ABSTRACT: The study investigated a service learning partnership between mid-career teachers at a primary school in Atteridgeville and newly-qualified, mostly secondary, teachers from Nottingham University. The aim was to identify benefits and challenges with a view to optimising future partnerships. Data was gathered through participant observation and interviews, analysed by thematic content analysis and interpreted from a critical/postcolonial perspective. The research found a range of benefits accrued to the various stakeholders, including enhanced literacy teaching and learning, opportunities for shared teaching practice, and the lasting legacy of a functional library. While crosscultural contact was identified as a benefit, it also created some tensions related to equitable power-sharing. Therefore, recommendations for future partnerships include clear and consistent communication between partners regarding expectations, goals, and accountability, closer collaboration between partners, and proactive conflict resolution mechanisms. Finally, the research highlights the viable, yet scarcely tapped, potential of such partnerships to address both pre-service and in-service training needs in teacher education in South Africa.

No description available.

This research explores the course of and teachers' access to In-service Training (INSET), principally in the United Kingdom (England and Wales), and to a minor extent in Colombia. Within the UK context, a first focus concerns the history, developing theories and policies behind the Continuing Professional Development (CPD) of teachers. It concentrates especially on the period after the Educational Reform Act (ERA) 1988 and the introduction of the National Curriculum (NC). A second focus targets cases in various regions, at both, institutional (Local Education Authorities (LEAs), schools, etc) and individual (advisers, etc) levels. It explores how INSET works in practice. A multi-method approach consisting of questionnaires, interviews, observation and documentary analysis help to give a detailed picture of the situation of INSET/CPD for teachers (e. g., Modem Foreign language, and other subject areas. ) during the period covered by this research (1995-1999). The institutions (e. g. LEAs, etc. ) as providers of INSET, and the schools and teachers as clients of the service makes the relationships between providers, clients, and the Central government a principal theme. Some relevant issues arose from this, e. g., some implicit tensions between LEAs and University Departments of Education (UDES) as competitors in the provision of INSET. Some apprehension was also identified among some of the providers of the service (e. g., LEAs and HEI especially)) concerning the Teacher Training Agency's (TTA) administration and INSET, etc. Also, teachers appeared to feel threatened by strict regulations and surveillance as a consequence of the NC and the ERA 1988. The findings show, among other things, an increasing number of opportunities for teachers' access to INSET in the UK. Parallel to this, the profession faces some diminished local flexibility regarding allocation, funding, and actual provision of CPD, given that the indicators and criteria are sometimes established at a distance, e. g., by the TTA, or by the politicians. Teachers' freedom to determine their own preferred INSET has been progressively limited by bureaucratic and financial constraints, which allow for rare secondment and little sponsorship to undertake award bearing courses. On the other hand, a more school-based training has become available. This important development, however, can put teachers, middle and senior management in schools under pressure due to a lack of funding, heavy workloads, lack of professional input from outside speakers, etc. SBI can leave them out of context (e. g., scientific knowledge and advances as schools do not deal with this focus themselves. The thesis concludes with a brief discussion of the situation of INSET in Colombia after the 4 latest reforms occurredi n the last decade. Somep ossiblef uture developmentsfo r INSET are derived by implication from the UK study and will be possibly implemented at two different stages and levels through top-down (T), bottom-up (B), and interactional (I) modes, i. e., a possible Colombian Teacher Training Agency (TTA), and the structural reform of the Office for Enrolment and Promotion (OFEREP) towards a General Teaching Council (GTC) at a first stage; a widespreadi ntroduction of School-basedIN SET (SBI) coupled with an emerging developmental( bottom-up (B)) mode of INSET involving AR, at a second stage. Discussion of these proposals takes account of difficulties of adaptation and cultural transfer.

No description available.

Doctor Educationis / This thesis represents the outcome of an interaction between a participating "outsider" and a group of teachers during which a continued dialogue between theory and practice was pursued. The goal was to enhance the quality of teaching practice in a specific situation on the one hand and on the other, gain deeper insight into the theoretical aspects which have a bearing on classroom practice. The research project was initially started in response to teachers' request for help with the teaching of Afrikaans first language to learners whose home language was Afrikaans, but who did not make satisfactory progress in Teachers from four schools in the Richtersveld, a far-off region in the Northern Cape, one of the nine provinces of South Africa, joined the INSET project and participated in a hands-on language programme in which a different approach from the traditional teaching and learning model was advocated. The innovative programme focused on an integrated approach to the teaching and learning of reading and writing as meaning-making activities. The research was carried out within a qualitative research framework in which participants not only had to carry out specific innovative learning tasks, but had to reflect on the value of their actions with a view to become change agents who would facilitate learning in such a manner that their pupils would also develop into reflective agents who would be able to take charge of their particular life world. The project experience was shared through a narrative which required of readers to take a stance since they had to make meaning of the identified themes and motifs which gradually emerged. Some of the major themes which, in my view, developed were: that successful communication between stakeholders in die teaching and learning event is a prerequisite for successful learning. Language is a social construct, but is the central medium of communication, therefore, all participants should understand the operative "rules" of communication in a specific learning context. All pupils in multi-lingual classes should be in a position where their life chances, not only their life-styles, are enhanced. Teachers and pupils should be sensitised to the fact that they have to re-invent their own culture on a continuous basis in order to meet the demands set by the dynamic nature of present-day culture norms as they manifest in reality. Teachers in an innovative INSET programme such as the GGLESIP project should be willing to change their thinking about what learning entails. This presupposes a change of attitude and a changed concept of leadership which is different from mere classroom management. In this particular teaching and learning situation it has become clear that INSET, like all other teaching and learning activities is norm oriented.

Curriculum 2005 together with its learning areas has been introduced in South Africa in 1998. All learning areas, except Technology Learning Area, are not new. Technology is growing so rapidly that it gives so many challenges to people. These challenges include making technology part of our curriculum, formulating and adapting technological solutions to problems people may experience. We have to ask ourselves what technology or Technology Education means. Therefore, this study provides the meaning and the rationale for Technology Education in our curriculum. This study also attempts to shed light on the form of training educators should attend for Technology Education. Although there are different methods of training, for example PRESET and INSET, this study concentrates on various forms of INSET. INSET is chosen because it is a means through which the present need for Technology Education educators can be solved. The percentage of educators involved in part-time study will increase in relation to the number in full-time education. The closing down of some of colleges of education in South Africa reduces the use of PRESET and increases INSET as a means of educator training. The advantages of using INSET instead of PRESET are provided in this study. The National Teacher Audit of 1995 has shown that the quality of INSET in South Africa is poor. In addition, it seems the present ad hoc way of running INSET will not cope with challenges of training educators for Curriculum 2005 and Technology Education. Normally, INSET is the prime strategy for addressing problems in PRESET. Unfortunately, INSET has to train educators for Technology Education (Technology Learning Area) which was never touched by PRESET before. For this reason, this study provides an INSET model, guidelines and recommendations to make the suggested model of INSET work successfully. / Educational Studies / M. Ed. (Comparative Education)

In the agricultural Midwest, subsurface drainage allows excess water to drain into agricultural channels, which flows into rivers and streams transporting excess nutrients downstream. The construction of an inset floodplain within agricultural channels enhances sedimentation of particulate nutrients and sediment, provides stable conditions for vegetation to establish, increases rates of microbial activity, and promotes denitrification. Sediments were collected from floodplains of two-stage channels and naturally forming floodplain benches in conventional channels to determine the effect of floodplain creation on carbon and nitrogen cycling. Denitrification rates were seasonally measured across the floodplain width using an unamended acetylene inhibition technique (DNFAIT). Composite respiration and denitrification rates were measured through sacrificial microcosms utilizing membrane inlet mass spectrometry (DNFMIMS). While the two-stage reach showed a significant increase in soil organic matter (two-way ANOVA, p < 0.001) and respiration rates (two-way ANOVA, p = 0.039), there was no effect on DNFMIMS rates (two-way ANOVA, p > 0.05). DNFAIT rates at the two-stage reach only showed an increase at locations closest to the channel (two-way ANOVA, p = 0.008). Nutrient processing rates were most dependent on local environmental conditions, particularly organic matter and sediment grain size. This suggests that site-specific conditions may dictate the impact of floodplain creation on water quality. However, because of the increase in biologically active surface area, the net effect on water quality is likely greater for the two-stage channels.

The first democratic elections held in South Africa in 1994 brought about many changes in the South African education system. Among the new policies and legislations introduced to transform the education and training system was the introduction of Outcomes-Based Education (OBE), commonly known as curriculum 2005 to accommodate the needs of all learners and society as a whole (Williams 2002:2). As a result of these changes, many educators, especially those at secondary schools found themselves in the state of uncertainty about the relevance of their skills in the classroom situation. These educators found themselves in need of skills and knowledge that would enable them to cope with the educational challenges. Ravhudzulo (2004: 1) notes that if SSEs are to move with changes and provide quality education, they need INSET and should be involved in it throughout their careers. After all, educators and principals are a school's most important resource and continual investment in their professional development contributes to raising the quality and standards of learners' learning and achievement. In the Free State Province, for example, School Management Developers (SMGDS) have the responsibility to establish what knowledge, skills and abilities are essential to enable SSEs to perform their jobs competently. Based on the foregoing, an exploratory research study was conducted to investigate the role function of the SMGDS as providers of INSET for SSEs in the Thabo Mofutsanyana Education District (TMED) of the Free State Province. The research was conducted by means of a literature study and an empirical investigation. The literature review explored various definitions of INSET and related concepts as used in the United Kingdom (UK) and South Africa. The empirical study investigated the role of SMGDS as providers of INSET for SSEs in TMD of the Free State Province by using questionnaires administered to fifty-two secondary schools in the TMD. The research findings indicated that there is a need for SMGDS to provide vigorous INSET programmes in order to improve SSEs' knowledge and skills. The type of INSET provided to SSEs becomes relevant only if their needs are addressed. Based on the literature- and empirical research findings, recommendations were made for the Department of Education regarding the need for SMGDS to provide INSET to SSEs. Further indications are that INSET provided by SMGDS improves educator performance in the classroom. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

The first democratic elections held in South Africa in 1994 brought about many changes in the South African education system. Among the new policies and legislations introduced to transform the education and training system was the introduction of Outcomes-Based Education (OBE), commonly known as curriculum 2005 to accommodate the needs of all learners and society as a whole (Williams 2002:2). As a result of these changes, many educators, especially those at secondary schools found themselves in the state of uncertainty about the relevance of their skills in the classroom situation. These educators found themselves in need of skills and knowledge that would enable them to cope with the educational challenges. Ravhudzulo (2004: 1) notes that if SSEs are to move with changes and provide quality education, they need INSET and should be involved in it throughout their careers. After all, educators and principals are a school's most important resource and continual investment in their professional development contributes to raising the quality and standards of learners' learning and achievement. In the Free State Province, for example, School Management Developers (SMGDS) have the responsibility to establish what knowledge, skills and abilities are essential to enable SSEs to perform their jobs competently. Based on the foregoing, an exploratory research study was conducted to investigate the role function of the SMGDS as providers of INSET for SSEs in the Thabo Mofutsanyana Education District (TMED) of the Free State Province. The research was conducted by means of a literature study and an empirical investigation. The literature review explored various definitions of INSET and related concepts as used in the United Kingdom (UK) and South Africa. The empirical study investigated the role of SMGDS as providers of INSET for SSEs in TMD of the Free State Province by using questionnaires administered to fifty-two secondary schools in the TMD. The research findings indicated that there is a need for SMGDS to provide vigorous INSET programmes in order to improve SSEs' knowledge and skills. The type of INSET provided to SSEs becomes relevant only if their needs are addressed. Based on the literature- and empirical research findings, recommendations were made for the Department of Education regarding the need for SMGDS to provide INSET to SSEs. Further indications are that INSET provided by SMGDS improves educator performance in the classroom. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

Curriculum 2005 together with its learning areas has been introduced in South Africa in 1998. All learning areas, except Technology Learning Area, are not new. Technology is growing so rapidly that it gives so many challenges to people. These challenges include making technology part of our curriculum, formulating and adapting technological solutions to problems people may experience. We have to ask ourselves what technology or Technology Education means. Therefore, this study provides the meaning and the rationale for Technology Education in our curriculum. This study also attempts to shed light on the form of training educators should attend for Technology Education. Although there are different methods of training, for example PRESET and INSET, this study concentrates on various forms of INSET. INSET is chosen because it is a means through which the present need for Technology Education educators can be solved. The percentage of educators involved in part-time study will increase in relation to the number in full-time education. The closing down of some of colleges of education in South Africa reduces the use of PRESET and increases INSET as a means of educator training. The advantages of using INSET instead of PRESET are provided in this study. The National Teacher Audit of 1995 has shown that the quality of INSET in South Africa is poor. In addition, it seems the present ad hoc way of running INSET will not cope with challenges of training educators for Curriculum 2005 and Technology Education. Normally, INSET is the prime strategy for addressing problems in PRESET. Unfortunately, INSET has to train educators for Technology Education (Technology Learning Area) which was never touched by PRESET before. For this reason, this study provides an INSET model, guidelines and recommendations to make the suggested model of INSET work successfully. / Educational Studies / M. Ed. (Comparative Education)