Group learning in adult basic education and training
- Authors: Mamabolo, Mmancha Esther
- Date: 2012-09-12
- Subjects: Adult education - Social aspects - South Africa. , Group guidance in education. , Teacher-student relationships - South Africa. , Adult education teachers - Training of - South Africa.
- Type: Mini-Dissertation
- Identifier: uj:10233 , http://hdl.handle.net/10210/7605
- Description: M.Ed. , Recent literature and current views on group learning in adult education support the idea that an adult classroom, where learner centred methods such as group learning are used, is often very productive and permits a critical approach to knowledge by adults. The purpose of this study was to explore the extent to which group learning group is used in an ABET centre in Tzaneen in the Northern Province. In order to achieve this aim, a qualitative method of data collection was used to determine the possible implications for literacy programmes in South Africa. The empirical data were obtained via observation and was analysed by unitising, categorising and patterning to arrive at the research findings. The following are the main research findings: Currently group learning is not practised effectively in the ABET center of the Northern Province because of the following: The teacher seems not to understand how and why group learning should be implemented. Learners are not exposed to social and interpersonal skills which are important for the functioning of group learning. Group learning was introduced too late in the academic year, which made it difficult for the learners to cope well with the group learning methods. The following are the main implications of the study: There is a need for training teachers to be familiar with the group learning approach and the methods for practising group learning in ABET. Group learning methods would be productive if introduced in the early part of the academic year.
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- Authors: Mamabolo, Mmancha Esther
- Date: 2012-09-12
- Subjects: Adult education - Social aspects - South Africa. , Group guidance in education. , Teacher-student relationships - South Africa. , Adult education teachers - Training of - South Africa.
- Type: Mini-Dissertation
- Identifier: uj:10233 , http://hdl.handle.net/10210/7605
- Description: M.Ed. , Recent literature and current views on group learning in adult education support the idea that an adult classroom, where learner centred methods such as group learning are used, is often very productive and permits a critical approach to knowledge by adults. The purpose of this study was to explore the extent to which group learning group is used in an ABET centre in Tzaneen in the Northern Province. In order to achieve this aim, a qualitative method of data collection was used to determine the possible implications for literacy programmes in South Africa. The empirical data were obtained via observation and was analysed by unitising, categorising and patterning to arrive at the research findings. The following are the main research findings: Currently group learning is not practised effectively in the ABET center of the Northern Province because of the following: The teacher seems not to understand how and why group learning should be implemented. Learners are not exposed to social and interpersonal skills which are important for the functioning of group learning. Group learning was introduced too late in the academic year, which made it difficult for the learners to cope well with the group learning methods. The following are the main implications of the study: There is a need for training teachers to be familiar with the group learning approach and the methods for practising group learning in ABET. Group learning methods would be productive if introduced in the early part of the academic year.
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Nie-verbale kommunikasie in 'n multi-kulturele onderrigkonteks
- Authors: Du Plessis, Johanna Jacoba
- Date: 2012-09-07
- Subjects: Nonverbal communication in education , Multicultural education - South Africa - Case studies. , Communication in education - South Africa. , Teacher-student relationships - South Africa.
- Type: Thesis
- Identifier: uj:9719 , http://hdl.handle.net/10210/7130
- Description: M.Ed. , During the political dispensation of separate development, differentiation between cultural groups was based on skin colour (racial criteria), and contact between these different groups was inhibited by law. The same applied for the educational system - even the training of teachers was aimed at monocultural education. The present political dispensation provides for a multicultural educational situation where learners are admitted to a school, regardless of race, language, or culture. Language and cultural differences between teacher and learner may lead to problems in classroom communication. Communication entails verbal as well as nonverbal communication which can be distinguished, but not separated from one another, and an understanding of both contributes to effective facilitation of learning and acquisition of skills. Nonverbal communication, however, takes place on an unconscious, non-intentional level, and it is this aspect of communication which may lead to major misunderstandings in the classroom. Black learners in large numbers are admitted to schools where the educational context is predominantly white. Considering the limited contact which used to exist between the different racial groups, and the monocultural training of some teachers, the question has arisen as to how teachers as educators experience the nonverbal communication of black learners. As this research is aimed at gaining insight into the world of experience of these teachers, a qualitative approach has been used. Collection of data was done by means of in-depth (phenomenological) interviews and direct observation, and the data was analised by means of an inductive-descriptive method (the constant comparative method of data analysis).
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- Authors: Du Plessis, Johanna Jacoba
- Date: 2012-09-07
- Subjects: Nonverbal communication in education , Multicultural education - South Africa - Case studies. , Communication in education - South Africa. , Teacher-student relationships - South Africa.
- Type: Thesis
- Identifier: uj:9719 , http://hdl.handle.net/10210/7130
- Description: M.Ed. , During the political dispensation of separate development, differentiation between cultural groups was based on skin colour (racial criteria), and contact between these different groups was inhibited by law. The same applied for the educational system - even the training of teachers was aimed at monocultural education. The present political dispensation provides for a multicultural educational situation where learners are admitted to a school, regardless of race, language, or culture. Language and cultural differences between teacher and learner may lead to problems in classroom communication. Communication entails verbal as well as nonverbal communication which can be distinguished, but not separated from one another, and an understanding of both contributes to effective facilitation of learning and acquisition of skills. Nonverbal communication, however, takes place on an unconscious, non-intentional level, and it is this aspect of communication which may lead to major misunderstandings in the classroom. Black learners in large numbers are admitted to schools where the educational context is predominantly white. Considering the limited contact which used to exist between the different racial groups, and the monocultural training of some teachers, the question has arisen as to how teachers as educators experience the nonverbal communication of black learners. As this research is aimed at gaining insight into the world of experience of these teachers, a qualitative approach has been used. Collection of data was done by means of in-depth (phenomenological) interviews and direct observation, and the data was analised by means of an inductive-descriptive method (the constant comparative method of data analysis).
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Riglyne aan onderwysers by die hantering van druipelinge vanuit 'n opvoedkundig-sielkundige perspektief
- Authors: Erasmus, Gene
- Date: 2012-09-06
- Subjects: Teacher-student relationships - South Africa. , Educational change - South Africa. , Failure (Psychology) , Underachievers - South Africa - Psychological aspects.
- Type: Thesis
- Identifier: uj:9674 , http://hdl.handle.net/10210/7089
- Description: M.Ed. , Education in South Africa has entered into an era of radical changes and transformation. New policies regarding staffing and promotional requirements constitute but a few of the new developments. Despite these changes, however learners still fail, and their future in the labour market seems more and more bleak as teachers find less time under heavier workloads and in ever-larger classes to render them any assistance. In order to assist teachers in helping learners who have failed, it is necessary to lay down guidelines for them to follow. The principal aim of the present study is firstly to determine how failing is viewed by teachers and what measures of assistance are currently being taken in this regard. Secondly, the study is aimed at determining to what extent teachers are prepared to assist these learners and, lastly, at laying down guidelines from an educational-psychological perspective with respect to assisting failing learners. The study comprises a literature study and an empirical study. The literature study is focused on the failing learner and his/her experience of and reaction to failure, as well as on the teacher's role in educating the failing learner. The empirical study is carried out by means of a questionnaire and a statistical analysis of data. Results obtained indicate that teachers, regardless of their sex, years of teaching experience, qualifications, subject field and class size, recognise failing to be a problem at school and that they have a clamant need of guidelines that would assist them in helping failing learners. A need was also expressed for training in how to follow such guidelines.
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- Authors: Erasmus, Gene
- Date: 2012-09-06
- Subjects: Teacher-student relationships - South Africa. , Educational change - South Africa. , Failure (Psychology) , Underachievers - South Africa - Psychological aspects.
- Type: Thesis
- Identifier: uj:9674 , http://hdl.handle.net/10210/7089
- Description: M.Ed. , Education in South Africa has entered into an era of radical changes and transformation. New policies regarding staffing and promotional requirements constitute but a few of the new developments. Despite these changes, however learners still fail, and their future in the labour market seems more and more bleak as teachers find less time under heavier workloads and in ever-larger classes to render them any assistance. In order to assist teachers in helping learners who have failed, it is necessary to lay down guidelines for them to follow. The principal aim of the present study is firstly to determine how failing is viewed by teachers and what measures of assistance are currently being taken in this regard. Secondly, the study is aimed at determining to what extent teachers are prepared to assist these learners and, lastly, at laying down guidelines from an educational-psychological perspective with respect to assisting failing learners. The study comprises a literature study and an empirical study. The literature study is focused on the failing learner and his/her experience of and reaction to failure, as well as on the teacher's role in educating the failing learner. The empirical study is carried out by means of a questionnaire and a statistical analysis of data. Results obtained indicate that teachers, regardless of their sex, years of teaching experience, qualifications, subject field and class size, recognise failing to be a problem at school and that they have a clamant need of guidelines that would assist them in helping failing learners. A need was also expressed for training in how to follow such guidelines.
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Teachers' responsibilities in developing pupils' self-concept
- Authors: Richard, Benjamin
- Date: 2012-08-14
- Subjects: Teacher-student relationships - South Africa. , Self-perception in children. , Students - Self-rating of. , Motivation in education.
- Type: Thesis
- Identifier: uj:9171 , http://hdl.handle.net/10210/5623
- Description: M.Ed. , This investigation is part of a group project that was conducted by a research team of the Department of Educational Sciences of the Rand Afrikaans University. The focus of this study is the self-concept development of pupils and the responsibility of teachers in this regard. Aspects of self-concept development are addressed as factors contributing towards the pupils gaining a positive self-concept. Teachers should be aware of the subtle, yet powerful, influence that a positive or a negative self-concept could have on a pupil's development and how this affects the pupil's intellectual, social and personal development. It is the view of the researcher that teachers need to make every effort to assist pupils in developing a positive and healthy self-concept. The methodology used in this study is two-fold: Firstly, it involves literature study on self-concept development. The researcher used this information to support the field of investigation and to make findings based on factual information. Secondly, it involves information derived from questionnaires completed by a number :of teachers in different schools. From the information obtained from the completed questionnaires the researcher was able to ascertain teachers' opinions of their efforts concerning the development of pupils' self-concept. The results of the empirical research indicate that teachers, by making a high input on the various aspects of the development of the pupils' self-concept, consider this as an important responsibility. The following specific findings were made: * The input made by teachers with regard to encouraging pupils to believe in their own abilities was given the highest rating, while their input concerning planning to meet individual needs of learners was on the lower average. There was a significant difference between the ratio male : input and the ratio female : input regarding the encouragment of pupils to believe in their own abilities. Teachers with more than eleven years of teaching experience provide more input in planning to meet the individual needs of the learners. Teachers whose mother tongue is neither English or Afrikaans provide more input in giving positive feedback to pupils. It was noted that teachers' qualifications also play a role in their input concerning positive feedback to pupils. There is a significant relationship between subjects taught and the proportion of input with regard to the various aspects of self-concept development. The study also revealed that teachers are of the opinion that the development of pupils' self-concept is an important aspect of their responsibilities. This is supported by the high proportion of teachers' input in this regard.
- Full Text:
- Authors: Richard, Benjamin
- Date: 2012-08-14
- Subjects: Teacher-student relationships - South Africa. , Self-perception in children. , Students - Self-rating of. , Motivation in education.
- Type: Thesis
- Identifier: uj:9171 , http://hdl.handle.net/10210/5623
- Description: M.Ed. , This investigation is part of a group project that was conducted by a research team of the Department of Educational Sciences of the Rand Afrikaans University. The focus of this study is the self-concept development of pupils and the responsibility of teachers in this regard. Aspects of self-concept development are addressed as factors contributing towards the pupils gaining a positive self-concept. Teachers should be aware of the subtle, yet powerful, influence that a positive or a negative self-concept could have on a pupil's development and how this affects the pupil's intellectual, social and personal development. It is the view of the researcher that teachers need to make every effort to assist pupils in developing a positive and healthy self-concept. The methodology used in this study is two-fold: Firstly, it involves literature study on self-concept development. The researcher used this information to support the field of investigation and to make findings based on factual information. Secondly, it involves information derived from questionnaires completed by a number :of teachers in different schools. From the information obtained from the completed questionnaires the researcher was able to ascertain teachers' opinions of their efforts concerning the development of pupils' self-concept. The results of the empirical research indicate that teachers, by making a high input on the various aspects of the development of the pupils' self-concept, consider this as an important responsibility. The following specific findings were made: * The input made by teachers with regard to encouraging pupils to believe in their own abilities was given the highest rating, while their input concerning planning to meet individual needs of learners was on the lower average. There was a significant difference between the ratio male : input and the ratio female : input regarding the encouragment of pupils to believe in their own abilities. Teachers with more than eleven years of teaching experience provide more input in planning to meet the individual needs of the learners. Teachers whose mother tongue is neither English or Afrikaans provide more input in giving positive feedback to pupils. It was noted that teachers' qualifications also play a role in their input concerning positive feedback to pupils. There is a significant relationship between subjects taught and the proportion of input with regard to the various aspects of self-concept development. The study also revealed that teachers are of the opinion that the development of pupils' self-concept is an important aspect of their responsibilities. This is supported by the high proportion of teachers' input in this regard.
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Management implications of the movement of children from township to suburban schools : a study of selected schools
- Authors: Mathopo, Ellen Vusiwana.
- Date: 2012-08-13
- Subjects: Blacks - Education - South Africa - Administration. , Multicultural education - South Africa - Evaluation. , Teacher-student relationships - South Africa. , Blacks - Education - Political aspects - South Africa. , Educational change - South Africa.
- Type: Thesis
- Identifier: uj:9048 , http://hdl.handle.net/10210/5511
- Description: M.Ed. , Education in South Africa is in a process of transformation. The opening of public schools to all races has resulted in the exodus of learners from township to suburban schools. Parents have transferred their children because of, among other reasons, lack of culture of learning and teaching, lack of quality teaching, lack of resources, and violence in township schools.The movement of learners from township to suburban schools has necessitated a new management technique that will accommodate the unique characteristics of learners from diverse cultural, linguistic and socio-economic backgrounds.Head masters and educators need to develop an approach that will lead to the transformation of the total school environment, and the creation of equal educational opportunities for learners who have for a long time been deprived quality education. Headmasters and educators need to be aware that education provided by the state to African learners is not of equal standard to white education. Therefore tolerance, empathy and understanding of the problems these learners bring with them is essential. They need to be equipped with the necessary knowledge in managing learners from diverse cultural backgrounds. They require cultural literacy and sensitivity which can be acquired through in-service training. To provide all learners with an equal opportunity to achieve in the classroom, multicultural education should be practised. Diversity of culture must be acknowledged, and teaching methods ought to be altered to accommodate the different kinds of learning styles and children with different learning needs.
- Full Text:
- Authors: Mathopo, Ellen Vusiwana.
- Date: 2012-08-13
- Subjects: Blacks - Education - South Africa - Administration. , Multicultural education - South Africa - Evaluation. , Teacher-student relationships - South Africa. , Blacks - Education - Political aspects - South Africa. , Educational change - South Africa.
- Type: Thesis
- Identifier: uj:9048 , http://hdl.handle.net/10210/5511
- Description: M.Ed. , Education in South Africa is in a process of transformation. The opening of public schools to all races has resulted in the exodus of learners from township to suburban schools. Parents have transferred their children because of, among other reasons, lack of culture of learning and teaching, lack of quality teaching, lack of resources, and violence in township schools.The movement of learners from township to suburban schools has necessitated a new management technique that will accommodate the unique characteristics of learners from diverse cultural, linguistic and socio-economic backgrounds.Head masters and educators need to develop an approach that will lead to the transformation of the total school environment, and the creation of equal educational opportunities for learners who have for a long time been deprived quality education. Headmasters and educators need to be aware that education provided by the state to African learners is not of equal standard to white education. Therefore tolerance, empathy and understanding of the problems these learners bring with them is essential. They need to be equipped with the necessary knowledge in managing learners from diverse cultural backgrounds. They require cultural literacy and sensitivity which can be acquired through in-service training. To provide all learners with an equal opportunity to achieve in the classroom, multicultural education should be practised. Diversity of culture must be acknowledged, and teaching methods ought to be altered to accommodate the different kinds of learning styles and children with different learning needs.
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