and ultimately the proposed master’s degrees and discusses in detail the online mode of delivery and its benefits, as well as the approach taken to deliver courses according to this model, together with innovative opportunities.
- Full Text:
- Authors: Božanić, Mladen , Chaturvedi, Saurabh , Sinha, Saurabh
- Date: 2017
- Subjects: Nanoelectronics , Continuing education , Blackboard Learn platform
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/241998 , uj:24949 , Citation: Božanić, M., Chaturvedi, S. & Sinha, S. 2017. Re-inventing postgraduate level teaching and learning in nanoelectronics.
- Description: Abstract: In the world where technology changes almost daily, the field of microelectronics or nanoelectronics is becoming an area driving the future. Therefore, more engineers specializing in micro- and/or nanoelectronics are needed in industry internationally. Globally, a distinct shift in nanoelectronic education has already been observed, where postgraduate coursework and part-coursework degrees in microelectronics and nanoelectronics are now being offered alongside the traditional research or coursework degrees in electronics or electrical engineering (light currents). However, in South Africa the situation is lagging; microelectronic or nanoelectronic specializations are offered either as honors degrees or as the research-based studies mentioned, with no dedicated coursework specialization at the master’s level. The Faculty of Engineering and the Built Environment of the University of Johannesburg (UJ) has, therefore, diversified the program and qualifications mix because of this need to teach nanoelectronics at the master’s level as well, via global partcoursework and a part-research method of delivery. However, approval for a new degree takes a number of years to be completed. Therefore, as an alternative route, nanoelectronic modules with some cross-disciplinary and multi-disciplinary modules are offered as continuing education programs (CEPs) at National Qualification Framework levels 8 and 9. The CEPs bear continuing Engineering Council of South Africa professional development credits, and can be credited as modules in the envisaged master’s degrees. The CEPs are delivered via an online approach, which develops student accessibility and brings about flexibility for students who are studying part-time. Enhanced accessibility and the fastgrowing level of internet access in Africa will allow the UJ to serve students both regionally and internationally. This paper explores the rationale for the chosen content of the CEPs and ultimately the proposed master’s degrees and discusses in detail the online mode of delivery and its benefits, as well as the approach taken to deliver courses according to this model, together with innovative opportunities.
- Full Text:
The role of the College Council of Public FET Colleges in Gauteng
- Coetzer, Louwrens Stefanus Daniel
- Authors: Coetzer, Louwrens Stefanus Daniel
- Date: 2010-11-09T06:22:30Z
- Subjects: Universities and colleges management , Universities and colleges administration , Continuing education , Gauteng (South Africa)
- Type: Mini-Dissertation
- Identifier: uj:6954 , http://hdl.handle.net/10210/3463
- Description: M.Comm. , Public Further Education and Training (FET) Colleges are governed by a College Council, which need to perform actions in order to govern the Public FET College. (RSA, 2006:9). In order to discuss the governance role of the Public Further Education and Training Council, a historical perspective of Public Further Education and Training Colleges was firstly discussed. Extensive literature reviews of Public FET Colleges and Businesses were undertaken in order to provide a solid foundation for further quantitative research. An existing questionnaire developed to measure good corporate governance was used as a measuring instrument for the research. The questionnaire was designed within the framework of corporate governance applicable to Public FET Colleges and can be used for future research studies. The approach adopted for this study is of a quantitative nature, where data was obtained in the form of scores, which were tabulated, analysed and displayed in a graphical format. The primary objective of the research was to investigate the role of the College Council of Public FET Colleges in Gauteng. The secondary objective of the research was to investigate the following research questions: · determining if members of the College Council at Public FET Colleges are fully aware about their roles and responsibilities; · making meaningful recommendations on how to improve the perceptions of members of the College Council at Public FET Colleges, based on literature and empirical results obtained from this study and · make meaningful recommendations to the provincial government on capacitating Public FET College Councils in their roles and responsibilities. The results of the study indicated that members of Public FET College Councils in Gauteng are not fully aware of their roles and responsibilities and as a result thereof govern and manage Public FET Colleges ineffectively. The recommendation is that members of Public FET College Councils in Gauteng need to be capacitated in their roles and responsibilities and orientated properly in order to apply good corporate governance and add value to the College. There is a need for a follow-up study to be conducted on members of Public FET College Councils in South Africa to determine the perceptions of the role and responsibilities of College Councils and the conflicting roles of a College Council member and the Principal, should both be employed by the state. The clarification of roles will add to good corporate governance. The need to do research on the accountability of the members of College Councils and the consequences in the event that mismanagement occurs is further identified. Research is also needed to determine if an Activity Based Costing (ABC) method could be used effectively at Public FET Colleges in order to manage costs.
- Full Text:
- Authors: Coetzer, Louwrens Stefanus Daniel
- Date: 2010-11-09T06:22:30Z
- Subjects: Universities and colleges management , Universities and colleges administration , Continuing education , Gauteng (South Africa)
- Type: Mini-Dissertation
- Identifier: uj:6954 , http://hdl.handle.net/10210/3463
- Description: M.Comm. , Public Further Education and Training (FET) Colleges are governed by a College Council, which need to perform actions in order to govern the Public FET College. (RSA, 2006:9). In order to discuss the governance role of the Public Further Education and Training Council, a historical perspective of Public Further Education and Training Colleges was firstly discussed. Extensive literature reviews of Public FET Colleges and Businesses were undertaken in order to provide a solid foundation for further quantitative research. An existing questionnaire developed to measure good corporate governance was used as a measuring instrument for the research. The questionnaire was designed within the framework of corporate governance applicable to Public FET Colleges and can be used for future research studies. The approach adopted for this study is of a quantitative nature, where data was obtained in the form of scores, which were tabulated, analysed and displayed in a graphical format. The primary objective of the research was to investigate the role of the College Council of Public FET Colleges in Gauteng. The secondary objective of the research was to investigate the following research questions: · determining if members of the College Council at Public FET Colleges are fully aware about their roles and responsibilities; · making meaningful recommendations on how to improve the perceptions of members of the College Council at Public FET Colleges, based on literature and empirical results obtained from this study and · make meaningful recommendations to the provincial government on capacitating Public FET College Councils in their roles and responsibilities. The results of the study indicated that members of Public FET College Councils in Gauteng are not fully aware of their roles and responsibilities and as a result thereof govern and manage Public FET Colleges ineffectively. The recommendation is that members of Public FET College Councils in Gauteng need to be capacitated in their roles and responsibilities and orientated properly in order to apply good corporate governance and add value to the College. There is a need for a follow-up study to be conducted on members of Public FET College Councils in South Africa to determine the perceptions of the role and responsibilities of College Councils and the conflicting roles of a College Council member and the Principal, should both be employed by the state. The clarification of roles will add to good corporate governance. The need to do research on the accountability of the members of College Councils and the consequences in the event that mismanagement occurs is further identified. Research is also needed to determine if an Activity Based Costing (ABC) method could be used effectively at Public FET Colleges in order to manage costs.
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The empowerment of learners at Mmabatho adult centres
- Authors: Dimpe, Mmueledi Matthews
- Date: 2012-01-16
- Subjects: Adult education , Continuing education
- Type: Thesis
- Identifier: uj:1906 , http://hdl.handle.net/10210/4267
- Description: M.Ed. , This is a community education research. The claim of this investigation is that adult learners' needs in Mmabatho are not addressed properly by adult education. The investigation here is based on the unaddressed adult needs, and the main question is whether adult education empowers the adults or not. Given the local context, observation revealed the following: The rate of unemployment is growing, the number of streef kids, some of whom are becoming adults, is also growing. The ever-changing social, political and economic scene poses a challenge to the adult community. Women are now intensifying recognition of their rights, while men are busy trying to fight poverty. Adult education should cater for the above adult needs. By catering for the needs, that will be empowering the adults. Investigations of this essay prompted the researcher to review literature related to adult education. The theoretical foundation discussed the elements related to the research question. Theoretical elements discussed are: The adult, adult education, adult needs, empowerment, and adult teaching and learning methods. Literature here provided a rich mixture of theories and concepts related to adult education. This literature served the purpose of checking the validity of my claim, which was ultimately argued to be valid. The rationale for this research is to make a contribution to the academic body of knowledge. This knowledge is envisaged to help the academic planners, the ABET planners, AE researchers, the adult learners themselves, and anyone interested in community education programmes. This essay tries to address reform of adult education in Mmabatho to be shaped along acceptable standards. In the light of the above, it has been clear from this inquiry that Mmabatho has good physical resources necessary for implementing AE, and address adults' needs properly. There should not be any wastage of resources available. It is for the above reasons that this inquiry is conducted. Methodology of this research was qualitative. Investigations and data gathering depended on interviews, and observations. An attempt of being representative concerning gender in whom were involved in A.E., while some were not involved. The people involved in data gathering were the adults enrolled in programmes, the unenrolled, men, women, young adults, the 'drop-outs', ABET government officials, and the adult tutors. The setting for data gathering was urban, rural and semi-urban and semi-rural settings. Research data was analysed, and it gave nse to a categones, which were summarised, scrutinised, and formed into main clusters. The following clusters were arrived at: Community ownership problems; unaddressed adult needs; program's lack of needs relatedness; poor adult planning; unbalanced gender, and adult centres as day-school models. Data ultimately showed that the claim of my research is valid. The conclusion section of this research included a number of issues such as, the strengths and weaknesses of the inquiry, the implications of the inquiry, and a conclusion drawn from the inquiry. Adult education in Mmabatho does not address the adults' needs properly or on a broader spectrum; in other words, AE in Mmabatho does not empower the adults in a way literature accounted for the concept 'empowerment'. There are many schools in Mmabatho which could be used well for AE programmes. Lack of human resources has been seen to be the one responsible for AE inadequacies. All these can be addressed through good planning. It could be useful for the AE planners to adopt or adapt where necessary, Vella's seven steps of planning: - Who Qearners, leaders) Why (Situation, outcomes) When (Time-frame) Where (Site) What (Content; skills, knowledge attitudes) What for (Achievement-based objectives) How (Learning tasks and materials)
- Full Text:
- Authors: Dimpe, Mmueledi Matthews
- Date: 2012-01-16
- Subjects: Adult education , Continuing education
- Type: Thesis
- Identifier: uj:1906 , http://hdl.handle.net/10210/4267
- Description: M.Ed. , This is a community education research. The claim of this investigation is that adult learners' needs in Mmabatho are not addressed properly by adult education. The investigation here is based on the unaddressed adult needs, and the main question is whether adult education empowers the adults or not. Given the local context, observation revealed the following: The rate of unemployment is growing, the number of streef kids, some of whom are becoming adults, is also growing. The ever-changing social, political and economic scene poses a challenge to the adult community. Women are now intensifying recognition of their rights, while men are busy trying to fight poverty. Adult education should cater for the above adult needs. By catering for the needs, that will be empowering the adults. Investigations of this essay prompted the researcher to review literature related to adult education. The theoretical foundation discussed the elements related to the research question. Theoretical elements discussed are: The adult, adult education, adult needs, empowerment, and adult teaching and learning methods. Literature here provided a rich mixture of theories and concepts related to adult education. This literature served the purpose of checking the validity of my claim, which was ultimately argued to be valid. The rationale for this research is to make a contribution to the academic body of knowledge. This knowledge is envisaged to help the academic planners, the ABET planners, AE researchers, the adult learners themselves, and anyone interested in community education programmes. This essay tries to address reform of adult education in Mmabatho to be shaped along acceptable standards. In the light of the above, it has been clear from this inquiry that Mmabatho has good physical resources necessary for implementing AE, and address adults' needs properly. There should not be any wastage of resources available. It is for the above reasons that this inquiry is conducted. Methodology of this research was qualitative. Investigations and data gathering depended on interviews, and observations. An attempt of being representative concerning gender in whom were involved in A.E., while some were not involved. The people involved in data gathering were the adults enrolled in programmes, the unenrolled, men, women, young adults, the 'drop-outs', ABET government officials, and the adult tutors. The setting for data gathering was urban, rural and semi-urban and semi-rural settings. Research data was analysed, and it gave nse to a categones, which were summarised, scrutinised, and formed into main clusters. The following clusters were arrived at: Community ownership problems; unaddressed adult needs; program's lack of needs relatedness; poor adult planning; unbalanced gender, and adult centres as day-school models. Data ultimately showed that the claim of my research is valid. The conclusion section of this research included a number of issues such as, the strengths and weaknesses of the inquiry, the implications of the inquiry, and a conclusion drawn from the inquiry. Adult education in Mmabatho does not address the adults' needs properly or on a broader spectrum; in other words, AE in Mmabatho does not empower the adults in a way literature accounted for the concept 'empowerment'. There are many schools in Mmabatho which could be used well for AE programmes. Lack of human resources has been seen to be the one responsible for AE inadequacies. All these can be addressed through good planning. It could be useful for the AE planners to adopt or adapt where necessary, Vella's seven steps of planning: - Who Qearners, leaders) Why (Situation, outcomes) When (Time-frame) Where (Site) What (Content; skills, knowledge attitudes) What for (Achievement-based objectives) How (Learning tasks and materials)
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Voortgesette opleidingsbehoeftes van praktiserende spraakterapeut-oudioloë
- Authors: Hattingh, Ida-Marie
- Date: 2014-11-17
- Subjects: Continuing education , Speech therapists - In-service training , Audiologists - In-service training
- Type: Thesis
- Identifier: uj:12883 , http://hdl.handle.net/10210/12772
- Description: M.Com. , Please refer to full text to view abstract
- Full Text:
- Authors: Hattingh, Ida-Marie
- Date: 2014-11-17
- Subjects: Continuing education , Speech therapists - In-service training , Audiologists - In-service training
- Type: Thesis
- Identifier: uj:12883 , http://hdl.handle.net/10210/12772
- Description: M.Com. , Please refer to full text to view abstract
- Full Text:
Learning design principles for in-service teacher professional development programmes in inclusive education pedagogies
- Authors: Hooijer, Elizabeth Lynne
- Date: 2020
- Subjects: Continuing education , Inclusive education , Teachers - In-service training
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/486041 , uj:44199
- Description: Abstract: The international inclusive movement towards education for all has been the catalyst for the most significant changes to classroom practice over the last two decades. These changes coincided with the dawn of the new South Africa which heralded much needed change in all spheres of life including in education policies. Education legislation such as the South African Schools Act 84 of 1996, Education White Paper 6 and the Screening, Identification, Assessment and Support (SIAS) strategy encouraged the enrolment of learners with diverse learning needs in mainstream schools. Practicing teachers were thus confronted with learners with different learning abilities and needed to be informed of the paradigm shift to more inclusive teaching pedagogies. The most common means of accomplishing this was through continuous professional development training courses (CPD) for in-service teachers. Although many such courses have been held since 2001 much criticism has been levelled against these programmes as being ineffectual due to radical changes in teaching practice failing to universally materialise and teachers still finding the imperative to manage diverse classrooms challenging. This research project originated from a CPD course conducted in one provincial education district in South Africa with Foundation phase teachers in inclusive learning strategies. As more provincial education departments requested similar CPD courses for their teachers, it became crucial to develop an effective CPD course that would improve the implementation of inclusive education and equip teachers in the management of diverse learning needs in their classrooms. The aim of this study was therefore to explore learning design principles which could be used as a form of descriptive notation in the developing of CPD programmes. A qualitative research design was employed over the course of five years during which the University of Johannesburg conducted CPD programmes in inclusive education for 700 in-service teachers in four different provinces across South Africa. The participants were all practicing primary school teachers, largely female with an average age of between 41 and 50 years old representing the demographic makeup of the South African population. Data was collected through questionnaires, observations, field notes, focus group interviews, interviews, personal reflections and visual images. Data was analysed both inductively and deductively to determine the v contextual and conceptual factors important in assisting in -service teachers in the implementation of inclusive pedagogies in mainstream classrooms. The deductive analysis of the data related back to the seven “C” words of the stages of Conole’s 7Cs learning design framework and principles for effective adult learning. Findings revealed that the ‘C’ words from Conole’s 7Cs framework could be used as learning design principles in the development and conducting of CPD programmes as they correlated well with the principles of adult learning. However, this study proposes a more circular design of the 7Cs framework which is more flexible and accommodates both in- person and blended learning programmes. These learning design principles can then be customised for use in the designing of effective CPD programmes for inservice teachers in other fields of education. Furthermore, the findings in this study add to the body of knowledge that examines inservice teacher training for Inclusive education by bringing new perspectives into the perceptions teachers acquire on inclusion and inclusive teaching methodologies especially curriculum differentiation. In particular, the contextual factors inhibiting the implementation of inclusion can be alleviated by differentiating the curriculum using the principles of Universal Design for Learning. Moreover, the innovative use of visual images enhanced the ability of teachers to critically reflect on their practice thus challenging their assumptions and promoting improved outcomes for learner achievement. This study concluded that effective CPD programmes need to be carefully and constructively designed and well implemented to be successful. This can be accomplished using learning design principles based on the principles of adult learning in a learning design framework that is flexible, dynamic and adaptable. , D.Ed. (Education)
- Full Text:
- Authors: Hooijer, Elizabeth Lynne
- Date: 2020
- Subjects: Continuing education , Inclusive education , Teachers - In-service training
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/486041 , uj:44199
- Description: Abstract: The international inclusive movement towards education for all has been the catalyst for the most significant changes to classroom practice over the last two decades. These changes coincided with the dawn of the new South Africa which heralded much needed change in all spheres of life including in education policies. Education legislation such as the South African Schools Act 84 of 1996, Education White Paper 6 and the Screening, Identification, Assessment and Support (SIAS) strategy encouraged the enrolment of learners with diverse learning needs in mainstream schools. Practicing teachers were thus confronted with learners with different learning abilities and needed to be informed of the paradigm shift to more inclusive teaching pedagogies. The most common means of accomplishing this was through continuous professional development training courses (CPD) for in-service teachers. Although many such courses have been held since 2001 much criticism has been levelled against these programmes as being ineffectual due to radical changes in teaching practice failing to universally materialise and teachers still finding the imperative to manage diverse classrooms challenging. This research project originated from a CPD course conducted in one provincial education district in South Africa with Foundation phase teachers in inclusive learning strategies. As more provincial education departments requested similar CPD courses for their teachers, it became crucial to develop an effective CPD course that would improve the implementation of inclusive education and equip teachers in the management of diverse learning needs in their classrooms. The aim of this study was therefore to explore learning design principles which could be used as a form of descriptive notation in the developing of CPD programmes. A qualitative research design was employed over the course of five years during which the University of Johannesburg conducted CPD programmes in inclusive education for 700 in-service teachers in four different provinces across South Africa. The participants were all practicing primary school teachers, largely female with an average age of between 41 and 50 years old representing the demographic makeup of the South African population. Data was collected through questionnaires, observations, field notes, focus group interviews, interviews, personal reflections and visual images. Data was analysed both inductively and deductively to determine the v contextual and conceptual factors important in assisting in -service teachers in the implementation of inclusive pedagogies in mainstream classrooms. The deductive analysis of the data related back to the seven “C” words of the stages of Conole’s 7Cs learning design framework and principles for effective adult learning. Findings revealed that the ‘C’ words from Conole’s 7Cs framework could be used as learning design principles in the development and conducting of CPD programmes as they correlated well with the principles of adult learning. However, this study proposes a more circular design of the 7Cs framework which is more flexible and accommodates both in- person and blended learning programmes. These learning design principles can then be customised for use in the designing of effective CPD programmes for inservice teachers in other fields of education. Furthermore, the findings in this study add to the body of knowledge that examines inservice teacher training for Inclusive education by bringing new perspectives into the perceptions teachers acquire on inclusion and inclusive teaching methodologies especially curriculum differentiation. In particular, the contextual factors inhibiting the implementation of inclusion can be alleviated by differentiating the curriculum using the principles of Universal Design for Learning. Moreover, the innovative use of visual images enhanced the ability of teachers to critically reflect on their practice thus challenging their assumptions and promoting improved outcomes for learner achievement. This study concluded that effective CPD programmes need to be carefully and constructively designed and well implemented to be successful. This can be accomplished using learning design principles based on the principles of adult learning in a learning design framework that is flexible, dynamic and adaptable. , D.Ed. (Education)
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Teachers’ experiences of Gauteng Department of Education training and development programs related to digital teaching
- Authors: Kheswa, Walter Mojalefa
- Date: 2020
- Subjects: Continuing education , Professional learning communities , Teachers - In-service training , Education - Effect of technological innovations on , Blended learning
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486061 , uj:44202
- Description: Abstract: The world has embraced Information Communication Technology (ICT) in different sectors such as education, banking, and business. Each country wants to ensure that they have a competitive edge and stay abreast of new technological developments. South Africa is one of the countries that has embraced Information Communication Technology in different sectors. The Gauteng Department of Education (GDE) is playing a leading role in ensuring that schools are provided with appropriate ICT infrastructure such as Smartboards, Laptops, Tablets, and Connectivity. With this infrastructure comes the need to ensure that teachers are trained and developed in integrating ICTs in education to promote digital teaching. The purpose of this research is to establish teachers’ experiences in GDE training and development programs related to digital teaching. The focus of the training and development programs is on digital technologies in teaching of Mathematics. It is essential to ensure that teachers get quality training and development programs to attain skills and knowledge that will empower them to successfully implement ICT in the classroom (Truskowski, 2016)... , M.Ed. (Information and Communication Technology in Education)
- Full Text:
- Authors: Kheswa, Walter Mojalefa
- Date: 2020
- Subjects: Continuing education , Professional learning communities , Teachers - In-service training , Education - Effect of technological innovations on , Blended learning
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486061 , uj:44202
- Description: Abstract: The world has embraced Information Communication Technology (ICT) in different sectors such as education, banking, and business. Each country wants to ensure that they have a competitive edge and stay abreast of new technological developments. South Africa is one of the countries that has embraced Information Communication Technology in different sectors. The Gauteng Department of Education (GDE) is playing a leading role in ensuring that schools are provided with appropriate ICT infrastructure such as Smartboards, Laptops, Tablets, and Connectivity. With this infrastructure comes the need to ensure that teachers are trained and developed in integrating ICTs in education to promote digital teaching. The purpose of this research is to establish teachers’ experiences in GDE training and development programs related to digital teaching. The focus of the training and development programs is on digital technologies in teaching of Mathematics. It is essential to ensure that teachers get quality training and development programs to attain skills and knowledge that will empower them to successfully implement ICT in the classroom (Truskowski, 2016)... , M.Ed. (Information and Communication Technology in Education)
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The recognition of prior learning of adult basic education and training educators
- Authors: Machard, Deborah Catherine
- Date: 2012-09-05
- Subjects: Adult education , Continuing education , Adult education teachers -- In-service training -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9628 , http://hdl.handle.net/10210/7047
- Description: M.Ed. , This study focused on the recognition of prior learning (RPL) of Adult Basic Education and Training (ABET) educators within two contexts, that of nongovernmental organisations (NGOs) and industry (private sector companies). It is my view that in South Africa inadequate recognition and acknowledgement is conferred on ABET educators who have acquired their skills and knowledge through non-formal learning programmes or through work and life experiences. As a consequence they are denied access to institutions of higher learning. Furthermore, many educators are excluded from certain jobs and from promotion opportunities. The value of RPL lies in validating educators' skills and knowledge so that they may enjoy not only the 'social' recognition of their learning but also the possibility of access to higher education in the formal education system and to employment opportunities. Fortunately, the current shift towards an integrated education and training system (which encourages a diversity of credible assessment practices) creates the opportunity for educators to receive formal recognition by means of the RPL assessment tool. It is widely acknowledged that RPL as an assessment tool suffers from a lack of credibility and this may explain why it is not used by most institutions of higher learning to accredit educators. However, RPL is practised in some NGOs and industries which train educators and there is growing acknowledgement of its pedagogical value. I thus located my research in these two contexts. My interest was to examine the RPL methods used in the NGO and industry environment to assess the skills and knowledge which educators have historically acquired through non-formal routes. Accordingly my research question was expressed as follows: 'How, within an NGO and industry context, is RPL used to assess ABET educators?' I interviewed seven specialist practitioners who are centrally involved in training and assessing educators. Interestingly, my research question elicited information beyond the 'methodological' enquiry that I had initially conceptualised. In summary, I found that: RPL is included as an assessment tool alongside the range of more 'traditional' assessment tools. The kinds of methods used in RPL are challenge testing, observation and portfolio development. There is a need for trained advisors and assessors who understand the value of RPL and who will thus ensure that RPL is included in the range of assessment practices of educators. The ABET sub-sector would welcome the accelerated development of nationally recognised standards and qualifications for educators as this affects RPL in two ways: firstly, as an assessment tool to accredit thousands of educators; and secondly, as a component in any curriculum that guides the training of educators.
- Full Text:
- Authors: Machard, Deborah Catherine
- Date: 2012-09-05
- Subjects: Adult education , Continuing education , Adult education teachers -- In-service training -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9628 , http://hdl.handle.net/10210/7047
- Description: M.Ed. , This study focused on the recognition of prior learning (RPL) of Adult Basic Education and Training (ABET) educators within two contexts, that of nongovernmental organisations (NGOs) and industry (private sector companies). It is my view that in South Africa inadequate recognition and acknowledgement is conferred on ABET educators who have acquired their skills and knowledge through non-formal learning programmes or through work and life experiences. As a consequence they are denied access to institutions of higher learning. Furthermore, many educators are excluded from certain jobs and from promotion opportunities. The value of RPL lies in validating educators' skills and knowledge so that they may enjoy not only the 'social' recognition of their learning but also the possibility of access to higher education in the formal education system and to employment opportunities. Fortunately, the current shift towards an integrated education and training system (which encourages a diversity of credible assessment practices) creates the opportunity for educators to receive formal recognition by means of the RPL assessment tool. It is widely acknowledged that RPL as an assessment tool suffers from a lack of credibility and this may explain why it is not used by most institutions of higher learning to accredit educators. However, RPL is practised in some NGOs and industries which train educators and there is growing acknowledgement of its pedagogical value. I thus located my research in these two contexts. My interest was to examine the RPL methods used in the NGO and industry environment to assess the skills and knowledge which educators have historically acquired through non-formal routes. Accordingly my research question was expressed as follows: 'How, within an NGO and industry context, is RPL used to assess ABET educators?' I interviewed seven specialist practitioners who are centrally involved in training and assessing educators. Interestingly, my research question elicited information beyond the 'methodological' enquiry that I had initially conceptualised. In summary, I found that: RPL is included as an assessment tool alongside the range of more 'traditional' assessment tools. The kinds of methods used in RPL are challenge testing, observation and portfolio development. There is a need for trained advisors and assessors who understand the value of RPL and who will thus ensure that RPL is included in the range of assessment practices of educators. The ABET sub-sector would welcome the accelerated development of nationally recognised standards and qualifications for educators as this affects RPL in two ways: firstly, as an assessment tool to accredit thousands of educators; and secondly, as a component in any curriculum that guides the training of educators.
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'n Raamwerk vir die ontwikkeling van selfrigtinggewende studiepakkette vir verdere en hoëronderwysstudie
- Authors: Neveling, Nicolaas J.
- Date: 2000-11
- Subjects: Independent study , Continuing education , Distance education , Higher education
- Type: Thesis
- Identifier: uj:6876 , http://hdl.handle.net/10210/3324
- Description: D.Ed.
- Full Text: false
- Authors: Neveling, Nicolaas J.
- Date: 2000-11
- Subjects: Independent study , Continuing education , Distance education , Higher education
- Type: Thesis
- Identifier: uj:6876 , http://hdl.handle.net/10210/3324
- Description: D.Ed.
- Full Text: false
Organisational factors affecting learning transfer in the public service
- Raliphada, Nditsheni Jennifer
- Authors: Raliphada, Nditsheni Jennifer
- Date: 2013-11-25
- Subjects: Continuing education , Organizational learning , Personnel management - Study and teaching
- Type: Thesis
- Identifier: uj:7787 , http://hdl.handle.net/10210/8681
- Description: M.Phil. (Human Resources Management) , The objective of this study was to identify and describe organisational factors that affect learning transfer in the South African Public Service. The study was conducted utilising a mixed method approach with both qualitative and quantitative methods enjoying equal status and implemented concurrently. 5 participants (Managers) from the department were interviewed using semi structured interview methodology as part of the qualitative methods and the findings were interpreted using the thematic content analysis technique and various themes were identified. It was found that factors that affect learning transfer include resource availability, supervisor role, mentorship and coaching, non-alignment of training goals with organisational goals, poor organisational planning and weak controls, management and leadership change, resistance to change and organisational culture. The above factors confirmed that there was a link between organisational context and transfer of learning, this being one of the questions that the study sought to respond to. A survey questionnaire was distributed to 150 respondents and 90 questionnaires were received back, this constituted a 60% response rate. The data from the questionnaires was interpreted using exploratory factor analysis (EFA). Factors that were identified as affecting learning transfer include opportunity to practice, positional power and peer support, resource availability, performance culture, management support, feedback and reward and organisational monitoring mechanisms. The findings from the two methods were integrated and corroborated each other which strengthened the value add of utilising mixed method approach. A description of the organisational factors affecting learning transfer was provided in addition to them being identified. The study proposed that governmental institutions like Palama conduct a large scale research throughout the public service utilising a mixed method approach as part of impact analysis, this study will provide the basis on which to initiate the project.
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- Authors: Raliphada, Nditsheni Jennifer
- Date: 2013-11-25
- Subjects: Continuing education , Organizational learning , Personnel management - Study and teaching
- Type: Thesis
- Identifier: uj:7787 , http://hdl.handle.net/10210/8681
- Description: M.Phil. (Human Resources Management) , The objective of this study was to identify and describe organisational factors that affect learning transfer in the South African Public Service. The study was conducted utilising a mixed method approach with both qualitative and quantitative methods enjoying equal status and implemented concurrently. 5 participants (Managers) from the department were interviewed using semi structured interview methodology as part of the qualitative methods and the findings were interpreted using the thematic content analysis technique and various themes were identified. It was found that factors that affect learning transfer include resource availability, supervisor role, mentorship and coaching, non-alignment of training goals with organisational goals, poor organisational planning and weak controls, management and leadership change, resistance to change and organisational culture. The above factors confirmed that there was a link between organisational context and transfer of learning, this being one of the questions that the study sought to respond to. A survey questionnaire was distributed to 150 respondents and 90 questionnaires were received back, this constituted a 60% response rate. The data from the questionnaires was interpreted using exploratory factor analysis (EFA). Factors that were identified as affecting learning transfer include opportunity to practice, positional power and peer support, resource availability, performance culture, management support, feedback and reward and organisational monitoring mechanisms. The findings from the two methods were integrated and corroborated each other which strengthened the value add of utilising mixed method approach. A description of the organisational factors affecting learning transfer was provided in addition to them being identified. The study proposed that governmental institutions like Palama conduct a large scale research throughout the public service utilising a mixed method approach as part of impact analysis, this study will provide the basis on which to initiate the project.
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Using connected tools and services to cultivate lifelong learning in pre-service teachers : an actor-network theory perspective
- Authors: Zeelie, Christine
- Date: 2017
- Subjects: Teachers - In-service training , Continuing education , Educational technology
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/245725 , uj:25457
- Description: M.Ed. , Abstract: The 21st century society requires of everyone to be adaptable in changing environments. Teachers, even more so, pre-service teachers need skills to assist them in the 21st century society. One of the most important skills for coping with the problems and opportunities in society is lifelong learning. If individuals can learn new skills and knowledge within the ever-changing society, individuals will be adaptable to new situations as they arise. The Faculty of Education at the University of Johannesburg strives to be at the forefront of this teacher education. In 2014, two lecturers set out to achieve this aim. The lecturers redesigned a module called Professional Studies 3A, a compulsory module in the degree studies of every third-year education student at the University of Johannesburg. The new module content included a focus on using professional and personal networks, as well as other online tools and services. The aim was to help students to acquire the necessary skills needed to be lifelong learners, course designers, and critical and creative thinkers. The pre-service teachers used MOOCs to cultivate these lifelong learning skills. The assignments and other evidence created through the module were used as documents and digital artefacts in the data analysis for this inquiry. These artefacts were analysed case by case for the open coding part of the Grounded Theory Analysis. A combined case with six participants’ data was described in the axial coding phase of the analysis. Using Grounded Theory Analysis to code the documents and Actor-Network Theory to provide a network view of human and non-human actors and the relationships between them, the research study provides an in-depth understanding and evaluation of the experiences of pre-service teachers while using MOOCs to cultivate their lifelong learning traits and skills. Using Actor-Network Theory it was found that there are specific relationships between the content, activities, the barriers they provide, the skills needed and cultivated, as well as the previous knowledge and skills that pre-service teachers have. Connected tools and services seem to enhance these relationships. These relationships are important aspects in the cultivation of lifelong learning. This finding is significant in that connected tools and services can be used...
- Full Text:
- Authors: Zeelie, Christine
- Date: 2017
- Subjects: Teachers - In-service training , Continuing education , Educational technology
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/245725 , uj:25457
- Description: M.Ed. , Abstract: The 21st century society requires of everyone to be adaptable in changing environments. Teachers, even more so, pre-service teachers need skills to assist them in the 21st century society. One of the most important skills for coping with the problems and opportunities in society is lifelong learning. If individuals can learn new skills and knowledge within the ever-changing society, individuals will be adaptable to new situations as they arise. The Faculty of Education at the University of Johannesburg strives to be at the forefront of this teacher education. In 2014, two lecturers set out to achieve this aim. The lecturers redesigned a module called Professional Studies 3A, a compulsory module in the degree studies of every third-year education student at the University of Johannesburg. The new module content included a focus on using professional and personal networks, as well as other online tools and services. The aim was to help students to acquire the necessary skills needed to be lifelong learners, course designers, and critical and creative thinkers. The pre-service teachers used MOOCs to cultivate these lifelong learning skills. The assignments and other evidence created through the module were used as documents and digital artefacts in the data analysis for this inquiry. These artefacts were analysed case by case for the open coding part of the Grounded Theory Analysis. A combined case with six participants’ data was described in the axial coding phase of the analysis. Using Grounded Theory Analysis to code the documents and Actor-Network Theory to provide a network view of human and non-human actors and the relationships between them, the research study provides an in-depth understanding and evaluation of the experiences of pre-service teachers while using MOOCs to cultivate their lifelong learning traits and skills. Using Actor-Network Theory it was found that there are specific relationships between the content, activities, the barriers they provide, the skills needed and cultivated, as well as the previous knowledge and skills that pre-service teachers have. Connected tools and services seem to enhance these relationships. These relationships are important aspects in the cultivation of lifelong learning. This finding is significant in that connected tools and services can be used...
- Full Text:
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