Die opleiding van onderwysers in die gebruik van opvoedkundige televisieprogramme
- Authors: Bezuidenhout, Wynand C. J.
- Date: 2014-04-14
- Subjects: Television in education , Teaching - Aids and devices , Media programs (Education) , Educational technology , Audio-visual education , Teachers - Training of , Teachers - In-service training
- Type: Thesis
- Identifier: uj:10622 , http://hdl.handle.net/10210/10143
- Description: M.A. (Media Studies) , One of the problems facing formal education in South Africa today is that. of coping with the educational needs of a fast developing country. An important recommendation of the De Lange Report was that educational technology should be utilised to alleviate this problem. Educational television, especially the use of video, is regarded as one of the most important technological media which can assist in this matter. A study was undertaken in the use of educational television in developing and developed countries in resolving educational problems. The role of teacher training in the successful implementation of educational television was also scrutinised. It was found that teacher training played a decisive role in the successful use of this medium. Teachers inadequately trained in the use of the medium lacked the knowledge to use it properly in the classroom. They also showed a resistance to the medium. At· present educational television in South Africa is aimed at non-formal educational needs but from 1 April 1986 the SABC will commence the broadcasting of formal educational programmes. In this study it is thus recommended that training courses in the use of educational television should be instituted at all "teacher training centres in South Africa and that all educational departments should give attention to the formal and non-formal training of in-service teachers .. Guidelines for a training course are suggested in this study. The contents of such a course would include components like television literacy, television and cognition, the analysis and evaluation of programmes, integration with the various subjects, the use and compilation of· support material and small scale television production. It is also recommended that the course should comprise lectures in theory and practical work sessions. -These practical work sessions would be regarded as the most important part of the course.
- Full Text:
- Authors: Bezuidenhout, Wynand C. J.
- Date: 2014-04-14
- Subjects: Television in education , Teaching - Aids and devices , Media programs (Education) , Educational technology , Audio-visual education , Teachers - Training of , Teachers - In-service training
- Type: Thesis
- Identifier: uj:10622 , http://hdl.handle.net/10210/10143
- Description: M.A. (Media Studies) , One of the problems facing formal education in South Africa today is that. of coping with the educational needs of a fast developing country. An important recommendation of the De Lange Report was that educational technology should be utilised to alleviate this problem. Educational television, especially the use of video, is regarded as one of the most important technological media which can assist in this matter. A study was undertaken in the use of educational television in developing and developed countries in resolving educational problems. The role of teacher training in the successful implementation of educational television was also scrutinised. It was found that teacher training played a decisive role in the successful use of this medium. Teachers inadequately trained in the use of the medium lacked the knowledge to use it properly in the classroom. They also showed a resistance to the medium. At· present educational television in South Africa is aimed at non-formal educational needs but from 1 April 1986 the SABC will commence the broadcasting of formal educational programmes. In this study it is thus recommended that training courses in the use of educational television should be instituted at all "teacher training centres in South Africa and that all educational departments should give attention to the formal and non-formal training of in-service teachers .. Guidelines for a training course are suggested in this study. The contents of such a course would include components like television literacy, television and cognition, the analysis and evaluation of programmes, integration with the various subjects, the use and compilation of· support material and small scale television production. It is also recommended that the course should comprise lectures in theory and practical work sessions. -These practical work sessions would be regarded as the most important part of the course.
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Attitudes of educators towards developmental appraisal
- Mdlalose, Mbongiseni Shadrack
- Authors: Mdlalose, Mbongiseni Shadrack
- Date: 2012-09-07
- Subjects: Teachers - Attitudes - Evaluation , Evaluation - Methodology , Teachers - In-service training
- Type: Thesis
- Identifier: uj:9747 , http://hdl.handle.net/10210/7156
- Description: M.Ed. (Educational Management) , Mokgalane (Mokone, 1999: 7) asserts that the implementation of the new PPN in 1998 represented different things to different people. For educators affected by the process, it represented a life of uncertainty, possibilities of being shifted from one school to another and a great number of sad stories of an uncertain future in education. However, for educator unions and the government, it represented the opportunity to redress past injustices by equitably and fairly distributing educational human resources. The motivation for the new PPN thus appears to have been political and not based on educational criteria — a situation that would be untenable. Although the implementation of the new PPN had good objectives in principle, namely to provide a fair basis for the staffing of schools to redress the injustices of the past, it directly and indirectly affected the educators' work values, namely security, good working conditions, a reasonable learner-educator ratio, good interpersonal relations, opportunities for advancement, a reasonable work load, the status of the teaching profession, good quality supervision, support by educational authorities, and good mental and physical health. During the implementation of the new PPN, newly appointed educators were appointed on a month-to-month basis, which meant their appointment was temporary. Even permanently appointed educators were not certain about their future in their schools because they could be moved whenever the new PPN indicated that some of them had to be declared in excess and had to be redeployed. In addition workloads had to increase in schools where the number of allocated educator posts decreased. The result of this was that relations between affected educators and principals became strained. Further to this teacher salaries could not increase reasonably because of the emphasis on cutting departmental expenditure. Affected educators felt the Department of Education did not have their interests at heart. All these factors reduced the work satisfaction of educators with the result that many teachers engaged in routinised defensive teaching to compensate for the lack of support, and to avoid criticism and possible termination because they did not have the necessary skills to perform alternative jobs (Steyn & Van Wyk, 1999:39; Weisberg 1994: 125). They were less dependable, less committed and often disloyal to the Department (Byars & Rue, 2000:304). This was indicated by, among other things, high rates of turnover, absenteeism, tardiness, excessive stress, burnout, and late coming among educators.
- Full Text:
- Authors: Mdlalose, Mbongiseni Shadrack
- Date: 2012-09-07
- Subjects: Teachers - Attitudes - Evaluation , Evaluation - Methodology , Teachers - In-service training
- Type: Thesis
- Identifier: uj:9747 , http://hdl.handle.net/10210/7156
- Description: M.Ed. (Educational Management) , Mokgalane (Mokone, 1999: 7) asserts that the implementation of the new PPN in 1998 represented different things to different people. For educators affected by the process, it represented a life of uncertainty, possibilities of being shifted from one school to another and a great number of sad stories of an uncertain future in education. However, for educator unions and the government, it represented the opportunity to redress past injustices by equitably and fairly distributing educational human resources. The motivation for the new PPN thus appears to have been political and not based on educational criteria — a situation that would be untenable. Although the implementation of the new PPN had good objectives in principle, namely to provide a fair basis for the staffing of schools to redress the injustices of the past, it directly and indirectly affected the educators' work values, namely security, good working conditions, a reasonable learner-educator ratio, good interpersonal relations, opportunities for advancement, a reasonable work load, the status of the teaching profession, good quality supervision, support by educational authorities, and good mental and physical health. During the implementation of the new PPN, newly appointed educators were appointed on a month-to-month basis, which meant their appointment was temporary. Even permanently appointed educators were not certain about their future in their schools because they could be moved whenever the new PPN indicated that some of them had to be declared in excess and had to be redeployed. In addition workloads had to increase in schools where the number of allocated educator posts decreased. The result of this was that relations between affected educators and principals became strained. Further to this teacher salaries could not increase reasonably because of the emphasis on cutting departmental expenditure. Affected educators felt the Department of Education did not have their interests at heart. All these factors reduced the work satisfaction of educators with the result that many teachers engaged in routinised defensive teaching to compensate for the lack of support, and to avoid criticism and possible termination because they did not have the necessary skills to perform alternative jobs (Steyn & Van Wyk, 1999:39; Weisberg 1994: 125). They were less dependable, less committed and often disloyal to the Department (Byars & Rue, 2000:304). This was indicated by, among other things, high rates of turnover, absenteeism, tardiness, excessive stress, burnout, and late coming among educators.
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Die probleme van onderwysers in die implementering van vakkurrikulums
- Authors: Blom, Maria Adriana
- Date: 2014-03-06
- Subjects: Curriculum change , Educational innovations , Education - Curricula , Teachers - In-service training
- Type: Thesis
- Identifier: uj:4226 , http://hdl.handle.net/10210/9584
- Description: M.Ed. (Curriculum Studies) , Teachers with expert knowledge or skills can exercise a leadership function as they use their knowledge or skills to help colleagues and to further the progress of the innovation knowledge and expertise. Although innovation could be well structured, teachers still need support in one or other form in order for effective implementation to take place. Barriers to the satisfactory implementation of innovation includes: the teachers' lack of curriculum-related knowledge, ineffective flow of communication between innovator and teacher and the state of facilities and equipment available to implement change. The way in which the innovation is to be introduced to the teachers who are to be involved with it are likely to have profound effects on the extent to which the innovation is successfully implemented. A number of ways have been suggested.
- Full Text:
- Authors: Blom, Maria Adriana
- Date: 2014-03-06
- Subjects: Curriculum change , Educational innovations , Education - Curricula , Teachers - In-service training
- Type: Thesis
- Identifier: uj:4226 , http://hdl.handle.net/10210/9584
- Description: M.Ed. (Curriculum Studies) , Teachers with expert knowledge or skills can exercise a leadership function as they use their knowledge or skills to help colleagues and to further the progress of the innovation knowledge and expertise. Although innovation could be well structured, teachers still need support in one or other form in order for effective implementation to take place. Barriers to the satisfactory implementation of innovation includes: the teachers' lack of curriculum-related knowledge, ineffective flow of communication between innovator and teacher and the state of facilities and equipment available to implement change. The way in which the innovation is to be introduced to the teachers who are to be involved with it are likely to have profound effects on the extent to which the innovation is successfully implemented. A number of ways have been suggested.
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An investigation into teachers’ experiences of the incorporation of environmental education into schools and the role of environmental clubs in this regard
- Authors: Ramcharan, Mesh
- Date: 2012-11-02
- Subjects: Environmental education , Environmental clubs , Teachers - Training of , Teachers - In-service training
- Type: Thesis
- Identifier: uj:7313 , http://hdl.handle.net/10210/8051
- Description: M.Ed. , This research report investigates the experiences of teachers of the incorporation of Environmental Education (EE) into schools and the role of environmental clubs in facilitating it. The rationale for this study is based on finding solutions to existing environmental problems, conducted with an educational focus. Management of the environment will pass on to future generations, hence there is a responsibility for teachers to inculcate environmental awareness. The South African governments’ efforts, through the Revised National Curriculum Statement (RNCS), to incorporate EE into the present curriculum is extensively outlined in numerous research reports. Its goal is to, ''seek to create a lifelong learner who is confident and independent, literate, numerate, and multi-skilled, compassionate, with a respect for the environment and the ability to participate in a society as a critical and active citizen'' (Department of Education, 2002:08). This study aimed to investigate the experiences of teachers in EE and its incorporation in the school curriculum. The second aim was to investigate how these perceptions may impact on their teaching and learning in the classroom. The final aim was to investigate whether the introduction of environmental clubs into school would cause a change to EE implementation in the classroom. Methodologically, this research project was located in the both the quantitative and qualitative paradigms, the participants having comprised teachers and Heads of Departments (HoDs), as well as principals from three schools in the dependent sector, namely government-based schools in the District 6 region in Gauteng province. The three schools were randomly selected to represent schools of varying financial status as well as of multi-racial contexts.
- Full Text:
- Authors: Ramcharan, Mesh
- Date: 2012-11-02
- Subjects: Environmental education , Environmental clubs , Teachers - Training of , Teachers - In-service training
- Type: Thesis
- Identifier: uj:7313 , http://hdl.handle.net/10210/8051
- Description: M.Ed. , This research report investigates the experiences of teachers of the incorporation of Environmental Education (EE) into schools and the role of environmental clubs in facilitating it. The rationale for this study is based on finding solutions to existing environmental problems, conducted with an educational focus. Management of the environment will pass on to future generations, hence there is a responsibility for teachers to inculcate environmental awareness. The South African governments’ efforts, through the Revised National Curriculum Statement (RNCS), to incorporate EE into the present curriculum is extensively outlined in numerous research reports. Its goal is to, ''seek to create a lifelong learner who is confident and independent, literate, numerate, and multi-skilled, compassionate, with a respect for the environment and the ability to participate in a society as a critical and active citizen'' (Department of Education, 2002:08). This study aimed to investigate the experiences of teachers in EE and its incorporation in the school curriculum. The second aim was to investigate how these perceptions may impact on their teaching and learning in the classroom. The final aim was to investigate whether the introduction of environmental clubs into school would cause a change to EE implementation in the classroom. Methodologically, this research project was located in the both the quantitative and qualitative paradigms, the participants having comprised teachers and Heads of Departments (HoDs), as well as principals from three schools in the dependent sector, namely government-based schools in the District 6 region in Gauteng province. The three schools were randomly selected to represent schools of varying financial status as well as of multi-racial contexts.
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The professional development of science teachers for the implementation of a new curriculum
- Authors: Cronje, Annelize
- Date: 2012-11-13
- Subjects: Teachers - In-service training , Teachers - Training of , Curriculum planning , Teacher participation in curriculum planning
- Type: Thesis
- Identifier: uj:7386 , http://hdl.handle.net/10210/8184
- Description: M.Ed. , Science teachers in South Africa had to cope with the implementation of a host of new policies and curricula during the past years. New policies were implemented within a short space of time and teachers struggled to cope. The professional development teachers received during the implementation phase did not provide sufficient support to teachers and manifested in teacher overload, confusion and stress. For science teachers this resulted in lack of content knowledge, laboratory skills and pedagogical content knowledge (PCK), to name a few. The consequence was learner underperformance in science during international and local assessments. The aim of this study is to add to current knowledge pertaining to the professional development of science teachers. The lived experiences of the science teachers during implementation of a new curriculum, their problems and needs, as well as the professional development that they received in their community of practice by keystone species were researched. A qualitative case study with a phenomenological flavour was chosen as research design. A single school was selected and data generated using interviews, observations, photos and artefacts. The findings suggest that the needs and problems of the science teachers in this case study are not sufficiently addressed through professional development programmes. No keystone species could be identified amongst the science teachers and the community of practice was found to be a pseudo-community of practice. The science teachers experienced problems with learner-centred teaching methods and practical investigations. In addition, there appears to be a general lack of applying shoestring science. The teachers experienced negative feelings and many of them lacked a sense of agency. To overcome the problems it is recommended that a community of practice be developed and nurtured for the science teachers. This should be supplemented by properly planned professional development programmes offering shoestring science, PCK and personal wellbeing programmes. The establishment of cluster groups (as ecologies of practice), in which Natural-, Life- and Physical Sciences teachers support one another, is also a recommendation of this study.
- Full Text:
- Authors: Cronje, Annelize
- Date: 2012-11-13
- Subjects: Teachers - In-service training , Teachers - Training of , Curriculum planning , Teacher participation in curriculum planning
- Type: Thesis
- Identifier: uj:7386 , http://hdl.handle.net/10210/8184
- Description: M.Ed. , Science teachers in South Africa had to cope with the implementation of a host of new policies and curricula during the past years. New policies were implemented within a short space of time and teachers struggled to cope. The professional development teachers received during the implementation phase did not provide sufficient support to teachers and manifested in teacher overload, confusion and stress. For science teachers this resulted in lack of content knowledge, laboratory skills and pedagogical content knowledge (PCK), to name a few. The consequence was learner underperformance in science during international and local assessments. The aim of this study is to add to current knowledge pertaining to the professional development of science teachers. The lived experiences of the science teachers during implementation of a new curriculum, their problems and needs, as well as the professional development that they received in their community of practice by keystone species were researched. A qualitative case study with a phenomenological flavour was chosen as research design. A single school was selected and data generated using interviews, observations, photos and artefacts. The findings suggest that the needs and problems of the science teachers in this case study are not sufficiently addressed through professional development programmes. No keystone species could be identified amongst the science teachers and the community of practice was found to be a pseudo-community of practice. The science teachers experienced problems with learner-centred teaching methods and practical investigations. In addition, there appears to be a general lack of applying shoestring science. The teachers experienced negative feelings and many of them lacked a sense of agency. To overcome the problems it is recommended that a community of practice be developed and nurtured for the science teachers. This should be supplemented by properly planned professional development programmes offering shoestring science, PCK and personal wellbeing programmes. The establishment of cluster groups (as ecologies of practice), in which Natural-, Life- and Physical Sciences teachers support one another, is also a recommendation of this study.
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The application of teaching skills during teaching practice
- Authors: Makume, Matlhapi Meriam
- Date: 2012-09-11
- Subjects: Student teaching , Teachers - In-service training
- Type: Mini-Dissertation
- Identifier: uj:9994 , http://hdl.handle.net/10210/7387
- Description: M.Ed. , The main aim of this study is to determine the extent to which third year students at Tshiya College of Education apply teaching skills taught at the College during teaching practice. Since third year students-teachers are on the verge of taking teaching, the researcher would like to see whether or not they are capable of putting theory, which they have learned in the first and second year through observation of demonstration lessons and micro-teaching, into practice effectively.
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- Authors: Makume, Matlhapi Meriam
- Date: 2012-09-11
- Subjects: Student teaching , Teachers - In-service training
- Type: Mini-Dissertation
- Identifier: uj:9994 , http://hdl.handle.net/10210/7387
- Description: M.Ed. , The main aim of this study is to determine the extent to which third year students at Tshiya College of Education apply teaching skills taught at the College during teaching practice. Since third year students-teachers are on the verge of taking teaching, the researcher would like to see whether or not they are capable of putting theory, which they have learned in the first and second year through observation of demonstration lessons and micro-teaching, into practice effectively.
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Teacher learning about restorative justice in conversations with peers
- Authors: Sobayeni, Athanasius Pule
- Date: 2019
- Subjects: Restorative justice , School violence - Prevention , Teachers - In-service training , School discipline
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/291887 , uj:31710
- Description: Abstract: This study places its focus on teacher learning about restorative justice in conversations with peers. It is through a qualitative approach, interpretivist and ethnomethodological research design that I believe I would gain insight into the views of teachers on their learning on restorative justice as peers during their conversations. I also aimed to describe their conversational patterns emanating from within their conversation, meaning, how their conversation is organised and structured while using conversation analysis as an approach. The participants responded to the question, via a discussion, what their learnings were about restorative justice as peers while implementing in school? The conversation was video recorded, later transcribed verbatim, coded and verified through discussion with the researcher, peers and supervisor. Data was analyzed by means of both content and conversation analysis. Findings from the content of the conversations reveal that senior learners benefit more from restorative justice that the junior learners. The junior learners see restorative justice more as something they can “get away” with because there are no consequences that they expect from the process of restorative justice. They would expect punitive consequences such as detention and or more homework as punishment. The findings further shoed that the conversations emanating from the restorative justice processes are of immense value for both the implementing teachers and the learners involved in conflictual situations. The study also identified conversational findings that highlighted the importance of the informal nature of the conversational activity which was natural. Additionally, the findings also brought forth the nature of the casual conversation influenced the pattern of the turn taking sequences as they were self-selected by the participants and this allowed freedom in the conversation. This free atmosphere resulted in participants building on each other’s comments and extending conversational sequences by latching onto the previous comments... , M.Ed. (Psychology of Learning)
- Full Text:
- Authors: Sobayeni, Athanasius Pule
- Date: 2019
- Subjects: Restorative justice , School violence - Prevention , Teachers - In-service training , School discipline
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/291887 , uj:31710
- Description: Abstract: This study places its focus on teacher learning about restorative justice in conversations with peers. It is through a qualitative approach, interpretivist and ethnomethodological research design that I believe I would gain insight into the views of teachers on their learning on restorative justice as peers during their conversations. I also aimed to describe their conversational patterns emanating from within their conversation, meaning, how their conversation is organised and structured while using conversation analysis as an approach. The participants responded to the question, via a discussion, what their learnings were about restorative justice as peers while implementing in school? The conversation was video recorded, later transcribed verbatim, coded and verified through discussion with the researcher, peers and supervisor. Data was analyzed by means of both content and conversation analysis. Findings from the content of the conversations reveal that senior learners benefit more from restorative justice that the junior learners. The junior learners see restorative justice more as something they can “get away” with because there are no consequences that they expect from the process of restorative justice. They would expect punitive consequences such as detention and or more homework as punishment. The findings further shoed that the conversations emanating from the restorative justice processes are of immense value for both the implementing teachers and the learners involved in conflictual situations. The study also identified conversational findings that highlighted the importance of the informal nature of the conversational activity which was natural. Additionally, the findings also brought forth the nature of the casual conversation influenced the pattern of the turn taking sequences as they were self-selected by the participants and this allowed freedom in the conversation. This free atmosphere resulted in participants building on each other’s comments and extending conversational sequences by latching onto the previous comments... , M.Ed. (Psychology of Learning)
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Indiensopleidingsbehoeftes van die vrou in die onderwys : 'n situasie-analise
- Authors: Smith, Marika
- Date: 2015-10-21
- Subjects: Teachers - In-service training , Women as teachers - In-service training
- Type: Thesis
- Identifier: uj:14409 , http://hdl.handle.net/10210/14891
- Description: M.Ed. (Tertiary Didactics) , This study was undertaken with the purpose of investigating the current situation of female teachers employed at Afrikaans secondary schools in the Transvaal. Special attention was given to the ratio of male to female teachers employed by the Transvaal Education Department as well as the number and type of promotional posts held by them. Relevant reasons for the low percentage of female teachers occupying promotional posts are discussed in context with their degree of career motivation ...
- Full Text:
- Authors: Smith, Marika
- Date: 2015-10-21
- Subjects: Teachers - In-service training , Women as teachers - In-service training
- Type: Thesis
- Identifier: uj:14409 , http://hdl.handle.net/10210/14891
- Description: M.Ed. (Tertiary Didactics) , This study was undertaken with the purpose of investigating the current situation of female teachers employed at Afrikaans secondary schools in the Transvaal. Special attention was given to the ratio of male to female teachers employed by the Transvaal Education Department as well as the number and type of promotional posts held by them. Relevant reasons for the low percentage of female teachers occupying promotional posts are discussed in context with their degree of career motivation ...
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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...
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Die bestuur van voordiensopleiding van tegniese onderwyspersoneel aan sekondêre skole
- Authors: Van der Hoven, André J.
- Date: 2015-08-18
- Subjects: Technical education - South Africa , Teachers - In-service training , Teachers - Training of - South Africa , Teacher orientation - South Africa
- Type: Thesis
- Identifier: uj:13893 , http://hdl.handle.net/10210/14237
- Description: M.Ed. , Please refer to full text to view abstract
- Full Text:
- Authors: Van der Hoven, André J.
- Date: 2015-08-18
- Subjects: Technical education - South Africa , Teachers - In-service training , Teachers - Training of - South Africa , Teacher orientation - South Africa
- Type: Thesis
- Identifier: uj:13893 , http://hdl.handle.net/10210/14237
- Description: M.Ed. , Please refer to full text to view abstract
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School-based continuing professional teacher development (CPTD) model : a radical shift from a transmission towards a transformative model
- Authors: Noge, Dempsey Mbulelo
- Date: 2018
- Subjects: Teachers - Training of , Teachers - In-service training , Teachers - Education (Continuing education)
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/291935 , uj:31716
- Description: Abstract: In 1994 the democratic government of South African was mandated to develop an integrated and non-discriminatory education and training system that will lead the country to economic growth and, simultaneously, to redress the injustices of the past. However, recent reports from various national and international organizations revealed that the quality of post-apartheid education in South Africa fares poorly in comparison with that of other poorer African countries. In particular, they show that the gap between what is envisaged and what is achieved at the classroom level is widening despite concerted efforts on reforming the educational system. Most of these reports have conclusively identified ineffective continuing professional teacher development (CPTD) provisions as one of the major contributory factors to low educational standards. The purpose of this research was to engage teachers in action research with the intention of exploring how CPTD could be improved to sufficiently address teachers’ professional needs, and thereby empower teachers to make a meaningful contribution in advancing the quality of education. Ten teachers from a township secondary school were purposefully selected to partake in the study. They were selected on the basis of having had more than five years of teaching experience and/or attended no less than five CPTD programmes. This study employed a range of data gathering methods, however the main sources of data being the discursively-oriented interviews and participant observations. As a way of triangulating in order to strengthen the trustworthiness of the research, two methods for data analysis were employed for this study, namely qualitative content data analysis and critical discourse analysis. Both methods proved to complement each other as they seemed to share the similar procedures, that is, of dividing data into smaller units and organizing raw data into workable units. The study revealed that teachers view the CPTD system as a life-long learning activity which is aimed at expanding their professional knowledge and skills. In spite of this description, teachers were highly critical of the CPTD workshops they have attended as they viewed them to have been poorly organized and inappropriately scheduled... , Ph.D. (Education)
- Full Text:
- Authors: Noge, Dempsey Mbulelo
- Date: 2018
- Subjects: Teachers - Training of , Teachers - In-service training , Teachers - Education (Continuing education)
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/291935 , uj:31716
- Description: Abstract: In 1994 the democratic government of South African was mandated to develop an integrated and non-discriminatory education and training system that will lead the country to economic growth and, simultaneously, to redress the injustices of the past. However, recent reports from various national and international organizations revealed that the quality of post-apartheid education in South Africa fares poorly in comparison with that of other poorer African countries. In particular, they show that the gap between what is envisaged and what is achieved at the classroom level is widening despite concerted efforts on reforming the educational system. Most of these reports have conclusively identified ineffective continuing professional teacher development (CPTD) provisions as one of the major contributory factors to low educational standards. The purpose of this research was to engage teachers in action research with the intention of exploring how CPTD could be improved to sufficiently address teachers’ professional needs, and thereby empower teachers to make a meaningful contribution in advancing the quality of education. Ten teachers from a township secondary school were purposefully selected to partake in the study. They were selected on the basis of having had more than five years of teaching experience and/or attended no less than five CPTD programmes. This study employed a range of data gathering methods, however the main sources of data being the discursively-oriented interviews and participant observations. As a way of triangulating in order to strengthen the trustworthiness of the research, two methods for data analysis were employed for this study, namely qualitative content data analysis and critical discourse analysis. Both methods proved to complement each other as they seemed to share the similar procedures, that is, of dividing data into smaller units and organizing raw data into workable units. The study revealed that teachers view the CPTD system as a life-long learning activity which is aimed at expanding their professional knowledge and skills. In spite of this description, teachers were highly critical of the CPTD workshops they have attended as they viewed them to have been poorly organized and inappropriately scheduled... , Ph.D. (Education)
- Full Text:
Principals’ role in capacity development of post level one teachers for school leadership
- Authors: Khanyi, Jabulani G
- Date: 2019
- Subjects: School principals , Educational leadership , Teachers - In-service training
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411925 , uj:34638
- Description: Abstract: This study was undertaken to understand principals’ role in capacity development of post level one teachers for school leadership. The success of a school and high learner achievement depends largely on good leadership and it is highly unlikely that poor or ineffective school leadership will lead to successful schools. Leadership development may occur through pre-service and in-service preparation programs. Pre-service leadership preparation programs occur where a deliberate action is taken by an individual to learn about leadership skills. In-service leadership development takes place when internal processes are put in place within schools to build leadership capacity. This study argues that it is principals who need to ensure that opportunities exist for in-service leadership development programs for post level one teachers. The official tool or instrument that the Department of Basic Education (DBE) prescribes for teacher appraisal and teacher development in South Africa is Integrated Quality Management System (IQMS). However, scholars who have examined professional development in schools find that IQMS to some extent is inadequate, unsuitable and therefore “deficient” in some areas of capacity development. The Advanced Certificate in Education in School Leadership (ACELM), introduced by the Department of Education (DoE) to develop school leadership was also found to be not in compliance with international standards and subsequently the programme was discontinued. For this study, a qualitative approach was selected to understand the role that principals play in building leadership capacity in post level one teachers in their schools. The sampling in this study was purposeful non-probability, where participants were carefully chosen to reflect characteristics of the sampled population, as it provided avenues for detailed exploration and understanding of the phenomena, namely, capacity building, that the researcher wished to study. In-depth semi structured individual interviews were conducted with ten (10) participants, that is the principal and four (4) post level one teachers at each of the two schools. Data collected from the interviews and documents were analyzed by means of an analytical technique and content analysis respectively, which are used in qualitative research to describe and explain social occurrence in a natural setting... , M.A. (Educational Leadership and Management)
- Full Text:
- Authors: Khanyi, Jabulani G
- Date: 2019
- Subjects: School principals , Educational leadership , Teachers - In-service training
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411925 , uj:34638
- Description: Abstract: This study was undertaken to understand principals’ role in capacity development of post level one teachers for school leadership. The success of a school and high learner achievement depends largely on good leadership and it is highly unlikely that poor or ineffective school leadership will lead to successful schools. Leadership development may occur through pre-service and in-service preparation programs. Pre-service leadership preparation programs occur where a deliberate action is taken by an individual to learn about leadership skills. In-service leadership development takes place when internal processes are put in place within schools to build leadership capacity. This study argues that it is principals who need to ensure that opportunities exist for in-service leadership development programs for post level one teachers. The official tool or instrument that the Department of Basic Education (DBE) prescribes for teacher appraisal and teacher development in South Africa is Integrated Quality Management System (IQMS). However, scholars who have examined professional development in schools find that IQMS to some extent is inadequate, unsuitable and therefore “deficient” in some areas of capacity development. The Advanced Certificate in Education in School Leadership (ACELM), introduced by the Department of Education (DoE) to develop school leadership was also found to be not in compliance with international standards and subsequently the programme was discontinued. For this study, a qualitative approach was selected to understand the role that principals play in building leadership capacity in post level one teachers in their schools. The sampling in this study was purposeful non-probability, where participants were carefully chosen to reflect characteristics of the sampled population, as it provided avenues for detailed exploration and understanding of the phenomena, namely, capacity building, that the researcher wished to study. In-depth semi structured individual interviews were conducted with ten (10) participants, that is the principal and four (4) post level one teachers at each of the two schools. Data collected from the interviews and documents were analyzed by means of an analytical technique and content analysis respectively, which are used in qualitative research to describe and explain social occurrence in a natural setting... , M.A. (Educational Leadership and Management)
- Full Text:
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