Like so many aspects of South African society, teacher education is undergoing change. The researcher studied existing school-based in-service education and training (SBINSET) programmes in the Northern Province and to improve the programmes, proposes Continuous Self-Renewal School-Based INSET (CSR SB INSET). Based on the extensive literature survey, strategies that would improve effective educational transformation are identified. Different concepts of INSET are explained. Components of teacher education are examined as are those factors that influence educational transformation. Advantages and limitations are identified and guidance on how to overcome these are suggested. The aim of this study was to examine INSET towards educational transformation with reference to primary schools in the Northern Province in order to introduce and assess a CSR SBINSET. The study examines the existing SBINSET programmes which are run in the Northern Province. The importance of teachers' continued professional growth is emphasised throughout this study. The researcher views systematic in-service training programmes for teachers as an educational necessity for the continuing professional growth of primary school teachers. An empirical survey has been undertaken to ascertain the effectiveness of CSR SBINSET and the type of delivery strategy that may be implemented.The research considers particular aspects of classroom practice addressed in the programme. The research was guided by the following questions: + Which methods do teachers use in their subject teaching? + What are their approaches to learners and learning? + How do teachers reflect on their teaching? + What strategies do teachers use? This research aims to improve existing SBINSET programmes run in the Northern Province inter alia by observing practising teachers. CSR SBINSET attempts to improve the competencies teachers, lecturers and District Officials, through such means as the presentation of centre-based, school-based and cluster-based workshops. Although the educational authorities should take initiative to provide educational transformation, the following share responsibility in this vital aspect of education: + those in the Department of Education who are responsible for planning; + superintendents of education within districts and regions; + training institutions such as universities, technikons, colleges and private agencies. The importance of and necessity for, continuous professional development of primary school teachers by means of SBINSET programmes, is emphasised. / Educational Studies / D. Ed. (Didactics)

This research is predicated in the firm conviction that the quality of education is dependent upon the quality of teachers. Teachers as the bedrock of education must participate actively and conscientiously in their intellectual growth through various forms of INSET discussed in the research. From an international comparative perspective DE as a strategy of INSET is deemed as the most functional, if not prudent and efficacious educational experience for the upgrading and improvement of the qualifications of teachers. In this research the origin of DE in terms of its antecedents and evolution, the raison d'etre and the advantages and limitations of DE are adumbrated in order to focus on the complexity and diversity of DE. As part of the conceptual and theoretical framework various terms used synonymously with DE are considered. A syntagma of principles providing a utilitarian and pragmatic connotation for DE is then postulated. Selected theories relevant to DE provide the synthesis for theoretical perspectives. The typology of DE institutions comprising autonomous, dedicated providers of DE and those that are mixed or hybrid or dual mode systems is analyzed. In koeping with the theme of educational borrowing fundamental to comparative education studies provision of DE by the UKOU and AU for developed countries, IGNOU and the ZINTEC model for developing countries is discussed. National examples are UNISA, Vista University and SACTE. The provincial institutions discussed are the former SCE, NCE, UCFE and the newly formed SACOL. General and specific recommendations for the provision of DE programmes for the upgrading and improvement of the qualifications of teachers in the Province of KwaZulu-Natal are adumbrated. By way of conclusion, it is iterated that the provision of DE for the upgrading and improvement of the qualifications of teachers is irrefragably xxvii the quintessential factor in the new generation of teacher education and a pivotal element for INSET. / Educational Studies / D. Ed. (Comparative Education)

Text in English / Abstracts in Afrikaans and English / Ekspressiewe skryfwerk (ES) – as ‘n metode van intervensie gemik op fisiese en geesteswelstand van deelnemers – word reeds vir ongeveer drie dekades ondersoek. Klein en Boals beweer met hul 2001-studie dat ES ook ‘n positiewe invloed uitoefen op die werkende geheue van individue. Met die huidige studie word die vraag of hierdie bevinding ook van toepassing is op adolessente en jong volwassenes van Suidelike Afrika ondersoek. Dié projek betrek aanvanklik skoolleerders (N = 44) en eerstejaar universiteitstudente (N = 83) in die Suid-Kaap en met die skryfoefeninge word ‘n komponent bygevoeg by een van die eksperimentele groepe waar kognitiewe insette saam met die emosionele onthulling verlang word. Die studie-resultate toon heelwat teenstrydighede, dog die positiewe invloed van ES op die werkspan word by ‘n goeie aantal eksperimentele groep deelnemers waargeneem. Vorige navorsing dui op ‘n verlaging in die voorkoms van indringer- en vermydingsgedagtes na ES tesame met verbeterde werkspan en hierdie verband word van nader beskou deur die huidige studie. Die moontlikheid dat woordtelling per minuut as informele meting van werkspan aanvaar kan word, sowel as die moontlike verband tussen gemoedsvlak en skryfkondisie word ook met die projek ondersoek. / During the past three decades expressive writing has been in the research spotlight as an effective method of intervention in the improvement of human well-being. In 2001 a study done by Klein and Boals claimed that expressive writing also has a positive influence on the working memory of the student participants. The current study investigates the influence of expressive writing on adolescents and young adults in the Southern Africa context. Solution-focused exercises, together with emotional expression during the writing sessions, add a cognitive component to the intervention which strive to create greater impact on working memory capacity (WMC). Previous research indicate that improvement in WMC goes hand in hand with the reduction in the prevalence of intrusive and avoidant thoughts. During the current project the relationship between working memory and these thoughts is investigated. Additionally the possibility of word count as informal measure for WMC are looked at as well as a possible association between mood level and writing condition. / Psychology / M.A. (Psychology)

The aim of this study was to assess the primary teacher upgrading programme at Ramaano Mbulaheni Training Centre (RMTC). The literature review in this work includes a selection of related studies and articles in developing countries such as South Afric~, Nigeria, Kenya and Zimbabwe and in developed countries like Japan, Britain and United States of America. These together formed I the theoretical base of the research. A survey was carried out in the Malamulele, · Mutale, Sekgosese, Soutpansberg, Thohoyandou and Vuwani areas in the Northern Province Region 3, to find out whether the RMTC teacher upgradi"g · programme is serving the purpose of up·grading underqualified primary teachers. An attempt was made to give the necessity of teacher upgrading in South Africa and an assessment was made of the Ramaano Mbulaheni Training Centre upgrading programme. / Teacher Education / M. Ed. (Didactics)

Like so many aspects of South African society, teacher education is undergoing change. The researcher studied existing school-based in-service education and training (SBINSET) programmes in the Northern Province and to improve the programmes, proposes Continuous Self-Renewal School-Based INSET (CSR SB INSET). Based on the extensive literature survey, strategies that would improve effective educational transformation are identified. Different concepts of INSET are explained. Components of teacher education are examined as are those factors that influence educational transformation. Advantages and limitations are identified and guidance on how to overcome these are suggested. The aim of this study was to examine INSET towards educational transformation with reference to primary schools in the Northern Province in order to introduce and assess a CSR SBINSET. The study examines the existing SBINSET programmes which are run in the Northern Province. The importance of teachers' continued professional growth is emphasised throughout this study. The researcher views systematic in-service training programmes for teachers as an educational necessity for the continuing professional growth of primary school teachers. An empirical survey has been undertaken to ascertain the effectiveness of CSR SBINSET and the type of delivery strategy that may be implemented.The research considers particular aspects of classroom practice addressed in the programme. The research was guided by the following questions: + Which methods do teachers use in their subject teaching? + What are their approaches to learners and learning? + How do teachers reflect on their teaching? + What strategies do teachers use? This research aims to improve existing SBINSET programmes run in the Northern Province inter alia by observing practising teachers. CSR SBINSET attempts to improve the competencies teachers, lecturers and District Officials, through such means as the presentation of centre-based, school-based and cluster-based workshops. Although the educational authorities should take initiative to provide educational transformation, the following share responsibility in this vital aspect of education: + those in the Department of Education who are responsible for planning; + superintendents of education within districts and regions; + training institutions such as universities, technikons, colleges and private agencies. The importance of and necessity for, continuous professional development of primary school teachers by means of SBINSET programmes, is emphasised. / Educational Studies / D. Ed. (Didactics)

This research is predicated in the firm conviction that the quality of education is dependent upon the quality of teachers. Teachers as the bedrock of education must participate actively and conscientiously in their intellectual growth through various forms of INSET discussed in the research. From an international comparative perspective DE as a strategy of INSET is deemed as the most functional, if not prudent and efficacious educational experience for the upgrading and improvement of the qualifications of teachers. In this research the origin of DE in terms of its antecedents and evolution, the raison d'etre and the advantages and limitations of DE are adumbrated in order to focus on the complexity and diversity of DE. As part of the conceptual and theoretical framework various terms used synonymously with DE are considered. A syntagma of principles providing a utilitarian and pragmatic connotation for DE is then postulated. Selected theories relevant to DE provide the synthesis for theoretical perspectives. The typology of DE institutions comprising autonomous, dedicated providers of DE and those that are mixed or hybrid or dual mode systems is analyzed. In koeping with the theme of educational borrowing fundamental to comparative education studies provision of DE by the UKOU and AU for developed countries, IGNOU and the ZINTEC model for developing countries is discussed. National examples are UNISA, Vista University and SACTE. The provincial institutions discussed are the former SCE, NCE, UCFE and the newly formed SACOL. General and specific recommendations for the provision of DE programmes for the upgrading and improvement of the qualifications of teachers in the Province of KwaZulu-Natal are adumbrated. By way of conclusion, it is iterated that the provision of DE for the upgrading and improvement of the qualifications of teachers is irrefragably xxvii the quintessential factor in the new generation of teacher education and a pivotal element for INSET. / Educational Studies / D. Ed. (Comparative Education)