Onderrig en leer in die lewenswetenskappe-klaskamer en implikasies vir professionele ontwikkeling van onderwysers
- Authors: Petersen, Neal Theo
- Date: 2012-06-07
- Subjects: Life science teachers , Life sciences curriculum , Learner outcomes , Professional development
- Type: Thesis
- Identifier: uj:8695 , http://hdl.handle.net/10210/5049
- Description: M.Ed. , This qualitative study, with an ethnographic research design type, was mainly aimed at determining how Life Sciences teachers implement a learner-centred and activity-based investigation (science as enquiry approach) in reaching the learning outcomes in the Life Sciences curriculum and also how they function within their respective communities of practice (in the school) and ecologies of practice (within the clusters) with a view to promote continuous professional development. Because teaching and learning are in essence a social activity, the Cultural Historical Activity Theory was used as the theoretical framework and lens in studying the activity system of the Life Sciences teacher. The levels of Pedagogical Content Knowledge (PCK) of individual respondents were classified according to Rogan‟s Profile of Implementation for Science teaching. The recommended teacher development programme is based on Vygotsky‟s Zone of Proximal Development and Rogan‟s Zone of Feasible Innovation. The study was undertaken during the same period in our country as that in which education in general and science teaching in particular is confronted with huge demands/dilemmas. Amongst others, it includes a poor performance of matriculants and the fact that South African learners have performed poorest in international tests (TIMSS report). The data of this study, collected by means of observations, teacher and learner interviews and studying documents, unfortunately confirm this sombre picture, namely that many teachers do not possess the minimum Pedagogical Content Knowledge (PCK) (inter alia deficient subject knowledge and inability to apply effective teaching methods) to make possible, quality teaching with regard to the facilitation of investigating teaching methods. A further finding also was that although the elements of a community of practice and ecology of practice exist, it is, in most cases, not used as a platform from which teachers empower one another with respect to teaching skills.
- Full Text:
- Authors: Petersen, Neal Theo
- Date: 2012-06-07
- Subjects: Life science teachers , Life sciences curriculum , Learner outcomes , Professional development
- Type: Thesis
- Identifier: uj:8695 , http://hdl.handle.net/10210/5049
- Description: M.Ed. , This qualitative study, with an ethnographic research design type, was mainly aimed at determining how Life Sciences teachers implement a learner-centred and activity-based investigation (science as enquiry approach) in reaching the learning outcomes in the Life Sciences curriculum and also how they function within their respective communities of practice (in the school) and ecologies of practice (within the clusters) with a view to promote continuous professional development. Because teaching and learning are in essence a social activity, the Cultural Historical Activity Theory was used as the theoretical framework and lens in studying the activity system of the Life Sciences teacher. The levels of Pedagogical Content Knowledge (PCK) of individual respondents were classified according to Rogan‟s Profile of Implementation for Science teaching. The recommended teacher development programme is based on Vygotsky‟s Zone of Proximal Development and Rogan‟s Zone of Feasible Innovation. The study was undertaken during the same period in our country as that in which education in general and science teaching in particular is confronted with huge demands/dilemmas. Amongst others, it includes a poor performance of matriculants and the fact that South African learners have performed poorest in international tests (TIMSS report). The data of this study, collected by means of observations, teacher and learner interviews and studying documents, unfortunately confirm this sombre picture, namely that many teachers do not possess the minimum Pedagogical Content Knowledge (PCK) (inter alia deficient subject knowledge and inability to apply effective teaching methods) to make possible, quality teaching with regard to the facilitation of investigating teaching methods. A further finding also was that although the elements of a community of practice and ecology of practice exist, it is, in most cases, not used as a platform from which teachers empower one another with respect to teaching skills.
- Full Text:
Challenges facing construction professionals’ compliance with continuing professional development (CPD) in South Africa
- Kwofie, Titus Ebenezer, Mpambela, Johannes Siabatho
- Authors: Kwofie, Titus Ebenezer , Mpambela, Johannes Siabatho
- Date: 2017
- Subjects: Aigbavboa, Clinton Ohis , CPD challenges , CPD compliance , Professional development
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/246024 , uj:25495 , Citation: Kwofie, T.E., Aigbavboa, C.O. & Mpambela, J.S. 2017. Challenges facing construction professionals’ compliance with continuing professional development (CPD) in South Africa. In: Laryea, S. and Ibem, E. (Eds) Procs 7th West Africa Built Environment Research (WABER) Conference, 16-18 August 2017, Accra, Ghana, 400-416.
- Description: Abstract: Continuous Professional Development (CPD) has globally been accepted as a veritable approach to acquiring new skills and knowledge as well towards improved performance of professionals in the industry. However, in spite of the numerous effort in CPD developments and regulation by professional bodies in the South African Construction Industry (SACI), the CPD process faces numerous challenges resulting in high incidence of compliance default among professionals. Ironically, identification of these challenges is yet to be subjected to any rigorous research and interrogation. By adopting a quantitative research design and a questionnaire survey, this study sought to delineate the key challenges to CPD compliance among construction professionals in the SACI. A total of sixty (60) questionnaires were distributed to professionals and leaders of professional bodies involved in CPD in South Africa, out of which 34 were received forming a 57% response rate...
- Full Text:
- Authors: Kwofie, Titus Ebenezer , Mpambela, Johannes Siabatho
- Date: 2017
- Subjects: Aigbavboa, Clinton Ohis , CPD challenges , CPD compliance , Professional development
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/246024 , uj:25495 , Citation: Kwofie, T.E., Aigbavboa, C.O. & Mpambela, J.S. 2017. Challenges facing construction professionals’ compliance with continuing professional development (CPD) in South Africa. In: Laryea, S. and Ibem, E. (Eds) Procs 7th West Africa Built Environment Research (WABER) Conference, 16-18 August 2017, Accra, Ghana, 400-416.
- Description: Abstract: Continuous Professional Development (CPD) has globally been accepted as a veritable approach to acquiring new skills and knowledge as well towards improved performance of professionals in the industry. However, in spite of the numerous effort in CPD developments and regulation by professional bodies in the South African Construction Industry (SACI), the CPD process faces numerous challenges resulting in high incidence of compliance default among professionals. Ironically, identification of these challenges is yet to be subjected to any rigorous research and interrogation. By adopting a quantitative research design and a questionnaire survey, this study sought to delineate the key challenges to CPD compliance among construction professionals in the SACI. A total of sixty (60) questionnaires were distributed to professionals and leaders of professional bodies involved in CPD in South Africa, out of which 34 were received forming a 57% response rate...
- Full Text:
Learning design principles to support communities of practice in a blended learning programme
- Authors: Batchelor, Jacqueline
- Date: 2018
- Subjects: Learning design principles , Professional development , Online and face‐to‐face learning spaces
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/284153 , uj:30678 , Citation: Batchelor, J. 2018. Learning design principles to support communities of practice in a blended learning programme.
- Description: Abstract: Learning design principles of high‐impact blended learning programmes in higher education institutions and the subsequent design decisions are not often offered for dissemination to a wider audience. This paper considers the case of a new short learning programme articulated to a NQF level 8 programme aimed at capacitating the education sector with a reach into each district in South Africa. The programme was designed over a period of 18 months and builds on previous professional development interventions with the same cohort. This bespoke offering is informed by the development of robust Communities of Practice (CoPs) to further afford sustainable change at school level. As such, the following four emerging learning design principles that underpin the design decisions in this programme are offered for interrogation: opportunity to model professional behaviour; develop social foundations from which to build the CoP; sustaining guided and selfregulated learning; and realignment and reinforcement of the course objectives. Some recommendations are included. Subsequent publications will further interrogate the efficacy of the design.
- Full Text:
- Authors: Batchelor, Jacqueline
- Date: 2018
- Subjects: Learning design principles , Professional development , Online and face‐to‐face learning spaces
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/284153 , uj:30678 , Citation: Batchelor, J. 2018. Learning design principles to support communities of practice in a blended learning programme.
- Description: Abstract: Learning design principles of high‐impact blended learning programmes in higher education institutions and the subsequent design decisions are not often offered for dissemination to a wider audience. This paper considers the case of a new short learning programme articulated to a NQF level 8 programme aimed at capacitating the education sector with a reach into each district in South Africa. The programme was designed over a period of 18 months and builds on previous professional development interventions with the same cohort. This bespoke offering is informed by the development of robust Communities of Practice (CoPs) to further afford sustainable change at school level. As such, the following four emerging learning design principles that underpin the design decisions in this programme are offered for interrogation: opportunity to model professional behaviour; develop social foundations from which to build the CoP; sustaining guided and selfregulated learning; and realignment and reinforcement of the course objectives. Some recommendations are included. Subsequent publications will further interrogate the efficacy of the design.
- Full Text:
Professional development of newly-appointed principals at public high schools in Gauteng . Is social justice served?
- Wiehahn, Johan, Du Plessis, Pierre
- Authors: Wiehahn, Johan , Du Plessis, Pierre
- Date: 2018
- Subjects: Newly-appointed principals , Professional development , Skills
- Language: English
- Identifier: http://hdl.handle.net/10210/292442 , uj:31780 , Wiehahn, J. & Du Plessis, P., 2018. Professional development of newly appointed principals at public High Schools in Gauteng. Is social justice served?. KOERS — Bulletin for Christian Scholarship, 83(1). Available at: https://doi.org/10.19108/ KOERS.83.1.2336
- Description: Abstract: Gauteng, the smallest province with the highest per capita income in South Africa, should not have any dysfunctional schools. As a province, Gauteng spends a large portion of their annual budget on education, thus the professional development of principals should be the central focus point of their education system. Principals should be equipped or have the necessary knowledge, skills and values with which to manage and lead an effective and efficient school. The aim of this paper is to determine what knowledge and skills newly-appointed high principals need to fulfil this function and if they have been a part of any induction programme designed to guide and equip successfully principals to manage their schools. The success of a high school principal is measured against a schools final Grade 12 results.
- Full Text:
- Authors: Wiehahn, Johan , Du Plessis, Pierre
- Date: 2018
- Subjects: Newly-appointed principals , Professional development , Skills
- Language: English
- Identifier: http://hdl.handle.net/10210/292442 , uj:31780 , Wiehahn, J. & Du Plessis, P., 2018. Professional development of newly appointed principals at public High Schools in Gauteng. Is social justice served?. KOERS — Bulletin for Christian Scholarship, 83(1). Available at: https://doi.org/10.19108/ KOERS.83.1.2336
- Description: Abstract: Gauteng, the smallest province with the highest per capita income in South Africa, should not have any dysfunctional schools. As a province, Gauteng spends a large portion of their annual budget on education, thus the professional development of principals should be the central focus point of their education system. Principals should be equipped or have the necessary knowledge, skills and values with which to manage and lead an effective and efficient school. The aim of this paper is to determine what knowledge and skills newly-appointed high principals need to fulfil this function and if they have been a part of any induction programme designed to guide and equip successfully principals to manage their schools. The success of a high school principal is measured against a schools final Grade 12 results.
- Full Text:
Researching the professional development using LinkedIn : an exploratory analysis of South African executive chefs
- Vingerling, G., Hewson, D. S., Mabaso, C. H.
- Authors: Vingerling, G. , Hewson, D. S. , Mabaso, C. H.
- Date: 2021
- Subjects: Professional development , Executive Chefs , LinkedIn
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/489643 , uj:44652 , Citation: Vingerling, G., Hewson, D.S. & Mabaso, C.H. 2021.
- Description: Abstract: Please refer to full text to view abstract.
- Full Text:
- Authors: Vingerling, G. , Hewson, D. S. , Mabaso, C. H.
- Date: 2021
- Subjects: Professional development , Executive Chefs , LinkedIn
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/489643 , uj:44652 , Citation: Vingerling, G., Hewson, D.S. & Mabaso, C.H. 2021.
- Description: Abstract: Please refer to full text to view abstract.
- Full Text:
- «
- ‹
- 1
- ›
- »