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Refleksief-teologiese besinning oor kerklike onderrig aan adolessenteVoges, Johannes Hendrik 11 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Hierdie proefskrif is die resultaat van kwalitatiewe navorsing oor bestaande
en veronderstelde teoriee en praktyke in die kerklike onderrig
van die Ned. Geref. Kerk aan adolessente. 'n Teologies-refleksiewe benadering
is gevolg waaruit die oortuiging na vore gekom het, dat antwoorde
vir effektiewe kerklike onderrig gesoek moet word in die proses
van vernuwing (agogie) wat binne elke geloofsgemeenskap plaasvind; 'n
proses wat lei tot 'n bedieningsmodel wat uniek vir daardie geloofsgemeenskap
is. Die vernuwingsproses sal veral in die sinode, kerkrade en
gemeentes se verstaan en toepassing van kerklike onderrig moet plaasvind.
Hierdie vernuwing sal uiteindelik binne die konteks van die plaaslike
gemeente moet realiseer, maar dan as 'n vernuwing wat meer is as hoe die
praktyk moet verander om by die teorie van die status quo aan te pas, dit
sou net die status quo tot ideologie verhef. Netso min beteken vernuwing
dat dit wat in praktyk werk tot norm verhef kan word, ongeag die veronderstelde
teoriee of metodes daaragter, dit sou die gevaar loop van ongeoorloofde
pragmatisme. Ook mag verandering en vernuwing nie met mekaar
verwar word nie, want nie alle veranderinge wat aangebring word, het
noodwendig enige vernuwing tot gevolg nie.
In die vernuwingsproses gaan dit nie oor die greep wat die kerk op jongmense
moet kry nie, maar om hulle die kans te gun om hul eie geloofsvisie
in hul gemeente te ontdek; daarom vra dit 'n gedifferensieerde onderrig
benadering, vanwee die differensiasie gedurende adolessensie; die kerk
moet leer om die taal te praat wat in die daaglikse werklikheid van
adolessente sin maak en hulle die ruimte gun om hul ervarings en vrae te
kan leer verwoord in die taal van godsdiens.
In die kerk se onderrig aan adolessente is geloofskommunikasie en geloofsbelewing
soms belangriker as die deurgee van geloofskennis. Die ontwikkel
ingsprosesse tydens adolessensie, hul geloofsvorming en die kerk-
1 ike onderrig wat hulle ontvang, bepaal grootliks hul uiteindelike geloofsvolwassenheid
en spiritualiteit.
Ten einde die kerk se verantwoordelikheid teenoor adolessente na te kom,
sal kerklike onderrig binne die konteks van adolessensie verstaan moet
word in terme van die kognitiewe, affektiewe en konatiewe ontwikkeling
en behoeftes van adolessente, soos wat dit binne hul leef- en portuurgroepkonteks
voorkom. / This thesis is the result of a qualitative research on theories and
practices which are followed or assumed to be followed in the religious
education of the Dutch Reformed Church. The research was done by means
of a theological reflective approach. The study concludes that the
solution for effective teaching by the church lies within the process of
renewal (and change) within each congregation; a process that leads to
a model of ministry that will be unique to that congregation. This
process of renewal must take place in the understanding and practice of
church education by the synod, church councils and congregations.
Ultimately this takes place within the context of the local church. But
then as a renewal that should be more than just another way to change the
praxis to accommodate the status quo, for this would transform the status
quo into an ideology. Renewal is likewise not a quest to sanctify that
which seems to work, irrepective of the theories and methods which are
implicated, this would lead to an illegal pragmatism. Nor should renewal
be confused with change, for not all changes necessarily causes any
renewal per se.
An important aspect in this process of renewal, is not the grip that the
church has on its youth, but the chance(s) they are given to discover
their own religious convictions in their congregation; this needs a differentiated
education approach because of the differentiation during
adolescence; the church will have to learn to speak in a language which
make sense in their daily reality and to give them the chance to express
their own experiences and questions in the language of religion. This
means that the church will have to understand their context of lifestyle
and peergoup influences and accordingly address the cognitive, affective
and conative aspects of religious education.
In the church religious education to adolescents, communicating and
experiencing religion is sometimes more important than the knowledge they
should obtain. The developmental processes of adolescents, the shaping
of their convictions of faith and the teaching of the church strongly
influences their ultimate religious maturity and spirituality. / Philosophy, Practical & Systematic Theology / D. Th. (Praktiese Teologie)
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Refleksief-teologiese besinning oor kerklike onderrig aan adolessenteVoges, Johannes Hendrik 11 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Hierdie proefskrif is die resultaat van kwalitatiewe navorsing oor bestaande
en veronderstelde teoriee en praktyke in die kerklike onderrig
van die Ned. Geref. Kerk aan adolessente. 'n Teologies-refleksiewe benadering
is gevolg waaruit die oortuiging na vore gekom het, dat antwoorde
vir effektiewe kerklike onderrig gesoek moet word in die proses
van vernuwing (agogie) wat binne elke geloofsgemeenskap plaasvind; 'n
proses wat lei tot 'n bedieningsmodel wat uniek vir daardie geloofsgemeenskap
is. Die vernuwingsproses sal veral in die sinode, kerkrade en
gemeentes se verstaan en toepassing van kerklike onderrig moet plaasvind.
Hierdie vernuwing sal uiteindelik binne die konteks van die plaaslike
gemeente moet realiseer, maar dan as 'n vernuwing wat meer is as hoe die
praktyk moet verander om by die teorie van die status quo aan te pas, dit
sou net die status quo tot ideologie verhef. Netso min beteken vernuwing
dat dit wat in praktyk werk tot norm verhef kan word, ongeag die veronderstelde
teoriee of metodes daaragter, dit sou die gevaar loop van ongeoorloofde
pragmatisme. Ook mag verandering en vernuwing nie met mekaar
verwar word nie, want nie alle veranderinge wat aangebring word, het
noodwendig enige vernuwing tot gevolg nie.
In die vernuwingsproses gaan dit nie oor die greep wat die kerk op jongmense
moet kry nie, maar om hulle die kans te gun om hul eie geloofsvisie
in hul gemeente te ontdek; daarom vra dit 'n gedifferensieerde onderrig
benadering, vanwee die differensiasie gedurende adolessensie; die kerk
moet leer om die taal te praat wat in die daaglikse werklikheid van
adolessente sin maak en hulle die ruimte gun om hul ervarings en vrae te
kan leer verwoord in die taal van godsdiens.
In die kerk se onderrig aan adolessente is geloofskommunikasie en geloofsbelewing
soms belangriker as die deurgee van geloofskennis. Die ontwikkel
ingsprosesse tydens adolessensie, hul geloofsvorming en die kerk-
1 ike onderrig wat hulle ontvang, bepaal grootliks hul uiteindelike geloofsvolwassenheid
en spiritualiteit.
Ten einde die kerk se verantwoordelikheid teenoor adolessente na te kom,
sal kerklike onderrig binne die konteks van adolessensie verstaan moet
word in terme van die kognitiewe, affektiewe en konatiewe ontwikkeling
en behoeftes van adolessente, soos wat dit binne hul leef- en portuurgroepkonteks
voorkom. / This thesis is the result of a qualitative research on theories and
practices which are followed or assumed to be followed in the religious
education of the Dutch Reformed Church. The research was done by means
of a theological reflective approach. The study concludes that the
solution for effective teaching by the church lies within the process of
renewal (and change) within each congregation; a process that leads to
a model of ministry that will be unique to that congregation. This
process of renewal must take place in the understanding and practice of
church education by the synod, church councils and congregations.
Ultimately this takes place within the context of the local church. But
then as a renewal that should be more than just another way to change the
praxis to accommodate the status quo, for this would transform the status
quo into an ideology. Renewal is likewise not a quest to sanctify that
which seems to work, irrepective of the theories and methods which are
implicated, this would lead to an illegal pragmatism. Nor should renewal
be confused with change, for not all changes necessarily causes any
renewal per se.
An important aspect in this process of renewal, is not the grip that the
church has on its youth, but the chance(s) they are given to discover
their own religious convictions in their congregation; this needs a differentiated
education approach because of the differentiation during
adolescence; the church will have to learn to speak in a language which
make sense in their daily reality and to give them the chance to express
their own experiences and questions in the language of religion. This
means that the church will have to understand their context of lifestyle
and peergoup influences and accordingly address the cognitive, affective
and conative aspects of religious education.
In the church religious education to adolescents, communicating and
experiencing religion is sometimes more important than the knowledge they
should obtain. The developmental processes of adolescents, the shaping
of their convictions of faith and the teaching of the church strongly
influences their ultimate religious maturity and spirituality. / Philosophy, Practical and Systematic Theology / D. Th. (Praktiese Teologie)
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[pt] RELAÇÕES COMUNICACIONAIS DA TECNOLOGIA NO PROCESSO ENSINO-APRENDIZAGEM UM ESTUDO SOBRE A INFLUÊNCIA DO RECURSO PEDAGÓGICO DO VÍDEO NO DESENVOLVIMENTO DE HABILIDADES PARA A CONSTRUÇÃO DE COMPETÊNCIAS / [en] TECHNOLOGY COMMUNICATION RELATIONS IN THE TEACHING-LEARNING PROCESS: A CASE STUDY ON THE INFLUENCE OF THE PEDAGOGICAL RESOURCE OF THE VIDEO IN THE DEVELOPMENT OF SKILLS FOR THE CONSTRUCTION OF COMPETENCESWALVYKER ALVES DE SOUZA 29 September 2020 (has links)
[pt] A partir de uma análise acerca das habilidades desenvolvidas por meio de recursos tecnológicos, advinda do estudo sobre a produção e uso de vídeos em sala de aula por alunos da disciplina de Técnicas de Costura, do curso de graduação em Design da PUC-Rio, constatou-se que, o recurso pedagógico do vídeo potencializa a construção do conhecimento através da ação. Na presente pesquisa, exploratória de caráter qualitativo, foi realizada a documentação de vídeos que foram produzidos em sala de aula pelos alunos da citada disciplina, aqui considerados como recursos didáticos. Tendo por objetivo geral apresentar considerações acerca da influência desse recurso no desenvolvimento de habilidades para a construção de competências, esse trabalho tomou por base a experiência docente das práticas de costura e as dinâmicas que têm lugar em sala de aula, e norteou-se no material didático produzido coletivamente pelos alunos. Articulando as teorias de autores como Donald Schön (2000), Jean Piaget (1986 e 2002), Pierre Lévy (1999), Paulo Freire (1992 e 2001), José Moran (1993), dentre outros, a dissertação se conclui trazendo à tona um novo olhar sobre as práticas pedagógicas que ocorrem espontaneamente em sala de aula, a partir do protagonismo dos alunos, e que contribuem para o processo de construção do conhecimento pela ação, habilitando a reflexão sobre o fazer. / [en] From an analysis of the abilities developed through technological resources, resulting derived from the study about the production and use of videos in the classroom by students in the discipline of Sewing Techniques, from the undergraduate course in Design at PUC-Rio, he found it is noted that the pedagogical resource of the video potentiates the construction of knowledge through action. In the present research, exploratory of qualitative character, the documentation of videos that were produced in the classroom by the students of the mentioned discipline, here considered as didactic resources, was carried out. With the general objective of presenting considerations about the influence of this resource in the development of skills for the construction of competences, this work was based on the teaching experience of sewing practices and the dynamics that take place in the classroom, and was guided by the material text produced collectively by the students. Articulating the theories of authors such as Donald Schön (2000), Jean Piaget (1986 and 2002), Pierre Lévy (1999), Paulo Freire (1992 and 2001), José Moran (1993), among others, The dissertation concludes by bringing up a new look at the pedagogical practices that occur spontaneously in the classroom, based on the protagonism of the students, and that contribute to the process of building knowledge through action, enabling reflection on what to do.
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ABET educator empowerment : a case study in the Limpopo ProvinceMothiba, Dikeledi Rahab 30 November 2005 (has links)
This study is a systematic, objective investigation of educator empowerment, where the researcher explores the perspective of ABET educators. This study is presented against the backdrop of striking a balance between the conventional curriculum and Curriculum 2005 (OBE) because they exhibit a variety of challenges, anomalies and imbalances which led to the Revised National Curriculum Statements which will be implemented in 2006. It is informed by the fact that educators, if empowered, form an integral and central feature of changes in educational centres, especially in teaching adult learners to be able to assist their school-leaving children so as to improve provincial matric results, for example. The researcher focused on educators of ABET in Limpopo Province as the unit of analysis in this study. Interactive, cooperative, peer teaching, dialogic meditation, group and team teaching, constructivism and human resource development, reflective and multi-level approaches, are discussed with a particular focus on educator empowerment, including in-service training programmes. The researcher regards ”church settings” (her term) as inappropriate for effective teaching as they reduce educators to preachers and learners to congregants. This occurred as a result of the failure to recognise the importance of educator-learner, learner-learner and educator-educator interaction in the past curriculum. The study argues that the approaches mentioned are appropriate for this study.
Educator empowerment is a lived-in and continuous process, monitoring and evaluating of in-service training to ensure quality. It was therefore necessary to develop a research design that would make it possible to enable educators to implement the new curriculum. Qualitative research is based on an in-depth inquiry which captures an educator's personal perspectives and experiences. Focus groups and in-depth interviews, which exemplify qualitative methods, were seen to be the best research tools in gathering the data for this study.
The respondents, were UNISA ABET certificate students, and also professional educators at formal schools. They showed zeal in improving the educational situation. Their responses led to the model which has been developed in the thesis, culminating in uplifting the teaching profession and handling its multi-level led dynamic in an interactive and cooperative manner and reflecting in their experiences so that purposes of the National Qualifications Framework can be attained. / Educational Studies / D.Ed. (Didactics)
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ABET educator empowerment : a case study in the Limpopo ProvinceMothiba, Dikeledi Rahab 30 November 2005 (has links)
This study is a systematic, objective investigation of educator empowerment, where the researcher explores the perspective of ABET educators. This study is presented against the backdrop of striking a balance between the conventional curriculum and Curriculum 2005 (OBE) because they exhibit a variety of challenges, anomalies and imbalances which led to the Revised National Curriculum Statements which will be implemented in 2006. It is informed by the fact that educators, if empowered, form an integral and central feature of changes in educational centres, especially in teaching adult learners to be able to assist their school-leaving children so as to improve provincial matric results, for example. The researcher focused on educators of ABET in Limpopo Province as the unit of analysis in this study. Interactive, cooperative, peer teaching, dialogic meditation, group and team teaching, constructivism and human resource development, reflective and multi-level approaches, are discussed with a particular focus on educator empowerment, including in-service training programmes. The researcher regards ”church settings” (her term) as inappropriate for effective teaching as they reduce educators to preachers and learners to congregants. This occurred as a result of the failure to recognise the importance of educator-learner, learner-learner and educator-educator interaction in the past curriculum. The study argues that the approaches mentioned are appropriate for this study.
Educator empowerment is a lived-in and continuous process, monitoring and evaluating of in-service training to ensure quality. It was therefore necessary to develop a research design that would make it possible to enable educators to implement the new curriculum. Qualitative research is based on an in-depth inquiry which captures an educator's personal perspectives and experiences. Focus groups and in-depth interviews, which exemplify qualitative methods, were seen to be the best research tools in gathering the data for this study.
The respondents, were UNISA ABET certificate students, and also professional educators at formal schools. They showed zeal in improving the educational situation. Their responses led to the model which has been developed in the thesis, culminating in uplifting the teaching profession and handling its multi-level led dynamic in an interactive and cooperative manner and reflecting in their experiences so that purposes of the National Qualifications Framework can be attained. / Educational Studies / D.Ed. (Didactics)
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