Die professionele bemagtiging van tegniese onderwysers
- Authors: Bezuidenhout, Gerrit
- Date: 2014-02-10
- Subjects: Technical education - South Africa - Planning , Technical education teachers - Training of , Teachers - Training of - South Africa - Evaluation , Vocational education - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:3744 , http://hdl.handle.net/10210/9122
- Description: M.Ed. , Technical development, which has its roots in technical education is a high priority in any developing country that aims at the creation of well being for all its citizens. On the other hand, over the past decades, technical education in the Republic of South Africa has not been able to offer sufficient drive to become a contributing factor to bring about the expected economic growth. Certain underlying causes in this regard, were and are today still acceptable. Although certain practical experience in industry is a prerequisite for entry into the education profession, this experience is ignored in terms of salary, promotion service and leave once the person is a fully fledged member of the profession. This is surely the greatest contributory factor to the disillusionment of these teachers during the past decades. Should this underlying problem be removed, it will serve as the necessary stimulus for the people concerned to address the technological demands and a new dimension will occur. The role that the well qualified teacher plays in any teachingand learning situation cannot be over emphasized. He serves as an important bolster against didactic neglect of the child. Should the most recent discussion documents namely the CUMSA, National Training Board as well as the ANC's points of view in connection with educational affairs be integrated, the possibility of an excellent epucational policy may result. The following are the main points from the discussion documents that address the proposed training model: * technology education and engineering studies, which are regarded as career subjects in the senior secondary phase, may be taken as choice subjects. * the possible integration of education and training. * that the modular system to the curriculum with its exit points be followed at schools. * that an adult trainer will receive recognition by means of a certification council for all previous learning and teaching experience (formal as well as informal). The proposed training model in this study makes provision for the trainers, namely that the fechnical teachers who comply with the provisions/requirements of the proposed model be accountably and financially considered qualified so s to optimally fulfil their education and teaching tasks.
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- Authors: Bezuidenhout, Gerrit
- Date: 2014-02-10
- Subjects: Technical education - South Africa - Planning , Technical education teachers - Training of , Teachers - Training of - South Africa - Evaluation , Vocational education - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:3744 , http://hdl.handle.net/10210/9122
- Description: M.Ed. , Technical development, which has its roots in technical education is a high priority in any developing country that aims at the creation of well being for all its citizens. On the other hand, over the past decades, technical education in the Republic of South Africa has not been able to offer sufficient drive to become a contributing factor to bring about the expected economic growth. Certain underlying causes in this regard, were and are today still acceptable. Although certain practical experience in industry is a prerequisite for entry into the education profession, this experience is ignored in terms of salary, promotion service and leave once the person is a fully fledged member of the profession. This is surely the greatest contributory factor to the disillusionment of these teachers during the past decades. Should this underlying problem be removed, it will serve as the necessary stimulus for the people concerned to address the technological demands and a new dimension will occur. The role that the well qualified teacher plays in any teachingand learning situation cannot be over emphasized. He serves as an important bolster against didactic neglect of the child. Should the most recent discussion documents namely the CUMSA, National Training Board as well as the ANC's points of view in connection with educational affairs be integrated, the possibility of an excellent epucational policy may result. The following are the main points from the discussion documents that address the proposed training model: * technology education and engineering studies, which are regarded as career subjects in the senior secondary phase, may be taken as choice subjects. * the possible integration of education and training. * that the modular system to the curriculum with its exit points be followed at schools. * that an adult trainer will receive recognition by means of a certification council for all previous learning and teaching experience (formal as well as informal). The proposed training model in this study makes provision for the trainers, namely that the fechnical teachers who comply with the provisions/requirements of the proposed model be accountably and financially considered qualified so s to optimally fulfil their education and teaching tasks.
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Evaluering van praktiese onderwys
- Authors: Hildebrand, Heinrich
- Date: 2014-03-12
- Subjects: Teachers - Training of - South Africa - Evaluation , Student teaching - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:4288 , http://hdl.handle.net/10210/9642
- Description: M.Ed. (Education) , South-Africa is on the verge of a new lifestyle, a new way of thinking and doing. The task thrust upon the teacher of today for preparing the adults of the future, is therefore a very important one. But the present teachers are not going to be there for ever, new teachers are entering the educational system all the time. The preparation of these new teachers is the focus of this study. Students qualifying as teachers need to undergo a programme of preparation to be professionally acceptable. The course of this study is both theoretical and practical. The student must have a fundamental knowledge of children, as well as the subject . matter that they must make fundamental for the children. If they know the child, and they know the subject matter, they should also be capable of conveying this knowledge successful]y to the child. This is a complex action that cannot be done only with knowledge from a book or books, but must be practised during the preparation of the students, otherwise no help can be given to the student. This is where practice teaching plays a very important role. The importance of practice teaching cannot be underestimated. The preparation of teachers may not be only theoretical or only practical, but an integration of the two aspects. With the theoretical foundation, the students set Qut for practice teaching. At the schools they interact with other teachers and with children, and prepare lessons to present to their supervisors. This is where different points of view occur over what really happened during the lesson, how the ,practice lesson should have been presented and how the student should have been evaluated on his performance. Lots of students do not think that these practice les80ns are worth while and the whole idea of practice teaching is lost. To counteract this negative feeling from students, research was done to determine which problems students experience during practice teaching. Some procedures have been identified as problems, and some procedures not. The feelings of the students were noted and the handling of practice teaching by all parties was investigated. To ensure that practice teaching has a profound impact on students, a form to evaluate the students was designed. This form aims to set aside some subjective measures that may result in negative attitudes by students. The evaluation forms of some universities and colleges have been evaluated to find a way of trying to motivate students through the process of evaluation during practice teaching.
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- Authors: Hildebrand, Heinrich
- Date: 2014-03-12
- Subjects: Teachers - Training of - South Africa - Evaluation , Student teaching - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:4288 , http://hdl.handle.net/10210/9642
- Description: M.Ed. (Education) , South-Africa is on the verge of a new lifestyle, a new way of thinking and doing. The task thrust upon the teacher of today for preparing the adults of the future, is therefore a very important one. But the present teachers are not going to be there for ever, new teachers are entering the educational system all the time. The preparation of these new teachers is the focus of this study. Students qualifying as teachers need to undergo a programme of preparation to be professionally acceptable. The course of this study is both theoretical and practical. The student must have a fundamental knowledge of children, as well as the subject . matter that they must make fundamental for the children. If they know the child, and they know the subject matter, they should also be capable of conveying this knowledge successful]y to the child. This is a complex action that cannot be done only with knowledge from a book or books, but must be practised during the preparation of the students, otherwise no help can be given to the student. This is where practice teaching plays a very important role. The importance of practice teaching cannot be underestimated. The preparation of teachers may not be only theoretical or only practical, but an integration of the two aspects. With the theoretical foundation, the students set Qut for practice teaching. At the schools they interact with other teachers and with children, and prepare lessons to present to their supervisors. This is where different points of view occur over what really happened during the lesson, how the ,practice lesson should have been presented and how the student should have been evaluated on his performance. Lots of students do not think that these practice les80ns are worth while and the whole idea of practice teaching is lost. To counteract this negative feeling from students, research was done to determine which problems students experience during practice teaching. Some procedures have been identified as problems, and some procedures not. The feelings of the students were noted and the handling of practice teaching by all parties was investigated. To ensure that practice teaching has a profound impact on students, a form to evaluate the students was designed. This form aims to set aside some subjective measures that may result in negative attitudes by students. The evaluation forms of some universities and colleges have been evaluated to find a way of trying to motivate students through the process of evaluation during practice teaching.
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Racism and teacher training : a curriculum study
- Authors: Whitby, E.
- Date: 2014-04-16
- Subjects: Teachers - Training of - South Africa - Evaluation , Teachers - Training of - Research - South Africa , Education, Higher - Political aspects , Education, Higher - South Africa - Curricula
- Type: Thesis
- Identifier: uj:10780 , http://hdl.handle.net/10210/10288
- Description: M.Ed. (Multiculturalism and Education) , Please refer to full text to view abstract
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- Authors: Whitby, E.
- Date: 2014-04-16
- Subjects: Teachers - Training of - South Africa - Evaluation , Teachers - Training of - Research - South Africa , Education, Higher - Political aspects , Education, Higher - South Africa - Curricula
- Type: Thesis
- Identifier: uj:10780 , http://hdl.handle.net/10210/10288
- Description: M.Ed. (Multiculturalism and Education) , Please refer to full text to view abstract
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Evaluering van 'n brugkursus vir professioneel ongekwalifiseerde onderwysers aan die Onderwyskollege van Suid-Afrika
- Authors: Rogers, Eugene Alfred
- Date: 2014-04-23
- Subjects: Teachers - Training of - South Africa - Evaluation , Professional education - South Africa , Technical education - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:10831 , http://hdl.handle.net/10210/10338
- Description: M.Ed. (Tertiary and Adult Education) , The technical teacher often enters the teaching profession via industry. He/she comes to realise that, because he/she is professionally unqualified, the posibilities for the development of his/her career are extremely limited. since 1986 the College of Education of South Africa has made provision for these teachers by offering a course that enables them to gain admission to a Higher Diploma in Education. The study showed that the adult learner differs from the typical bridging course student. Among other things, the CESA bridging course student differs in respect of age and finality of vocational choice, and generally has no particular academic needs requiring academic support. The technical teacher as a bridging course student receives no academic support; neither is he/she offered any course to compensate for underachievement or educational deprivation. The connotation in the term bridging course leads to comparisons with traditional bridging courses, and a change of name for the existing course would be advisable. The bridging course covers the acquisition of additional techical qualifications, thus complying with the reguirements for admission to a Higher Diploma in Education (Technical) . The empirical investigation revealed that these teachers are to a large extent academically under-qualified, almost 74% of them have not been promoted at all, with only 8,2% being granted a single promotion to post level 2. From the research it appears that the bridging course student's course should be adapted in such a way that its completion will enable the teacher to complete both his/her technical and professional qualifications simultaneously. After the successful completion of the course a Teachers Diploma should be awarded.
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- Authors: Rogers, Eugene Alfred
- Date: 2014-04-23
- Subjects: Teachers - Training of - South Africa - Evaluation , Professional education - South Africa , Technical education - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:10831 , http://hdl.handle.net/10210/10338
- Description: M.Ed. (Tertiary and Adult Education) , The technical teacher often enters the teaching profession via industry. He/she comes to realise that, because he/she is professionally unqualified, the posibilities for the development of his/her career are extremely limited. since 1986 the College of Education of South Africa has made provision for these teachers by offering a course that enables them to gain admission to a Higher Diploma in Education. The study showed that the adult learner differs from the typical bridging course student. Among other things, the CESA bridging course student differs in respect of age and finality of vocational choice, and generally has no particular academic needs requiring academic support. The technical teacher as a bridging course student receives no academic support; neither is he/she offered any course to compensate for underachievement or educational deprivation. The connotation in the term bridging course leads to comparisons with traditional bridging courses, and a change of name for the existing course would be advisable. The bridging course covers the acquisition of additional techical qualifications, thus complying with the reguirements for admission to a Higher Diploma in Education (Technical) . The empirical investigation revealed that these teachers are to a large extent academically under-qualified, almost 74% of them have not been promoted at all, with only 8,2% being granted a single promotion to post level 2. From the research it appears that the bridging course student's course should be adapted in such a way that its completion will enable the teacher to complete both his/her technical and professional qualifications simultaneously. After the successful completion of the course a Teachers Diploma should be awarded.
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Evaluering van 'n modulêre bevoegdheidsgerigte opleidingstrategie vir tegniese onderwysers
- Authors: Geyser, Jan Johannes Gideon
- Date: 2014-11-04
- Subjects: Competency based education - South Africa , Teachers - Training of - South Africa - Evaluation , Technical education teachers - Training of
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/366867 , uj:12762 , http://hdl.handle.net/10210/12652
- Description: M.Ed. (Education) , Please refer to full text to view abstract
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- Authors: Geyser, Jan Johannes Gideon
- Date: 2014-11-04
- Subjects: Competency based education - South Africa , Teachers - Training of - South Africa - Evaluation , Technical education teachers - Training of
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/366867 , uj:12762 , http://hdl.handle.net/10210/12652
- Description: M.Ed. (Education) , Please refer to full text to view abstract
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Psigologiese veranderlikes en die didaktiese sukses van onderwysstudente : 'n vergelykende studie
- Van Tonder, Aletta Hendrika Dolfina
- Authors: Van Tonder, Aletta Hendrika Dolfina
- Date: 2014-11-05
- Subjects: Academic achievement - Testing , Schools - Study and teaching (Higher) - South Africa , Teachers - Training of - South Africa - Evaluation , College students - Johannesburg (Transvaal) - Testing - Evaluation , College students - Psychology - South Africa - Johannesburg
- Type: Thesis
- Identifier: uj:12775 , http://hdl.handle.net/10210/12668
- Description: D.Phil. (Education) , The study-group in this study focus on the education students of the Rand Afrikaans University (RAU) from 1988-1990. All these students completed the diagnostic testing program of RAU as well as the practical course in didactics. The practical mark in didactics were used to distribute the students into three research sub-groups. This mark reflected the students' didactical skills in a simulated classroom situation. The diagnostic data which was utilised to compile a profile of the study-group consisted of tests for intelligence, aptitude, adaptation, personality and study habits, as well as relevant biographical data. The students' academic achievement in matric was determined by the M-score. The three sub-groups were determined by calculating the average of the groups' practical mark and cut-off points of half a standard deviation on either side of the average. This presupposed a less superior didactical group (Group A) versus a superior didactical group (Group B), utilized for statistical purposes. The calculations did not include the middle group. The entire discussion of the career process selection was based on Super's career choice model. This was done to determine the main contributory factors in selecting teaching as a career. A literature study was made of the teacher and teaching as a career, followed by a discussion of the Importance of the attributes of the excellent teacher, which included more than just good academic achievement. Teaching as a career was also discussed, emphasizing a temporary difference between the practical and theoretical aspects of t118 didactics course, in order to identify which specific attributes contributed to the success in the practical component of the course. A discussion based on literature was done to determine the various psychological tests and questionnaires which were utilized in this study, namely NSGT, SAT, 16-PF, PHSF, 19-FII, SSHAas well as supportive biographical data. The aim of this study was to determine certain psychological aspects which contributed to the success in the practical components of a course in didactics. A career choice is usually made during the late adolescence. In discussing a career choice model, Super (1990) explains various determinants which influence career choice including the geographical origin, personality and contributory aspects of an individual's personality...
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- Authors: Van Tonder, Aletta Hendrika Dolfina
- Date: 2014-11-05
- Subjects: Academic achievement - Testing , Schools - Study and teaching (Higher) - South Africa , Teachers - Training of - South Africa - Evaluation , College students - Johannesburg (Transvaal) - Testing - Evaluation , College students - Psychology - South Africa - Johannesburg
- Type: Thesis
- Identifier: uj:12775 , http://hdl.handle.net/10210/12668
- Description: D.Phil. (Education) , The study-group in this study focus on the education students of the Rand Afrikaans University (RAU) from 1988-1990. All these students completed the diagnostic testing program of RAU as well as the practical course in didactics. The practical mark in didactics were used to distribute the students into three research sub-groups. This mark reflected the students' didactical skills in a simulated classroom situation. The diagnostic data which was utilised to compile a profile of the study-group consisted of tests for intelligence, aptitude, adaptation, personality and study habits, as well as relevant biographical data. The students' academic achievement in matric was determined by the M-score. The three sub-groups were determined by calculating the average of the groups' practical mark and cut-off points of half a standard deviation on either side of the average. This presupposed a less superior didactical group (Group A) versus a superior didactical group (Group B), utilized for statistical purposes. The calculations did not include the middle group. The entire discussion of the career process selection was based on Super's career choice model. This was done to determine the main contributory factors in selecting teaching as a career. A literature study was made of the teacher and teaching as a career, followed by a discussion of the Importance of the attributes of the excellent teacher, which included more than just good academic achievement. Teaching as a career was also discussed, emphasizing a temporary difference between the practical and theoretical aspects of t118 didactics course, in order to identify which specific attributes contributed to the success in the practical component of the course. A discussion based on literature was done to determine the various psychological tests and questionnaires which were utilized in this study, namely NSGT, SAT, 16-PF, PHSF, 19-FII, SSHAas well as supportive biographical data. The aim of this study was to determine certain psychological aspects which contributed to the success in the practical components of a course in didactics. A career choice is usually made during the late adolescence. In discussing a career choice model, Super (1990) explains various determinants which influence career choice including the geographical origin, personality and contributory aspects of an individual's personality...
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Rekenaarondersteuningsgroepe in die tegniese kollege
- Authors: Hawthorn, Edwin
- Date: 2015-03-02
- Subjects: Technical institutes - South Africa - Curricula , Teachers - Training of - South Africa - Evaluation , Computer-assisted instruction - South Africa , Computer science - Study and teaching (Secondary) - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:13374 , http://hdl.handle.net/10210/13386
- Description: M.Ed. , Renewal represents an improvement in accepted existing practice. This implies that the old practice is just not good enough any longer. Similarly, the knowledge and training base of lecturers at technical colleges fell short with the introduction of the new National Intermediate Certificate, as well as the National Senior Certificate in 1992. The subject-related problems which emerged, could have been solved by various techniques. The quality circle, self-directed work team and support groups, are three group-related problem-solving techniques to be assessed in this study. The three techniques share group participation as a common characteristic. Each of these techniques still maintains a unique approach and method in solving a problem. One would have a remarkable problem-solving technique if one could capitalise on all the positive aspects of the various techniques. The introduction of the new National Intermediate Certificate and the National Senior Certificate, is a direct result of adherence to community needs. The new courses demanded implementation of computer training in various fields of study at technical colleges. A curriculum analysis focusing on Parktown College, led to the identification of three fields of study affected by the introduction of the computer. Lecturers responsible for computer training experienced and still experience various problems. These problems were identified by means of a focus group interview.
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- Authors: Hawthorn, Edwin
- Date: 2015-03-02
- Subjects: Technical institutes - South Africa - Curricula , Teachers - Training of - South Africa - Evaluation , Computer-assisted instruction - South Africa , Computer science - Study and teaching (Secondary) - South Africa - Evaluation
- Type: Thesis
- Identifier: uj:13374 , http://hdl.handle.net/10210/13386
- Description: M.Ed. , Renewal represents an improvement in accepted existing practice. This implies that the old practice is just not good enough any longer. Similarly, the knowledge and training base of lecturers at technical colleges fell short with the introduction of the new National Intermediate Certificate, as well as the National Senior Certificate in 1992. The subject-related problems which emerged, could have been solved by various techniques. The quality circle, self-directed work team and support groups, are three group-related problem-solving techniques to be assessed in this study. The three techniques share group participation as a common characteristic. Each of these techniques still maintains a unique approach and method in solving a problem. One would have a remarkable problem-solving technique if one could capitalise on all the positive aspects of the various techniques. The introduction of the new National Intermediate Certificate and the National Senior Certificate, is a direct result of adherence to community needs. The new courses demanded implementation of computer training in various fields of study at technical colleges. A curriculum analysis focusing on Parktown College, led to the identification of three fields of study affected by the introduction of the computer. Lecturers responsible for computer training experienced and still experience various problems. These problems were identified by means of a focus group interview.
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