Teaching strategies as an aspect of effectiveness : implication for the management of teacher competence
- Authors: Mestry, Rajkumar
- Date: 2012-09-12
- Subjects: Teaching - Methodology , Effective teaching , Competency based education , Rating of teachers
- Type: Mini-Dissertation
- Identifier: uj:10201 , http://hdl.handle.net/10210/7576
- Description: M.Ed. , Schooling in South Africa has been influenced to a large extent by socio-economic and political factors which resulted in a wide variety of schooling systems with vastly differing frameworks and standards. This coupled with the high failure rate of South African students in the 1995 matriculation examination as reported in The Star reflects the need to critically examine the effectiveness of the teaching programme (Swart and Mothibeli, 1995: 1). The emotive responses discussed above immediately poses several problems which may be summarised by means of the following questions: What is teacher competence and how is it managed ? What is the essence of effectiveness as an aspect of teacher competency? Which components are associated with effectiveness in the teaching and learning environment? Which teaching behaviours are representative of effectiveness? To what extent can effectiveness be used to enhance teacher competence? Having identified problems related to teacher competence the aims of the research will be established. GENERAL AIM To investigate the components of teacher competence and how these aspects can enhance teacher effectiveness.1.3.2 GROUP AIM To investigate the components of effectiveness and how this can enhance teacher competence. 1.3.3 SPECIFIC AIM To determine the contribution of teaching strategies towards improving effectiveness in the teaching and learning situation; To obtain teacher opinion as to the extent that teaching strategies enhances effectiveness; and Devise a possible strategy whereby teaching strategies can support effectiveness and enhance teacher competence. To achieve the above aims, the following research methodology will be used.
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- Authors: Mestry, Rajkumar
- Date: 2012-09-12
- Subjects: Teaching - Methodology , Effective teaching , Competency based education , Rating of teachers
- Type: Mini-Dissertation
- Identifier: uj:10201 , http://hdl.handle.net/10210/7576
- Description: M.Ed. , Schooling in South Africa has been influenced to a large extent by socio-economic and political factors which resulted in a wide variety of schooling systems with vastly differing frameworks and standards. This coupled with the high failure rate of South African students in the 1995 matriculation examination as reported in The Star reflects the need to critically examine the effectiveness of the teaching programme (Swart and Mothibeli, 1995: 1). The emotive responses discussed above immediately poses several problems which may be summarised by means of the following questions: What is teacher competence and how is it managed ? What is the essence of effectiveness as an aspect of teacher competency? Which components are associated with effectiveness in the teaching and learning environment? Which teaching behaviours are representative of effectiveness? To what extent can effectiveness be used to enhance teacher competence? Having identified problems related to teacher competence the aims of the research will be established. GENERAL AIM To investigate the components of teacher competence and how these aspects can enhance teacher effectiveness.1.3.2 GROUP AIM To investigate the components of effectiveness and how this can enhance teacher competence. 1.3.3 SPECIFIC AIM To determine the contribution of teaching strategies towards improving effectiveness in the teaching and learning situation; To obtain teacher opinion as to the extent that teaching strategies enhances effectiveness; and Devise a possible strategy whereby teaching strategies can support effectiveness and enhance teacher competence. To achieve the above aims, the following research methodology will be used.
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The impact of the learning for sustainablity project on teachers and curriculum 2005, with reference to teachers in the Alrapark cluster
- Authors: Pillay, Ranjini
- Date: 2012-08-27
- Subjects: Environmental education - South Africa , Competency based education , Curriculum planning - South Africa , Teaching - Methodology
- Type: Mini-Dissertation
- Identifier: uj:3190 , http://hdl.handle.net/10210/6604
- Description: M.Ed. , This study focuses on the impact of the pilot project called Learning for Sustainability (LfS) on teacher participation and Curriculum 2005. The aims of the study were firstly, to show that environmental education does not form part of the current interim syllabi at schools. Secondly, to show that if environmental education were introduced in schools, it would create an awareness of local environmental issues. Thirdly, to show that when projects are initiated at schools, both teachers and learners benefit. An extensive literature review was undertaken to examine core areas of environmental education and the current interim syllabus to establish where the emphasis of environmental education lay. The literature study also focused on outcomes based education and the implementation of Curriculum 2005. The theoretical framework constructed from the review concluded with the premise that the issue of environmental education is of major concern, and that the teachers had benefited immensely from the pilot project of Learning for Sustainability. The investigation included data collection from teachers who were participants in a cluster of the pilot project. The data was consolidated, reduced and clustered, culminating in empirical findings, which were confirmed by using different methods and sources. The main emergent patterns indicated that the pilot project had a significant impact on the knowledge acquisition of teachers, who experienced fewer problems as a result of implementing new methods in their classrooms; learners enjoyed being involved in environmental issues; and teachers realized that learners could do their own research. The study recommends changes for teacher education and the curriculum and concludes with recommendations for the implementation of Outcomes-based Education (OBE) and Curriculum 2005.
- Full Text:
- Authors: Pillay, Ranjini
- Date: 2012-08-27
- Subjects: Environmental education - South Africa , Competency based education , Curriculum planning - South Africa , Teaching - Methodology
- Type: Mini-Dissertation
- Identifier: uj:3190 , http://hdl.handle.net/10210/6604
- Description: M.Ed. , This study focuses on the impact of the pilot project called Learning for Sustainability (LfS) on teacher participation and Curriculum 2005. The aims of the study were firstly, to show that environmental education does not form part of the current interim syllabi at schools. Secondly, to show that if environmental education were introduced in schools, it would create an awareness of local environmental issues. Thirdly, to show that when projects are initiated at schools, both teachers and learners benefit. An extensive literature review was undertaken to examine core areas of environmental education and the current interim syllabus to establish where the emphasis of environmental education lay. The literature study also focused on outcomes based education and the implementation of Curriculum 2005. The theoretical framework constructed from the review concluded with the premise that the issue of environmental education is of major concern, and that the teachers had benefited immensely from the pilot project of Learning for Sustainability. The investigation included data collection from teachers who were participants in a cluster of the pilot project. The data was consolidated, reduced and clustered, culminating in empirical findings, which were confirmed by using different methods and sources. The main emergent patterns indicated that the pilot project had a significant impact on the knowledge acquisition of teachers, who experienced fewer problems as a result of implementing new methods in their classrooms; learners enjoyed being involved in environmental issues; and teachers realized that learners could do their own research. The study recommends changes for teacher education and the curriculum and concludes with recommendations for the implementation of Outcomes-based Education (OBE) and Curriculum 2005.
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