The training and development of principals in the management of the curriculum
- Padayachee, Arunachellan Dayanundan
- Authors: Padayachee, Arunachellan Dayanundan
- Date: 2012-08-28
- Subjects: Teachers -- Training of , School principals -- In service training -- South Africa , School management and organization , Curriculum planning
- Type: Thesis
- Identifier: uj:3298 , http://hdl.handle.net/10210/6702
- Description: D.Ed. , The Constitution of the Republic of South Africa, 1996 (RSA, 1996(a): 14) requires that school education be transformed and democratised in accordance with fundamental values and principles. These include human dignity, non-racism, non sexism, the rule of law, accountability and transparency. The democratisation of education includes participation by parents, educators, learners and the community at large. The Governing bodies are also expected to make critical decisions on behalf of the school and to ensure that the school is managed and administered effectively and efficiently. The provisions of the Department of Education's White Paper 1 and 2 (RSA, 1996(b)), the report of the Review Committee on School Organisation, Governance and Funding, new legislation including the South African School Act (SASA) of 1996(RSA, 1996(c)) as well as provincial policy directions point South Africa firmly towards a decentralised school based system of education management and governance with substantial decision making authority at the school level. However, while the policy framework attempts to transform education, the legacy of the past education system characterized by fragmentation and inequity in provisions, a crisis of legitimacy in many schools, the demise of a culture of learning and teaching, the relevancy of the curriculum as well as resistance to change has created substantial managerial problems at schools leading to a deterioration in the standard of education. According to Ramphele (1997:25) attempts by the government to transform the inequitable and inadequate schooling system is characterised by a failure to translate good policies into sound practice. This is further confirmed by the poor matric results of the past two years. Table 1.1 (Perkins, 1998:11) and Table 1.2 (Gauteng Department of Education, 1998:37) reflect the poor state of education in South Africa.
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- Authors: Padayachee, Arunachellan Dayanundan
- Date: 2012-08-28
- Subjects: Teachers -- Training of , School principals -- In service training -- South Africa , School management and organization , Curriculum planning
- Type: Thesis
- Identifier: uj:3298 , http://hdl.handle.net/10210/6702
- Description: D.Ed. , The Constitution of the Republic of South Africa, 1996 (RSA, 1996(a): 14) requires that school education be transformed and democratised in accordance with fundamental values and principles. These include human dignity, non-racism, non sexism, the rule of law, accountability and transparency. The democratisation of education includes participation by parents, educators, learners and the community at large. The Governing bodies are also expected to make critical decisions on behalf of the school and to ensure that the school is managed and administered effectively and efficiently. The provisions of the Department of Education's White Paper 1 and 2 (RSA, 1996(b)), the report of the Review Committee on School Organisation, Governance and Funding, new legislation including the South African School Act (SASA) of 1996(RSA, 1996(c)) as well as provincial policy directions point South Africa firmly towards a decentralised school based system of education management and governance with substantial decision making authority at the school level. However, while the policy framework attempts to transform education, the legacy of the past education system characterized by fragmentation and inequity in provisions, a crisis of legitimacy in many schools, the demise of a culture of learning and teaching, the relevancy of the curriculum as well as resistance to change has created substantial managerial problems at schools leading to a deterioration in the standard of education. According to Ramphele (1997:25) attempts by the government to transform the inequitable and inadequate schooling system is characterised by a failure to translate good policies into sound practice. This is further confirmed by the poor matric results of the past two years. Table 1.1 (Perkins, 1998:11) and Table 1.2 (Gauteng Department of Education, 1998:37) reflect the poor state of education in South Africa.
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A pro-active approach to the training of language teachers in a multicultural society
- Authors: Paola, Riana (H.J.)
- Date: 2012-08-28
- Subjects: Teachers -- Training of , English language -- Study and teaching (Higher) -- South Africa , Sociolinguistics -- South Africa , Language policy , Multicultural education -- South Africa
- Type: Thesis
- Identifier: uj:3348 , http://hdl.handle.net/10210/6749
- Description: D.Litt. et Phil. , This thesis explores some issues relating to the sociolinguistic situation in South Africa, attending especially to language variety and language attitudes. The focus is on the teaching of language, specifically English, and on the relevant education of language teachers in a multicultural country such as South Africa. In school systems such as the South African education system which has for many years provided real access to education and power for a limited group of students only, the demands of modern society for greater language and cultural knowledge imply radical adjustments to literacy teaching and the training of language teachers. In the first chapter of the study, comments relating to conducting and reporting 'scientific research' are made, referring to the ideas of some philosophers of science and to qualitative and quantitative research approaches. Issues relating to language and society, language varieties and attitudes are reviewed in the second chapter. Chapter Three investigates traditional language teaching programmes and language awareness programmes and deliberates whether the latter could possibly influence language attitudes. Chapter Four contains the empirical section of this study. Firstly, the attitudes of several groups of English teacher trainees towards the use of four varieties of South African English in education were assessed. Thereafter, each group of trainees participated in a group discussion and lecture given by myself, the researcher. The lectures and discussions aimed at raising awareness of language varieties, especially as they relate to language learning at school level, and of questions of standard and evaluation and how they influence teachers and students. Then, the same attitude assessment questionnaire was administered to measure the attitudes of the post-test sample towards the use of the same four varieties of South African English. The data collected and impressions gained from observation of the respondents and the researcher's participation in the research situation were analysed and interpreted with the help of statisticians. The results of the pre-test and post-test were compared to determine if the attitudes towards the varieties of English had changed between the two administrations of the questionnaire. Following analysis and interpretation of the research results, Chapter Five explores the field of language teacher education and proposes a framework for a curriculum that would be relevant for the training of language teachers in South Africa. The chapter makes some suggestions as to how language awareness and critical language studies that extend to a critical awareness of genre could contribute to the effective preparation of language teachers.
- Full Text:
- Authors: Paola, Riana (H.J.)
- Date: 2012-08-28
- Subjects: Teachers -- Training of , English language -- Study and teaching (Higher) -- South Africa , Sociolinguistics -- South Africa , Language policy , Multicultural education -- South Africa
- Type: Thesis
- Identifier: uj:3348 , http://hdl.handle.net/10210/6749
- Description: D.Litt. et Phil. , This thesis explores some issues relating to the sociolinguistic situation in South Africa, attending especially to language variety and language attitudes. The focus is on the teaching of language, specifically English, and on the relevant education of language teachers in a multicultural country such as South Africa. In school systems such as the South African education system which has for many years provided real access to education and power for a limited group of students only, the demands of modern society for greater language and cultural knowledge imply radical adjustments to literacy teaching and the training of language teachers. In the first chapter of the study, comments relating to conducting and reporting 'scientific research' are made, referring to the ideas of some philosophers of science and to qualitative and quantitative research approaches. Issues relating to language and society, language varieties and attitudes are reviewed in the second chapter. Chapter Three investigates traditional language teaching programmes and language awareness programmes and deliberates whether the latter could possibly influence language attitudes. Chapter Four contains the empirical section of this study. Firstly, the attitudes of several groups of English teacher trainees towards the use of four varieties of South African English in education were assessed. Thereafter, each group of trainees participated in a group discussion and lecture given by myself, the researcher. The lectures and discussions aimed at raising awareness of language varieties, especially as they relate to language learning at school level, and of questions of standard and evaluation and how they influence teachers and students. Then, the same attitude assessment questionnaire was administered to measure the attitudes of the post-test sample towards the use of the same four varieties of South African English. The data collected and impressions gained from observation of the respondents and the researcher's participation in the research situation were analysed and interpreted with the help of statisticians. The results of the pre-test and post-test were compared to determine if the attitudes towards the varieties of English had changed between the two administrations of the questionnaire. Following analysis and interpretation of the research results, Chapter Five explores the field of language teacher education and proposes a framework for a curriculum that would be relevant for the training of language teachers in South Africa. The chapter makes some suggestions as to how language awareness and critical language studies that extend to a critical awareness of genre could contribute to the effective preparation of language teachers.
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Exploring teacher training in outcomes based education in the foundation phase : a case study
- Authors: Singh, Rachael Jesika
- Date: 2012-08-28
- Subjects: Teachers -- Training of , Teachers -- Training of -- South Africa -- Evaluation , Competency based education -- South Africa
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/373861 , uj:3354 , http://hdl.handle.net/10210/6755
- Description: M.Ed. , The introduction of Outcomes - Based Education (OBE) is perhaps the single most important event in the history of education in South Africa. Since education is a `driving force' in any country, the introduction of this new educational system has many underlying implications for the future of education in South Africa. Taking into consideration the national implications of this new system of education, the researcher's interest in this topic was fueled by the role every teacher has to play in this transformation process.
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- Authors: Singh, Rachael Jesika
- Date: 2012-08-28
- Subjects: Teachers -- Training of , Teachers -- Training of -- South Africa -- Evaluation , Competency based education -- South Africa
- Type: Mini-Dissertation
- Identifier: http://ujcontent.uj.ac.za8080/10210/373861 , uj:3354 , http://hdl.handle.net/10210/6755
- Description: M.Ed. , The introduction of Outcomes - Based Education (OBE) is perhaps the single most important event in the history of education in South Africa. Since education is a `driving force' in any country, the introduction of this new educational system has many underlying implications for the future of education in South Africa. Taking into consideration the national implications of this new system of education, the researcher's interest in this topic was fueled by the role every teacher has to play in this transformation process.
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Educational development as an aspect of the teacher's educational foundation : implication for the management of teacher competence
- Authors: Zitha, Thomas Mbuyiseni
- Date: 2012-09-12
- Subjects: Teachers -- Training of , Teachers -- Rating of -- South Africa , Teachers -- In-service training -- South Africa , Educational leadership
- Type: Mini-Dissertation
- Identifier: uj:10318 , http://hdl.handle.net/10210/7683
- Description: M.Ed. , In chapter one an exposition of the purpose of this study was given. The problem statement was presented and demarcated into the project problem, group research problem and specific research essay problem. The concomitant aims to the aforesaid problems were explained. The research methodology used in this study was also stated as a literature review and quantitative research. Concepts which were used in this study were clarified. Chapter two concentrated on the literature review to establish what other theorists say about educational development, educational foundation of the teacher and teacher competence. It emerged that educational development with a view to the enhancement of the management of teacher competence is inter-alia centred around educational leadership, instructional leadership, inservice training, teacher evaluation, clinical supervision and physical amenities. In chapter three the design of the research instrument was discussed. The questionnaire consisting of 108 open-ended items based on research done by Van der Merwe and Grobler (1995) was discussed. The theoretical constructs around which teacher competence revolves, were tabulated. Questions pertinent specifically to educational development were discussed. A wide range of post levels of teachers was sampled. Biographical data was requested from respondents since it was believed that the above aspects could be related to teacher competence and could influence teacher perceptions. The provinces to which questions were distributed and the return of questionnaires was explicated. An analysis and interpretation of some of the empirical data was undertaken in chapter four. The construct validity of the research instrument was investigated using two successive factor analyses. This produced two factors named as follows: • educative competence consisting of 81 items with a reliability coefficient of 0,978; and collaborative competence consisting of 27 items with a reliability coefficient of 0,918. Hypotheses were set and multivariate statistics were used to analyse and interpret the data. Important findings and their recommendations were explicated in chapter five. Literature findings revealed that teacher competence could be effectively managed only if there is educational development in respect of leadership, in-service training, teacher evaluation, clinical supervision and physical amenities. Empirical findings revealed that teacher competence consists of educative competence and collaborative competence. Topics for further research were highlighted.
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- Authors: Zitha, Thomas Mbuyiseni
- Date: 2012-09-12
- Subjects: Teachers -- Training of , Teachers -- Rating of -- South Africa , Teachers -- In-service training -- South Africa , Educational leadership
- Type: Mini-Dissertation
- Identifier: uj:10318 , http://hdl.handle.net/10210/7683
- Description: M.Ed. , In chapter one an exposition of the purpose of this study was given. The problem statement was presented and demarcated into the project problem, group research problem and specific research essay problem. The concomitant aims to the aforesaid problems were explained. The research methodology used in this study was also stated as a literature review and quantitative research. Concepts which were used in this study were clarified. Chapter two concentrated on the literature review to establish what other theorists say about educational development, educational foundation of the teacher and teacher competence. It emerged that educational development with a view to the enhancement of the management of teacher competence is inter-alia centred around educational leadership, instructional leadership, inservice training, teacher evaluation, clinical supervision and physical amenities. In chapter three the design of the research instrument was discussed. The questionnaire consisting of 108 open-ended items based on research done by Van der Merwe and Grobler (1995) was discussed. The theoretical constructs around which teacher competence revolves, were tabulated. Questions pertinent specifically to educational development were discussed. A wide range of post levels of teachers was sampled. Biographical data was requested from respondents since it was believed that the above aspects could be related to teacher competence and could influence teacher perceptions. The provinces to which questions were distributed and the return of questionnaires was explicated. An analysis and interpretation of some of the empirical data was undertaken in chapter four. The construct validity of the research instrument was investigated using two successive factor analyses. This produced two factors named as follows: • educative competence consisting of 81 items with a reliability coefficient of 0,978; and collaborative competence consisting of 27 items with a reliability coefficient of 0,918. Hypotheses were set and multivariate statistics were used to analyse and interpret the data. Important findings and their recommendations were explicated in chapter five. Literature findings revealed that teacher competence could be effectively managed only if there is educational development in respect of leadership, in-service training, teacher evaluation, clinical supervision and physical amenities. Empirical findings revealed that teacher competence consists of educative competence and collaborative competence. Topics for further research were highlighted.
- Full Text:
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