Clarity as an aspect of tactful feedback : implications for the management of teacher competence
- Authors: Karimulla, Habib
- Date: 2012-09-13
- Subjects: Feedback (Psychology) , Competency based education - South Africa. , Teachers - Rating of - South Africa.
- Type: Thesis
- Identifier: uj:10335 , http://hdl.handle.net/10210/7699
- Description: M.Ed. , This study forms part of a comprehensive research project concerning teacher competence and its evaluation. A pilot study had been completed by lecturers from the Education Department at Rand Afrikaans University in 1994/5. An analysis of the data identified eight factors linked to teacher competence. These are: * The learning environment * Professional commitment * Order and Discipline * Educational foundation * Teacher reflection * Co-operative ability * Effectiveness * Leadership In addition to the above, five factors concerning the person evaluating teacher competence were identified. These are: * Invitational feedback * Transparent feedback * Tactful feedback * Credible feedback * Culturally sensitive feedback This research essay is part of the research undertaken on tactful feedback provided by educational managers during teacher evaluation. Tactful feedback has been conceptualised to consist of the following four aspects, namely: clarity, motivation, approach and openness (Bell, 1988:176-177; Montgomery & Hadfield, 1989:105-107). This particular research paper, therefore, focuses on the aspect of clarity in tactful feedback and its implication for the management of teacher competence. In view of the preceding brief introduction, the motivation for this study will be discussed.
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- Authors: Karimulla, Habib
- Date: 2012-09-13
- Subjects: Feedback (Psychology) , Competency based education - South Africa. , Teachers - Rating of - South Africa.
- Type: Thesis
- Identifier: uj:10335 , http://hdl.handle.net/10210/7699
- Description: M.Ed. , This study forms part of a comprehensive research project concerning teacher competence and its evaluation. A pilot study had been completed by lecturers from the Education Department at Rand Afrikaans University in 1994/5. An analysis of the data identified eight factors linked to teacher competence. These are: * The learning environment * Professional commitment * Order and Discipline * Educational foundation * Teacher reflection * Co-operative ability * Effectiveness * Leadership In addition to the above, five factors concerning the person evaluating teacher competence were identified. These are: * Invitational feedback * Transparent feedback * Tactful feedback * Credible feedback * Culturally sensitive feedback This research essay is part of the research undertaken on tactful feedback provided by educational managers during teacher evaluation. Tactful feedback has been conceptualised to consist of the following four aspects, namely: clarity, motivation, approach and openness (Bell, 1988:176-177; Montgomery & Hadfield, 1989:105-107). This particular research paper, therefore, focuses on the aspect of clarity in tactful feedback and its implication for the management of teacher competence. In view of the preceding brief introduction, the motivation for this study will be discussed.
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Economic factors as an aspect of culturally sensitive feedback : implication for the management of teacher competence
- Authors: Mapaila, Kholiswa Renee
- Date: 2012-09-07
- Subjects: Feedback (Psychology) , Schools -- Economic aspects -- South Africa , Group relations training -- Research -- South Africa , Teachers -- Rating of -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9722 , http://hdl.handle.net/10210/7133
- Description: M.Ed. , In chapter one, the background to the study was discussed and the problem of the research stated. The research aims were stated and the empirical perspective and the methodology of achieving these aims were given. In addition a division according to chapters was made. Chapter two focused on the literature survey of competent feedback and economic factors as an aspect of culturally sensitive feedback and its implications for the management of teacher competence. In chapter three the design of the research project was explained. The design of the research instrument was a structured questionnaire consisting of 106 open-ended items (see Appendix A). The empirical investigation of the survey was presented. This study entailed random sampling of educators from post level one to post level six in the different provinces. In chapter four the attention was given to the presentation, analysis and interpretation of data. The responses to each question item were presented in the form of tables indicating mean scores, followed by an analysis and interpretation of data presented. The overall aim of this research essay as stated in chapter one were achieved as indicated in the following findings.
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- Authors: Mapaila, Kholiswa Renee
- Date: 2012-09-07
- Subjects: Feedback (Psychology) , Schools -- Economic aspects -- South Africa , Group relations training -- Research -- South Africa , Teachers -- Rating of -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:9722 , http://hdl.handle.net/10210/7133
- Description: M.Ed. , In chapter one, the background to the study was discussed and the problem of the research stated. The research aims were stated and the empirical perspective and the methodology of achieving these aims were given. In addition a division according to chapters was made. Chapter two focused on the literature survey of competent feedback and economic factors as an aspect of culturally sensitive feedback and its implications for the management of teacher competence. In chapter three the design of the research project was explained. The design of the research instrument was a structured questionnaire consisting of 106 open-ended items (see Appendix A). The empirical investigation of the survey was presented. This study entailed random sampling of educators from post level one to post level six in the different provinces. In chapter four the attention was given to the presentation, analysis and interpretation of data. The responses to each question item were presented in the form of tables indicating mean scores, followed by an analysis and interpretation of data presented. The overall aim of this research essay as stated in chapter one were achieved as indicated in the following findings.
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Knowledgeability as an aspect of credible feedback : implication for the management of teacher competence
- Authors: Ngubeni, Regina
- Date: 2012-08-22
- Subjects: Knowledge, Sociology of , Feedback (Psychology) , Teachers - Rating of - South Africa , School personnel management
- Type: Mini-Dissertation
- Identifier: uj:2986 , http://hdl.handle.net/10210/6410
- Description: M.Ed. , This study forms part of a larger ongoing research project with regard to teacher competence and teacher evaluation. By virtue of this, many of the issues raised could be contentious, debatable and exploratory but for the purpose of this study only one area will be examined. This particular project will attempt to focus on teacher competence and its concomitant, teacher evaluation. No claim is made for an all embracing study. However, a pilot study undertaken by Van der Merwe & Grobler 1995: (a) using a structured questionnaire can be regarded as a methodically sound data base to use as a spring board for analysing teacher competence and appraisal feedback in an attempt to provide educators with the necessary tools for developing their various fields of expertise. In order to draw certain conclusions about teacher competence and appraisal, it is, however necessary to give a brief resume of the data produced from the 1264 teacher respondents predominantly in the Gauteng area. Hence a short overview follows. An analysis of the data suggests that teacher competence can be divided into eight categories. These are by no means mutually exclusive and the boundaries between them are quite fluid. Nevertheless they are as follows: the learning environment; professional commitment; order and discipline; educational foundation; teacher reflection; cooperative ability; effectiveness; and leadership style. Having identified these, it then becomes necessary to add that feedback on the appraisal process can be divided into five categories: invitational feedback; transparent feedback; tactful feedback; credible feedback; and culturally sensitive feedback. The relevance of these two fields lies in its efficacy in providing the direction for this research paper, namely providing a new vision for teacher appraisal which, in turn, could lead to greater teacher competency. As credible feedback has been conceptualised as being a cornerstone in achieving this goal, perhaps an overview of what this entails is necessary. Duke & Stiggins, (1986: 83) suggest that knowledgeability and transparency are essential aspects of credible feedback, while objectivity and integrity are regarded by Davies & Davies, (1988: 12) to be vital aspects. This research essay will however, only place emphasis on the knowledgeability of the evaluator in the evaluation of teacher performance. Its main aim is to establish the extent to which the evaluator demonstrates knowledgeability when evaluating and advising teachers. In turn the issue of knowledgeability will determine the feedback provided to the educator concerned, and its efficacy. In examining the issue of knowledgeability, it, however, becomes necessary to give an historical overview of teacher assessment in South Africa. Without this, this project can be seen to be ahistorical in direction.
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- Authors: Ngubeni, Regina
- Date: 2012-08-22
- Subjects: Knowledge, Sociology of , Feedback (Psychology) , Teachers - Rating of - South Africa , School personnel management
- Type: Mini-Dissertation
- Identifier: uj:2986 , http://hdl.handle.net/10210/6410
- Description: M.Ed. , This study forms part of a larger ongoing research project with regard to teacher competence and teacher evaluation. By virtue of this, many of the issues raised could be contentious, debatable and exploratory but for the purpose of this study only one area will be examined. This particular project will attempt to focus on teacher competence and its concomitant, teacher evaluation. No claim is made for an all embracing study. However, a pilot study undertaken by Van der Merwe & Grobler 1995: (a) using a structured questionnaire can be regarded as a methodically sound data base to use as a spring board for analysing teacher competence and appraisal feedback in an attempt to provide educators with the necessary tools for developing their various fields of expertise. In order to draw certain conclusions about teacher competence and appraisal, it is, however necessary to give a brief resume of the data produced from the 1264 teacher respondents predominantly in the Gauteng area. Hence a short overview follows. An analysis of the data suggests that teacher competence can be divided into eight categories. These are by no means mutually exclusive and the boundaries between them are quite fluid. Nevertheless they are as follows: the learning environment; professional commitment; order and discipline; educational foundation; teacher reflection; cooperative ability; effectiveness; and leadership style. Having identified these, it then becomes necessary to add that feedback on the appraisal process can be divided into five categories: invitational feedback; transparent feedback; tactful feedback; credible feedback; and culturally sensitive feedback. The relevance of these two fields lies in its efficacy in providing the direction for this research paper, namely providing a new vision for teacher appraisal which, in turn, could lead to greater teacher competency. As credible feedback has been conceptualised as being a cornerstone in achieving this goal, perhaps an overview of what this entails is necessary. Duke & Stiggins, (1986: 83) suggest that knowledgeability and transparency are essential aspects of credible feedback, while objectivity and integrity are regarded by Davies & Davies, (1988: 12) to be vital aspects. This research essay will however, only place emphasis on the knowledgeability of the evaluator in the evaluation of teacher performance. Its main aim is to establish the extent to which the evaluator demonstrates knowledgeability when evaluating and advising teachers. In turn the issue of knowledgeability will determine the feedback provided to the educator concerned, and its efficacy. In examining the issue of knowledgeability, it, however, becomes necessary to give an historical overview of teacher assessment in South Africa. Without this, this project can be seen to be ahistorical in direction.
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Self-concept as an aspect of invitational feedback : implications for the management of teacher competence
- Authors: Mthembu, Lindiwe Petronella
- Date: 2012-09-12
- Subjects: Teachers - Self-rating of. , Teachers - Training of - South Africa - Evaluation. , Feedback (Psychology) , Competency based education - South Africa. , Personnel management - Case studies.
- Type: Mini-Dissertation
- Identifier: uj:10179 , http://hdl.handle.net/10210/7556
- Description: M.Ed. , The following aims are set for the research. 1.4.1 The general aim of this research project is to: Investigate the components of feedback and to determine how they can enhance the effectiveness of the feedback process during appraisal. 1.4.2 The aim of this group is to : Investigate the factors involved in invitational feedback and how they effect the feedback process during appraisal. 1.4.3 The specific aim of this research essay is to: Determine the importance of self-concept as an aspect of invitational feedback; and to elicit teacher opinion as to what extent feedback is given in such a way as to influence the self-concept.
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- Authors: Mthembu, Lindiwe Petronella
- Date: 2012-09-12
- Subjects: Teachers - Self-rating of. , Teachers - Training of - South Africa - Evaluation. , Feedback (Psychology) , Competency based education - South Africa. , Personnel management - Case studies.
- Type: Mini-Dissertation
- Identifier: uj:10179 , http://hdl.handle.net/10210/7556
- Description: M.Ed. , The following aims are set for the research. 1.4.1 The general aim of this research project is to: Investigate the components of feedback and to determine how they can enhance the effectiveness of the feedback process during appraisal. 1.4.2 The aim of this group is to : Investigate the factors involved in invitational feedback and how they effect the feedback process during appraisal. 1.4.3 The specific aim of this research essay is to: Determine the importance of self-concept as an aspect of invitational feedback; and to elicit teacher opinion as to what extent feedback is given in such a way as to influence the self-concept.
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Objectivity as an aspect of credible feedback : implication for the management of teacher competence
- Authors: Boso, Nolwandle Mabel
- Date: 2012-08-14
- Subjects: Objectivity , Feedback (Psychology) , Teachers -- Rating of
- Type: Mini-Dissertation
- Identifier: uj:9214 , http://hdl.handle.net/10210/5663
- Description: M.Ed. , There has been a concern among academics as to what factors constitute the competence of the teacher. This study forms part of a greater ongoing research project concerning teacher competence and its assessment. The project focuses on researching teacher opinions on teacher competence identified by the initial research of Grobler and Van der Men,ve (1995: 2) who identified the following factors of teacher competence namely: the learning environment; professional commitment; order and discipline; educational foundation; reflection; cooperative ability; effectiveness; and leadership
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Objectivity as an aspect of credible feedback : implication for the management of teacher competence
- Authors: Boso, Nolwandle Mabel
- Date: 2012-08-14
- Subjects: Objectivity , Feedback (Psychology) , Teachers -- Rating of
- Type: Mini-Dissertation
- Identifier: uj:9214 , http://hdl.handle.net/10210/5663
- Description: M.Ed. , There has been a concern among academics as to what factors constitute the competence of the teacher. This study forms part of a greater ongoing research project concerning teacher competence and its assessment. The project focuses on researching teacher opinions on teacher competence identified by the initial research of Grobler and Van der Men,ve (1995: 2) who identified the following factors of teacher competence namely: the learning environment; professional commitment; order and discipline; educational foundation; reflection; cooperative ability; effectiveness; and leadership
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Approach as an aspect of tactful feedback : implication for the management of teacher competence.
- Authors: Mekgoe, Malepela Josephine
- Date: 2012-08-16
- Subjects: Feedback (Psychology) , Teachers - Rating of , Communication in management , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:2595 , http://hdl.handle.net/10210/6044
- Description: M.Ed. , The problem of this research project can be summarised by means of the following questions: What is tactful feedback and what are its essential features? Does approach as an aspect of tactful feedback have a role to play in improving teacher competence? To what extent can approach as an aspect of "tactful feedback" be used to enhance teacher competence? Having demarcated the research problem it is now necessary to state the aim of this research project. In view of the problem formulated above, the general aim of this project is to: Investigate the essence and nature of tactful feedback as a means of improving teacher competence. In order to achieve the general aim of the group the specific aim of this research essay is to: investigate the essential aspects of tactful feedback; investigate teacher opinion about the approach or technique of tactful feedback received from educational managers; and determine whether the approach or technique used during tactful feedback can enhance teacher competence.
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- Authors: Mekgoe, Malepela Josephine
- Date: 2012-08-16
- Subjects: Feedback (Psychology) , Teachers - Rating of , Communication in management , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:2595 , http://hdl.handle.net/10210/6044
- Description: M.Ed. , The problem of this research project can be summarised by means of the following questions: What is tactful feedback and what are its essential features? Does approach as an aspect of tactful feedback have a role to play in improving teacher competence? To what extent can approach as an aspect of "tactful feedback" be used to enhance teacher competence? Having demarcated the research problem it is now necessary to state the aim of this research project. In view of the problem formulated above, the general aim of this project is to: Investigate the essence and nature of tactful feedback as a means of improving teacher competence. In order to achieve the general aim of the group the specific aim of this research essay is to: investigate the essential aspects of tactful feedback; investigate teacher opinion about the approach or technique of tactful feedback received from educational managers; and determine whether the approach or technique used during tactful feedback can enhance teacher competence.
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Integrity as an aspect of credible feedback : implication for the management of teacher competence
- Authors: Mageza, Nomalizo Cordelia
- Date: 2012-08-22
- Subjects: Integrity , Feedback (Psychology) , Teachers - Rating of - South Africa , Competency based education - South Africa
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/365120 , uj:3024 , http://hdl.handle.net/10210/6446
- Description: M.Ed. , The general aim of the research project is to: 1.4.1 Examine the components of Competent Feedback and show that the latter can enhance the effectiveness of the feedback process. In order to facilitate the achievement of the foregoing general aim of the project, the specific aim of the group dealing with Credible Feedback is to: 1.4.2 Investigate the nature of Credible Feedback as an aspect of Competent Feedback. 1.4.3 To examine the dimensions that are involved in Credible Feedback, for example, Integrity. 1.4.4 To examine the opinion of teachers in the research population/sample with regard to behaviours associated with Credible Feedback that are demonstrated by the leaders and management teams in schools. 1.4.5 To determine whether Integrity can serve as an aspect for enhancing Competent Feedback.
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- Authors: Mageza, Nomalizo Cordelia
- Date: 2012-08-22
- Subjects: Integrity , Feedback (Psychology) , Teachers - Rating of - South Africa , Competency based education - South Africa
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/365120 , uj:3024 , http://hdl.handle.net/10210/6446
- Description: M.Ed. , The general aim of the research project is to: 1.4.1 Examine the components of Competent Feedback and show that the latter can enhance the effectiveness of the feedback process. In order to facilitate the achievement of the foregoing general aim of the project, the specific aim of the group dealing with Credible Feedback is to: 1.4.2 Investigate the nature of Credible Feedback as an aspect of Competent Feedback. 1.4.3 To examine the dimensions that are involved in Credible Feedback, for example, Integrity. 1.4.4 To examine the opinion of teachers in the research population/sample with regard to behaviours associated with Credible Feedback that are demonstrated by the leaders and management teams in schools. 1.4.5 To determine whether Integrity can serve as an aspect for enhancing Competent Feedback.
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Cultural factors as an aspect of culturally sensitive feedback : implication for the management of teacher competence.
- Authors: Seoloane, Eslina Maserole
- Date: 2012-08-14
- Subjects: Feedback (Psychology) , Teachers - Rating of , Competency based education. , Intercultural communication.
- Type: Thesis
- Identifier: uj:9181 , http://hdl.handle.net/10210/5632
- Description: M.Ed. , The objective of this study was to establish if the cultural factors as an aspect of culturally sensitive feedback are accommodated during assessment. This research has helped to procure teacher opinion as to the extent at which principals are culturally sensitive when giving feedback during assessment. The study showed that lack of awareness of cultural differences between principals and teachers make feedback ineffective and impairs the development of teachers. These differences have some implications for teacher competence and its assessment. Principals need to be culturally sensitive when they give feedback to teachers after assessment. In this way the feedback process will be regarded in a positive light and teachers will see it as a development procedure and not as a tool for pinning them down. The recommendations made in this study may be useful in developing teacher assessment programs that will be effective and also enhance teacher competence in schools countrywide.
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- Authors: Seoloane, Eslina Maserole
- Date: 2012-08-14
- Subjects: Feedback (Psychology) , Teachers - Rating of , Competency based education. , Intercultural communication.
- Type: Thesis
- Identifier: uj:9181 , http://hdl.handle.net/10210/5632
- Description: M.Ed. , The objective of this study was to establish if the cultural factors as an aspect of culturally sensitive feedback are accommodated during assessment. This research has helped to procure teacher opinion as to the extent at which principals are culturally sensitive when giving feedback during assessment. The study showed that lack of awareness of cultural differences between principals and teachers make feedback ineffective and impairs the development of teachers. These differences have some implications for teacher competence and its assessment. Principals need to be culturally sensitive when they give feedback to teachers after assessment. In this way the feedback process will be regarded in a positive light and teachers will see it as a development procedure and not as a tool for pinning them down. The recommendations made in this study may be useful in developing teacher assessment programs that will be effective and also enhance teacher competence in schools countrywide.
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Transparency as an aspect of credible feedback : implication for the management of teacher competence
- Authors: Mahlabegoane, Lepoti Samuel
- Date: 2012-08-23
- Subjects: Feedback (Psychology) , Teachers - Rating of , Communication in education
- Type: Mini-Dissertation
- Identifier: uj:3109 , http://hdl.handle.net/10210/6526
- Description: M.Ed. , The general aim of this project is to: Investigate the components of feedback competence and how these aspects can enhance teacher effectiveness. In order to achieve this general aim of the project, the aim of the group dealing with credible feedback is to: Investigate the essence of credible feedback as an aspect of feedback competence. As a member of the group dealing with credible feedback it is the specific aim of this research paper to: determine the contribution of transparency towards credible feedback; procure teachers opinion as to the extent that schools management demonstrate the behaviour associated with transparent feedback; determine whether a strategy can be devised where credible feedback could be used to enhance teacher competence. Bearing the preceding problem and aim statements in mind the method envisaged in order to research the problem of teacher competence can now be discussed.
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- Authors: Mahlabegoane, Lepoti Samuel
- Date: 2012-08-23
- Subjects: Feedback (Psychology) , Teachers - Rating of , Communication in education
- Type: Mini-Dissertation
- Identifier: uj:3109 , http://hdl.handle.net/10210/6526
- Description: M.Ed. , The general aim of this project is to: Investigate the components of feedback competence and how these aspects can enhance teacher effectiveness. In order to achieve this general aim of the project, the aim of the group dealing with credible feedback is to: Investigate the essence of credible feedback as an aspect of feedback competence. As a member of the group dealing with credible feedback it is the specific aim of this research paper to: determine the contribution of transparency towards credible feedback; procure teachers opinion as to the extent that schools management demonstrate the behaviour associated with transparent feedback; determine whether a strategy can be devised where credible feedback could be used to enhance teacher competence. Bearing the preceding problem and aim statements in mind the method envisaged in order to research the problem of teacher competence can now be discussed.
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Respect as an aspect of invitational feedback : implications for the management of teacher competence
- Authors: Ngwenya, Raymond Mfaniseni.
- Date: 2012-09-10
- Subjects: Respect for persons. , Feedback (Psychology) , Teachers - Rating of. , Competency based education - Research - South Africa.
- Type: Thesis
- Identifier: uj:9808 , http://hdl.handle.net/10210/7211
- Description: M.Ed. , This study forms part of a larger ongoing research project on teacher competence and its assessment. The project aims at researching teacher opinion with regard to teacher competence identified by the initial research done by Van der Merwe & Grobler(1995). The areas being researched are teacher competence and competent feedback during and after appraisal. The research project involves research on teacher competence and its appraisal consisting of group research on each of the following factors: The learning environment. Professional commitment. Order and discipline. Educational foundation. Teacher reflection. Cooperative ability. Efficiency. Management style. Competent feedback on the appraisal process consisting of group research on each of the following factors: Transparent feedback. Tactful feedback. Invitational feedback. Cultural sensitivity feedback. Credible feedback. Invitational feedback has been conceptualized to consist of the following four aspects, namely: Respect. Self-Concept. Intentionality.
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- Authors: Ngwenya, Raymond Mfaniseni.
- Date: 2012-09-10
- Subjects: Respect for persons. , Feedback (Psychology) , Teachers - Rating of. , Competency based education - Research - South Africa.
- Type: Thesis
- Identifier: uj:9808 , http://hdl.handle.net/10210/7211
- Description: M.Ed. , This study forms part of a larger ongoing research project on teacher competence and its assessment. The project aims at researching teacher opinion with regard to teacher competence identified by the initial research done by Van der Merwe & Grobler(1995). The areas being researched are teacher competence and competent feedback during and after appraisal. The research project involves research on teacher competence and its appraisal consisting of group research on each of the following factors: The learning environment. Professional commitment. Order and discipline. Educational foundation. Teacher reflection. Cooperative ability. Efficiency. Management style. Competent feedback on the appraisal process consisting of group research on each of the following factors: Transparent feedback. Tactful feedback. Invitational feedback. Cultural sensitivity feedback. Credible feedback. Invitational feedback has been conceptualized to consist of the following four aspects, namely: Respect. Self-Concept. Intentionality.
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Motivation as an aspect of tactful feedback : implication for the management of teacher competence
- Mutshinyani, Avhatakali Hendrick
- Authors: Mutshinyani, Avhatakali Hendrick
- Date: 2014-02-18
- Subjects: Motivation in education , Feedback (Psychology) , Competency based education , Teachers - Rating of
- Type: Thesis
- Identifier: uj:4131 , http://hdl.handle.net/10210/9478
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
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- Authors: Mutshinyani, Avhatakali Hendrick
- Date: 2014-02-18
- Subjects: Motivation in education , Feedback (Psychology) , Competency based education , Teachers - Rating of
- Type: Thesis
- Identifier: uj:4131 , http://hdl.handle.net/10210/9478
- Description: M.Ed. (Educational Management) , Please refer to full text to view abstract
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Consideration as an aspect of transparent feedback : implications for teacher competence
- Authors: Shimange, Lesley Cecilia
- Date: 2012-08-14
- Subjects: Feedback (Psychology) , Thoughtfulness , Teachers - Rating of - South Africa , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:9190 , http://hdl.handle.net/10210/5640
- Description: M.Ed. , The research project can be summarized by means of the following questions. What is teacher competence and how is it constructed? (research project) What is the role of transparent feedback when evaluating teacher competence? (group project) 3 What is the crux of consideration as an aspect of transparent feedback when evaluating teacher competence? 4. Which behaviour of the appraisers represent consideration when giving transparent feedback? AIM OF THE RESEARCH In view of the problem formulated above the following aims are set for the research: Aim of the project: The project aims at investigating the components of teacher competence and how these aspects can enhance teacher effectiveness. Aim of the research group: The group's aim, which is included in this essay, is to investigate transparent feedback as an aspect of teacher corn petence. • The Specific aim of the research essay: The extent to which evaluators use consideration as an aspect of transparent feedback on the appraisal of teacher competence will be investigated by eliciting teacher opinion. Having analyzed the problem and the aim statements, the method envisaged in researching the problem of teacher competence will be discussed.
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- Authors: Shimange, Lesley Cecilia
- Date: 2012-08-14
- Subjects: Feedback (Psychology) , Thoughtfulness , Teachers - Rating of - South Africa , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:9190 , http://hdl.handle.net/10210/5640
- Description: M.Ed. , The research project can be summarized by means of the following questions. What is teacher competence and how is it constructed? (research project) What is the role of transparent feedback when evaluating teacher competence? (group project) 3 What is the crux of consideration as an aspect of transparent feedback when evaluating teacher competence? 4. Which behaviour of the appraisers represent consideration when giving transparent feedback? AIM OF THE RESEARCH In view of the problem formulated above the following aims are set for the research: Aim of the project: The project aims at investigating the components of teacher competence and how these aspects can enhance teacher effectiveness. Aim of the research group: The group's aim, which is included in this essay, is to investigate transparent feedback as an aspect of teacher corn petence. • The Specific aim of the research essay: The extent to which evaluators use consideration as an aspect of transparent feedback on the appraisal of teacher competence will be investigated by eliciting teacher opinion. Having analyzed the problem and the aim statements, the method envisaged in researching the problem of teacher competence will be discussed.
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Normative factors as an aspect of culturally sensitive feedback : implication for the management of teacher competence
- Authors: Rampete, Patience Ingrid
- Date: 2012-09-11
- Subjects: Feedback (Psychology) , Communication in education , Teachers - Rating of , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:10026 , http://hdl.handle.net/10210/7416
- Description: M.Ed. , PROBLEM STATEMENT: In the light of introductory remarks made, it appears that the problem of this research project can be summarized by means of the following questions: What are the components of teacher competence? What role does cultural sensitivity play in giving feedback during assessment? Is the normative factors as an aspect of cultural sensitivity accommodated when educational managers give feedback during assessment? AIM OF THE RESEARCH: In view of the problem formulated above, the general aim of this project is to: Investigate the components of teacher competence. In order to achieve the general aim of the project, the specific aim of the group is to: Investigate the factors involved in culturally sensitive feedback and how they affect the feedback process. My specific aim in this mini-dissertation is to: Determine the importance of the normative factors as an aspect of culturally sensitive feedback during assessment. Procure teacher opinion as to what extent the normative factors are present when feedback is provided during assessment.
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- Authors: Rampete, Patience Ingrid
- Date: 2012-09-11
- Subjects: Feedback (Psychology) , Communication in education , Teachers - Rating of , Competency based education
- Type: Mini-Dissertation
- Identifier: uj:10026 , http://hdl.handle.net/10210/7416
- Description: M.Ed. , PROBLEM STATEMENT: In the light of introductory remarks made, it appears that the problem of this research project can be summarized by means of the following questions: What are the components of teacher competence? What role does cultural sensitivity play in giving feedback during assessment? Is the normative factors as an aspect of cultural sensitivity accommodated when educational managers give feedback during assessment? AIM OF THE RESEARCH: In view of the problem formulated above, the general aim of this project is to: Investigate the components of teacher competence. In order to achieve the general aim of the project, the specific aim of the group is to: Investigate the factors involved in culturally sensitive feedback and how they affect the feedback process. My specific aim in this mini-dissertation is to: Determine the importance of the normative factors as an aspect of culturally sensitive feedback during assessment. Procure teacher opinion as to what extent the normative factors are present when feedback is provided during assessment.
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Intentionality as an aspect of invitational feedback :implications for the management of teacher competence
- Authors: Zulu, Pearl Phumzile
- Date: 2012-08-23
- Subjects: Feedback (Psychology) , Teaching -- Aims and objectives , Teachers -- Rating of , Competency based education
- Type: Thesis
- Identifier: uj:3108 , http://hdl.handle.net/10210/6525
- Description: M. Ed. , The main aim of the research was to investigate the components of teacher competence and how these aspects can enhance teacher effectiveness. The research highlighted that teacher competence and competent feedback, during and after appraisal, can promote the effectiveness of the teachers. It was of vital importance that this research essay focused on intentionality because it is a lynch pin between competent feedback and teacher competence. Intentionality is a component of invitational feedback and a must for any educational endeavour. In order for teachers to teach effectively and facilitate learning, intentionality from educational managers will have to be employed in order to enhance the goals of the education system in South Africa. 5.2 SUMMARY OF IMPORTANT FINDINGS A descriptive analysis of how the questions pertaining to this research essay on intentionality were rated and ranked will now be offered. The questions were as follows: 5.2.1 Descriptive analysis Looking at all the questions on intentionality as an aspect of invitational feedback, the responses in general show that intentionally invitational feedback provided by educational managers is good. This is highlighted by all the mean scores which are above average when compared to the questionnaire which has the ideal score of 5, represented by always. However, educational managers can improve their skills of communication by always providing intentionally invitational feedback. The question on sincerity (= 17) has a mean score 3,35 and ranked 1,which shows that respondents view sincere educational managers as those who provide good intentionally invitational feedback. Such educational managers assist teachers in a just cause and provide competent feedback. This type of communication has purposeful intentions which will improve their skills of competence and thus promote their professional development (See: Chapter 2, 5.5 Table 4.1) The question on responsibility (B81) has a mean score 3,34 and ranked 2,which highlights the fact that respondents view accountable educational managers as those who provide intentionally invitational feedback. Accountability will enable educational managers to provide a range of developmental opportunities for teachers that will empower them in every educational sphere (See: Chapter 2, 2.5.2, Table 4.1). With regard to the question on participation (c= 93), which has a mean score 3,03 and ranked 5, the responses revealed that educational managers who employ participatory management are those who provide intentionally invitational feedback. This type of communication will allow teachers to be involved in the design of an action plan. This involvement will enable teachers to work as a team and participate in decision-making process and problem-solving situations (See: Chapter 2, 2.5.1, Table 4.1). From the analysis of the views of the respondents on items concerning intentionality as an aspect of invitational feedback, it is evident that intentionality holds together all the elements of invitational feedback because it is a purposeful act which is invitational.
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- Authors: Zulu, Pearl Phumzile
- Date: 2012-08-23
- Subjects: Feedback (Psychology) , Teaching -- Aims and objectives , Teachers -- Rating of , Competency based education
- Type: Thesis
- Identifier: uj:3108 , http://hdl.handle.net/10210/6525
- Description: M. Ed. , The main aim of the research was to investigate the components of teacher competence and how these aspects can enhance teacher effectiveness. The research highlighted that teacher competence and competent feedback, during and after appraisal, can promote the effectiveness of the teachers. It was of vital importance that this research essay focused on intentionality because it is a lynch pin between competent feedback and teacher competence. Intentionality is a component of invitational feedback and a must for any educational endeavour. In order for teachers to teach effectively and facilitate learning, intentionality from educational managers will have to be employed in order to enhance the goals of the education system in South Africa. 5.2 SUMMARY OF IMPORTANT FINDINGS A descriptive analysis of how the questions pertaining to this research essay on intentionality were rated and ranked will now be offered. The questions were as follows: 5.2.1 Descriptive analysis Looking at all the questions on intentionality as an aspect of invitational feedback, the responses in general show that intentionally invitational feedback provided by educational managers is good. This is highlighted by all the mean scores which are above average when compared to the questionnaire which has the ideal score of 5, represented by always. However, educational managers can improve their skills of communication by always providing intentionally invitational feedback. The question on sincerity (= 17) has a mean score 3,35 and ranked 1,which shows that respondents view sincere educational managers as those who provide good intentionally invitational feedback. Such educational managers assist teachers in a just cause and provide competent feedback. This type of communication has purposeful intentions which will improve their skills of competence and thus promote their professional development (See: Chapter 2, 5.5 Table 4.1) The question on responsibility (B81) has a mean score 3,34 and ranked 2,which highlights the fact that respondents view accountable educational managers as those who provide intentionally invitational feedback. Accountability will enable educational managers to provide a range of developmental opportunities for teachers that will empower them in every educational sphere (See: Chapter 2, 2.5.2, Table 4.1). With regard to the question on participation (c= 93), which has a mean score 3,03 and ranked 5, the responses revealed that educational managers who employ participatory management are those who provide intentionally invitational feedback. This type of communication will allow teachers to be involved in the design of an action plan. This involvement will enable teachers to work as a team and participate in decision-making process and problem-solving situations (See: Chapter 2, 2.5.1, Table 4.1). From the analysis of the views of the respondents on items concerning intentionality as an aspect of invitational feedback, it is evident that intentionality holds together all the elements of invitational feedback because it is a purposeful act which is invitational.
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Social factors as an aspect of culturally sensitive feedback : implications for the management of teacher competence
- Authors: Mote, Thejiwe Gwendoline
- Date: 2012-09-12
- Subjects: Feedback (Psychology) , Rating of teachers , Schools - Social aspects - South Africa , Competency based education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10277 , http://hdl.handle.net/10210/7646
- Description: M.Ed. , STATEMENT OF THE PROBLEM In view of the above information the problem of this research essay can be summarised by means of the following questions: 1.3.1 What is teacher competence? 1.3.2 What is the role of transparent feedback when appraising teacher competence? 1.3.3 What is the cruse of culture sensitivity in competent feedback. 1.3.4 To what extent can the "social factors" as aspects of culturally sensitive feedback be used to enhance competent feedback and assessment by evaluators. In relation to the problems stated above the aim of this research is to: investigate the "social factor" and to determine how they can enhance the effectiveness of the feedback process; as a member of the group dealing with cultural sensitivity as an aspect of competent feedback, it is the specific aim of this research essay to determine the importance of "the social factors" as an aspect of culturally sensitive feedback; to procure teacher opinion as to which extent social factors are considered when feedback is provided;
- Full Text:
- Authors: Mote, Thejiwe Gwendoline
- Date: 2012-09-12
- Subjects: Feedback (Psychology) , Rating of teachers , Schools - Social aspects - South Africa , Competency based education - South Africa
- Type: Mini-Dissertation
- Identifier: uj:10277 , http://hdl.handle.net/10210/7646
- Description: M.Ed. , STATEMENT OF THE PROBLEM In view of the above information the problem of this research essay can be summarised by means of the following questions: 1.3.1 What is teacher competence? 1.3.2 What is the role of transparent feedback when appraising teacher competence? 1.3.3 What is the cruse of culture sensitivity in competent feedback. 1.3.4 To what extent can the "social factors" as aspects of culturally sensitive feedback be used to enhance competent feedback and assessment by evaluators. In relation to the problems stated above the aim of this research is to: investigate the "social factor" and to determine how they can enhance the effectiveness of the feedback process; as a member of the group dealing with cultural sensitivity as an aspect of competent feedback, it is the specific aim of this research essay to determine the importance of "the social factors" as an aspect of culturally sensitive feedback; to procure teacher opinion as to which extent social factors are considered when feedback is provided;
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