Magister Curationis - MCur / The nurse preceptors underwent a preceptorship training programme offered by the University of the Western Cape, School of Nursing, which prepared them for this teaching role. A quantitative study was done following this preceptorship training programme but no qualitative study since. It is vital to explore the experiences of these trained nurse preceptors regarding clinical teaching practice post the training programme. The aim of the study was to explore trained nurse preceptors‟ experiences regarding their clinical teaching practice in the Western Cape. The objective was to describe trained nurse preceptors‟ experiences of their clinical teaching practice in the service settings in the Western Cape. An exploratory, descriptive, contextual design was used to describe the experiences of trained nurse preceptors in the Western Cape. A purposive sample was selected from three levels of healthcare service settings. Semi-structured interviews were conducted by the researcher with nine individual nurse preceptors who voluntarily agreed to participate in the study. Data analysis was done following Collaizi‟s‟ steps which led to coding of categories and themes. The findings indicated that preceptorship training programme had changed the nurse preceptors‟ perceptions. These nurse preceptors were prepared by the programme and ready for the preceptor role. Their teaching skills were strengthened and improved. They accepted the training programme as adequate preparation to facilitate clinical teaching and learning of students and found it to be effective for their self-development. These findings will inform v the managers about clinical teaching practice, assist the offering institution with the evaluation of the preceptorship training programme and add to an existing literature about the experiences of nurse preceptors. This research recommends that the education institutions, in collaboration with the clinical facilities initiate a qualitative study to explore the experiences of students preceptored by trained nurse preceptors. Such a study will further explore the effectiveness of the preceptorship training programme from the perspective of the students. With the positive feedback from the participants, it is essential that the training of preceptors remains one of the continuing education programme offered by the University of the Western Cape. Permission to conduct this research was obtained from the University of Western Cape, Senate Higher Degrees Committee, and Western Cape of Provincial Department Research Team in Western Cape as well as from the Chief Executive Officers of the three levels of healthcare service settings.

Orientador: Lidia Maria Rodrigo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T21:54:58Z (GMT). No. of bitstreams: 1 Frau_EricaCristina_M.pdf: 1803595 bytes, checksum: cb60b35b550ecea25d7dedb0763545c1 (MD5) Previous issue date: 2014 / Resumo: Esta dissertação concentra-se no estudo do aprimoramento da prática docente, do ensino de filosofia, por meio do Curso Específico de Formação da EFAP/SP - Escola de Formação e Aperfeiçoamento de Professores Paulo Renato Costa Souza. A temática deste estudo parte do pressuposto de que a SEE/SP - Secretaria da Educação do Estado de São Paulo acredita que a formação inicial dos professores de filosofia não contempla suas necessidades, pois existe, por parte dos docentes, a falta de conhecimentos do Currículo vigente e do preparo didático pedagógico. Para tentar romper com essa falta de formação apropriada, dada a estrutura dos cursos de graduação e do contexto histórico do Ensino de Filosofia no Brasil, a SEE/SP criou a EFAP/SP e o Curso Específico de Formação. A temática da dissertação nos leva ao problema central deste estudo: de que maneira o Curso Específico de Formação para os professores ingressantes de filosofia na rede pode contribuir para os estudos e para o aprimoramento da prática docente e como isso pode refletir no aprendizado dos alunos, no que se refere ao ensino de filosofia? Com a intenção de apresentar o cenário do ensino dessa disciplina no nível médio, o primeiro capítulo apresenta concepções de ensino, entre elas as modalidades de abordagem, os aspectos didáticos e os subsídios para um ensino que leve ao filosofar. O segundo capítulo, apresenta a estrutura do Curso Específico de Formação em Filosofia da EFAP/SP e expõe o contexto de sua criação, apresentando de forma pontual os conteúdos e as metodologias de abordagem dos dez módulos presentes na Formação Específica em Filosofia. Finalmente, o capítulo três apresenta a formação inicial e continuada dos professores, com a intenção de refletir sobre a importância do aprimoramento da prática. Ainda neste capítulo, é exposto o ponto de vista de alguns docentes que passaram pela formação oferecida pela SEE/SP, sendo finalizado com um balanço crítico sobre as práticas de formação continuada e as possibilidades de melhora na aprendizagem dos alunos por meio destas. A conclusão procura deixar claro que existem diversas formas para a promoção e para o desenvolvimento de um ensino que contemple a aprendizagem e que a participação dos docentes em formações continuadas pode auxiliar e contribuir para o aprimoramento da prática, melhorando, assim, a qualidade do ensino de filosofia no nível médio / Abstract: This dissertation focuses on the study of the enhancement of the practice in teaching Philosophy through the Specific Training Course offered by EFAP/SP. The proposed theme assumes that the SEE/SP believes that the initial formation of the philosophy teachers does not meet their needs, due to the teachers lack of knowledge of the current Curriculum as well as their pedagogical didactic preparation. Attempting to break away with this inappropriate training and considering the structure of the graduation courses and the historical context of the Philosophy Teaching in Brazil, the SEE/SP has created the EFAP/SP and the Specific Training Course. The issue brings us to the central problem of the project: how the Specific Training Course for the beginner philosophy teachers can contribute to empowering their pedagogical practices, their continued education and how this may reflect on the students learning. Aiming at presenting the scenario of Philosophy teaching at the secondary level, the first chapter introduces the concepts of teaching, including the modalities of approach, the didactic aspects and subsidies to a teaching that leads to philosophizing. The second chapter presents the structure of the Specific Training Course in Philosophy of EFAP / SP and exposes the context of its creation, presenting, in an accurate manner, the content and methodological approaches of the ten modules that comprise the Course. The third chapter presents the initial (graduation) and continuing education of teachers, with the intention of exposing the importance of empowering the teaching. This chapter also reports the testemonials of some teachers who have attended the training courses offered by the Secretariat of Education of São Paulo state. The chapter ends with the critical evaluation of the practices in continuing teachers education and how they might improve the students learning. The conclusion of the work tries to enlighten that there are several ways to promote and develop a teaching practice that reaches learning and might help the teachers who have participated in it, to improve the quality of the Philosophy teaching in the middle level / Mestrado / Filosofia e História da Educação / Mestra em Educação

Made available in DSpace on 2016-01-26T18:49:37Z (GMT). No. of bitstreams: 1 dissertacao.pdf: 200084 bytes, checksum: 6863e99b2da85562c2d063a455761950 (MD5) Previous issue date: 2009-12-18 / The frequency that several researchers have realized studies to understand the reading and writing appropriation mechanisms, by children, and the didactic procedures importance to apply this basic competency during the first school years have indicated the necessity to relate the theoretical knowledge already produced to daily practices in classroom. It can generally notice that a lot of teachers haven t gotten to propose written production activities subsidized by the theoretic knowledge about the subject, focus in many courses about continued formation in which they have participated. From the bibliographical study achieved, it was intended to analyze the enunciations (statements) of the textual production activities elaborated by a public school teacher in a fourth grade in the Fundamental Education in the countryside of São Paulo, and relate them to the students` written textual productions. It was tried to understand the relevant questions that have permeated the teachers` and students ` written textual productions with the intention to identify conception influences and didactic procedures rooted in the routine of the enunciations and commands in the activities organized by the teacher, as well as to check if these influences have contributed or not to the quality of the children s texts. By means of case study, the research in a qualitative way was based by the historical-dialectic epistemology that evidences the social relations influence on the dynamics of the individual apprenticeships, consisted of gathered and analyzed data. The procedures for the data gathering were: proposal selections for textual production activities elaborated by the teacher; text selection concerning the selected and produced activities by the students; interview, using a guide text, with the teacher. Procedures for the data analysis were: realization of an entry about the occurrence of proceeding and attitude characteristics implicit or explicit in the teacher s statements as well as in the interview; realization of an entry about the occurrence of proceeding and attitude characteristics implicit or explicit in the students` texts. Based on the comparison among texts verified that there is the influence of the teachers` written practices full of meanings in the students` written productions quality, whereas important information concerning the textual gender to be produced wasn t considered by the teacher in his own statements. It is believed that the results of this study can cause a future interference in the analyzed patterns having as an aim the ampliation of the critical sight of the actors` reality whom the research refers to, directing them questions related to their professional performance and their situation as historically constituted agents with choice, exchange and transformation possibilities. It also expecting that, though in an incipient way, the result of the work can contribute with the reflections studied by the line of the work can contribute with reflections studied by the line of academic research to this study refers. / A frequência com que diversos pesquisadores realizam estudos para entender os mecanismos de apropriação, pelas crianças, da leitura e escrita, e a relevância dos procedimentos didáticos em promover esta competência básica durante os primeiros anos escolares apontam a necessidade de relacionar o conhecimento teórico já produzido com as práticas diárias em sala de aula. O que se observa, geralmente, é que muitos professores não conseguem propor atividades de produção escrita subsidiados pelo conhecimento teórico sobre o assunto, foco de muitos cursos de formação continuada dos quais participam. A partir do levantamento bibliográfico realizado, pretendeu-se analisar os enunciados (consignas) de atividades de produção textual elaboradas pelo professor de uma 4ª série do Ensino Fundamental de uma escola pública de uma cidade do interior do estado de São Paulo, e relacioná-las às produções textuais escritas dos alunos. Procurou-se compreender as questões relevantes que permeiam produções escritas de professor e alunos, com a intenção de identificar influências de concepções e procedimentos pedagógicos arraigados na rotina dos enunciados e comandas das atividades elaboradas pelo professor, bem como verificar se essas influências contribuem ou não para a qualidade dos textos infantis. Por meio de estudo de caso, a pesquisa de caráter qualitativo foi embasada pela epistemologia histórico-dialética que evidencia a influência das relações sociais na dinâmica dos aprendizados individuais, constou de coleta e análise de dados. Os procedimentos para a coleta de dados foram: seleção de propostas de atividades de produção textual elaborada pelo professor; seleção de textos relativos às atividades selecionadas produzidas pelos alunos; entrevista, a partir de um roteiro, com o professor. Os procedimentos de análise dos dados foram: realização de um registro acerca da ocorrência de características procedimentais e atitudinais implícitas ou explícitas nas consignas do professor bem como na entrevista; realização de um registro acerca da ocorrência de características procedimentais e atitudinais implícitas ou explícitas nos textos dos alunos. A partir do confronto entre os textos verificou-se que há influência das práticas escritas carregadas de significação dos professores na qualidade da produção escrita dos alunos, uma vez que informações importantes referentes ao gênero de texto a ser produzido não foram contempladas pelo professor nas suas próprias consignas. Acredita-se que os resultados deste estudo poderão desencadear uma futura interferência nos modelos analisados com vistas à ampliação da visão crítica da realidade dos atores a que se referem a pesquisa, levando-lhes questionamentos referentes à sua atuação profissional e à sua situação como agentes historicamente constituídos com possibilidades de escolhas, trocas e transformações. Também, espera-se que, ainda que de modo incipiente, o resultado do trabalho possa contribuir com as reflexões abordadas pela linha de pesquisa acadêmica a que este se refere.

Em 2007, iniciou-se no Estado de São Paulo uma reforma curricular com aspirações de aumentar a qualidade da educação nas escolas estaduais. A partir de 2008 e 2009, entram em cena, respectivamente, os Cadernos do Professor e do Aluno, importantes elementos desta nova política curricular, que têm o papel de orientar e enriquecer a prática didática dos professores das escolas estaduais por meio da sugestão de situações de aprendizagem. Diante deste contexto, o objetivo da presente pesquisa foi o de identificar como os professores de Biologia avaliaram e incorporaram os cadernos didáticos em sua prática docente. Esta pesquisa teve um caráter exploratório e descritivo e uma abordagem qualitativa. Para a coleta de dados foram utilizados questionário e entrevista semi-estruturada. Na análise dos dados do questionário, utilizou-se da estatística descritiva, e para as entrevistas, utilizou-se da análise de conteúdo, proposta por Bardin (2008) e auxiliada pelo software ALCEST. Os resultados da pesquisa apontam que os professores de Biologia avaliaram positivamente os seguintes aspectos dos cadernos didáticos: formatação conceitual, formatação pedagógica, estratégias de construção do conhecimento e respeito à ética e cidadania. Também apontam que os professores estão utilizando os cadernos frequentemente, embora haja algumas dificuldades na aplicação: não encontram livros didáticos que tragam a mesma sequência de conteúdo; consideram que algumas situações de ensino são descontextualizadas em relação a realidade de suas escolas e criticam a seleção e o sequenciamento de conteúdo proposto. A visão que os professores têm em relação aos cadernos é variada, alguns esperam que estes se tornem apostilas de ensino, ao invés de continuarem como guias curriculares que são. Outros destacam o efeito positivo de se trabalhar com guias curriculares, pois estimulam a busca de novos conhecimentos e o aperfeiçoamento de suas ações pedagógicas. Conclui-se que os cadernos didáticos são parte de um contexto de ação docente que se encontra em transição, onde alguns continuam ligados aos modelos tradicionais de ensino e outros buscam a reconstrução de suas práticas. / In 2007, started in the State of São Paulo a curriculum reform with aspirations to increase the quality of education in schools. Since 2008 and 2009, come into play, respectively, Teachers Book and Students Book, important elements of the new curriculum policy, which have the role to guide and enrich the teaching practice of teachers in public schools by suggesting learning situations. The objective of this research was to identify how Biology teachers evaluated and incorporated the curriculum notebooks in their teaching practice. This study had an exploratory, descriptive and qualitative approach. For data collection it used a questionnaire and a semi-structured interview. For the analysis of the questionnaire data, it used descriptive statistics, and for interviews, it used content analysis proposed by Bardin (2008), aided by software Alcest. The survey results indicate that Biology teachers had evaluated positively the following aspects of curriculum notebooks: conceptual and pedagogical formatting, strategies to build the knowledge and the respect of ethics and citizenship. Also it indicates that teachers are applying the notebooks often, although there are some difficulties in the application: there are not textbooks that brings the same sequence of content; they consider that some learning situations are decontextualized about the reality of their schools and they also criticize the selection and sequencing of content. The sense that teachers have about notebooks is varied, some expect that the notebooks become educational handouts, rather than continue as curriculum guides. Others highlight the positive effect of working with a curriculum guides, as they stimulate the acquisition of knowledge and improvement of its educational activities. We conclude that the notebooks are part of an educational context that is in transition, where some teachers remain connected to the traditional teaching models and others seek to the reconstruction of their practices.

Made available in DSpace on 2016-07-18T17:54:11Z (GMT). No. of bitstreams: 1 dissertacao.pdf: 200084 bytes, checksum: 6863e99b2da85562c2d063a455761950 (MD5) Previous issue date: 2009-12-18 / The frequency that several researchers have realized studies to understand the reading and writing appropriation mechanisms, by children, and the didactic procedures importance to apply this basic competency during the first school years have indicated the necessity to relate the theoretical knowledge already produced to daily practices in classroom. It can generally notice that a lot of teachers haven t gotten to propose written production activities subsidized by the theoretic knowledge about the subject, focus in many courses about continued formation in which they have participated. From the bibliographical study achieved, it was intended to analyze the enunciations (statements) of the textual production activities elaborated by a public school teacher in a fourth grade in the Fundamental Education in the countryside of São Paulo, and relate them to the students` written textual productions. It was tried to understand the relevant questions that have permeated the teachers` and students ` written textual productions with the intention to identify conception influences and didactic procedures rooted in the routine of the enunciations and commands in the activities organized by the teacher, as well as to check if these influences have contributed or not to the quality of the children s texts. By means of case study, the research in a qualitative way was based by the historical-dialectic epistemology that evidences the social relations influence on the dynamics of the individual apprenticeships, consisted of gathered and analyzed data. The procedures for the data gathering were: proposal selections for textual production activities elaborated by the teacher; text selection concerning the selected and produced activities by the students; interview, using a guide text, with the teacher. Procedures for the data analysis were: realization of an entry about the occurrence of proceeding and attitude characteristics implicit or explicit in the teacher s statements as well as in the interview; realization of an entry about the occurrence of proceeding and attitude characteristics implicit or explicit in the students` texts. Based on the comparison among texts verified that there is the influence of the teachers` written practices full of meanings in the students` written productions quality, whereas important information concerning the textual gender to be produced wasn t considered by the teacher in his own statements. It is believed that the results of this study can cause a future interference in the analyzed patterns having as an aim the ampliation of the critical sight of the actors` reality whom the research refers to, directing them questions related to their professional performance and their situation as historically constituted agents with choice, exchange and transformation possibilities. It also expecting that, though in an incipient way, the result of the work can contribute with the reflections studied by the line of the work can contribute with reflections studied by the line of academic research to this study refers. / A frequência com que diversos pesquisadores realizam estudos para entender os mecanismos de apropriação, pelas crianças, da leitura e escrita, e a relevância dos procedimentos didáticos em promover esta competência básica durante os primeiros anos escolares apontam a necessidade de relacionar o conhecimento teórico já produzido com as práticas diárias em sala de aula. O que se observa, geralmente, é que muitos professores não conseguem propor atividades de produção escrita subsidiados pelo conhecimento teórico sobre o assunto, foco de muitos cursos de formação continuada dos quais participam. A partir do levantamento bibliográfico realizado, pretendeu-se analisar os enunciados (consignas) de atividades de produção textual elaboradas pelo professor de uma 4ª série do Ensino Fundamental de uma escola pública de uma cidade do interior do estado de São Paulo, e relacioná-las às produções textuais escritas dos alunos. Procurou-se compreender as questões relevantes que permeiam produções escritas de professor e alunos, com a intenção de identificar influências de concepções e procedimentos pedagógicos arraigados na rotina dos enunciados e comandas das atividades elaboradas pelo professor, bem como verificar se essas influências contribuem ou não para a qualidade dos textos infantis. Por meio de estudo de caso, a pesquisa de caráter qualitativo foi embasada pela epistemologia histórico-dialética que evidencia a influência das relações sociais na dinâmica dos aprendizados individuais, constou de coleta e análise de dados. Os procedimentos para a coleta de dados foram: seleção de propostas de atividades de produção textual elaborada pelo professor; seleção de textos relativos às atividades selecionadas produzidas pelos alunos; entrevista, a partir de um roteiro, com o professor. Os procedimentos de análise dos dados foram: realização de um registro acerca da ocorrência de características procedimentais e atitudinais implícitas ou explícitas nas consignas do professor bem como na entrevista; realização de um registro acerca da ocorrência de características procedimentais e atitudinais implícitas ou explícitas nos textos dos alunos. A partir do confronto entre os textos verificou-se que há influência das práticas escritas carregadas de significação dos professores na qualidade da produção escrita dos alunos, uma vez que informações importantes referentes ao gênero de texto a ser produzido não foram contempladas pelo professor nas suas próprias consignas. Acredita-se que os resultados deste estudo poderão desencadear uma futura interferência nos modelos analisados com vistas à ampliação da visão crítica da realidade dos atores a que se referem a pesquisa, levando-lhes questionamentos referentes à sua atuação profissional e à sua situação como agentes historicamente constituídos com possibilidades de escolhas, trocas e transformações. Também, espera-se que, ainda que de modo incipiente, o resultado do trabalho possa contribuir com as reflexões abordadas pela linha de pesquisa acadêmica a que este se refere.

Effective mentoring during teaching practice plays a crucial role on student-teacher learning in order to achieve the required results and goals of higher institutions of learning. This dissertation builds upon how mentor-teachers provide mentoring in an effort to obtain the best possible learning experiences for student-teachers and it contributes to the body of knowledge in the field of mentoring during teaching practice. However, mentor-teachers may be unsure of their role of how-to mentor student-teachers. Thus, affecting the efficacy of such a relationship of mentoring. Although a number of studies have examined the teaching practice programme, there is a considerable lack of literature on how mentor-teachers understand their role in supporting student-teachers during teaching practice. The purpose of this study was to investigate how mentor-teachers understand their role as mentors in order to develop student-teachers during teaching practice. The data for this qualitative study were collected through semi-structured individual interviews of eight mentor-teachers and six student-teachers. The dissertation draws strongly on the work of Peter Hudson who developed the 5-factor mentoring model. The data collected from these interviews were analysed and presented as emerging themes. The study found that many mentor-teachers showed an understanding on what mentoring is, however, they were not sure of what is expected of them as mentors and that tertiary institutions need to do more in order to ensure that mentor-teachers are trained for their role in supporting student-teachers. / Dissertation (MEd)--University of Pretoria, 2020. / Education Management and Policy Studies / MEd / Unrestricted

Magister Philosophiae - MPhil / The traditional approach to physiotherapy education is that of an applied science, in which scientific theory and therapeutic skills are taught in a classroom, and then implemented in a clinical setting. Many difficulties were demonstrated by students during the clinical practice component of the undergraduate course at the University of the Western Cape (UWC). This raised the question of whether current strategies of clinical education were effective in facilitating the development of the clinical skills deemed necessary for professional practice. Furthermore, it appeared to me that the teaching strategies which I employed did little to integrate classroom teaching with clinical practice. During 1993 and 1994 I initiated two cycles of workshops as an action research project, in collaboration with students and colleagues at UWC. The purpose of the workshops was for me to investigate my practice as a clinical educator, whereby I hoped to understand more fully, and therefore enhance, my teaching practice. The study revealed that clinical education is a complex and dynamic process strongly influenced by many factors. Personal perceptions of the educator's role in clinical teaching and learning, as well as the interaction with, and expections of those participating in clinical education, shape teaching practice. The concept of a positive learning environment was explored, and it was found that collaboration_with students and classroom democracy has a significant impact on student motivation. The effect of a variety of reading and writing tasks, co-operative learning and structured group discussion are some of the teaching strategies that were implemented, and positively evaluated by students and colleagues. Ethical considerations relating to the role of the patient during clinical practice and clinical education developed as an important aspect of the workshops. The conflict which can arise between the related roles of clinical educator and clinician, evolved as a professional dilemma. It is suggested that the process of clinical education requires further investigation. Educational change and innovation proved to be a difficult personal, and co-operative, process. Unique responses by different groups of individuals to similar situations or strategies make this issue more complex. In order to practice more competently, it would be appropriate that the clinical education process be thoroughly investigated in order to be more fully understood by physiotherapy educators, rather than be taken for granted. Action research proved to be an effective and flexible vehicle for investigating, and responding to, the dynamic teaching process. The action research study documented in this thesis, being similar in effect to the therapeutic process, would serve the physiotherapy clinician as effectively as it would the physiotherapy lecturer.

The purpose of this study was to investigate the role of self-efficacy enhancement in building pre-service teacher resilience to prevent symptoms of burn-out in Swaziland; how engaging in reflective practices can act as a protective factor. Not much research focuses on pre-service teacher burn-out and how to mitigate its effects, and this creates a gap that this study sought to address. Through the interpretivist perspective, and employing participatory action research (PAR) and some elements of pre-test, post test design, seven pre-service teachers who were doing their final year of a three year teacher’s diploma programme; four males and three females were engaged in the study. Data were collected by using the resilience scale questionnaire, participants’ reflective journals, researcher’s diary and transcribed recordings from a focus group interview. Three themes emerged; (1) that pre-service teachers in Swaziland do experience symptoms of burn-out during teaching practice. Seven risk factors that contribute to the experience of burn-out were cited by participants; learners’ behavioural issues, heavy workloads, demanding supervisors, lack of support from colleagues, teaching learners who are high achievers, feelings of inadequacy and lack of prioritising. (2) Pre-service teachers were able to draw strength and possibly avert burn-out by mobilising external and internal protective sources. (3) Reflective practices proved to be a viable intervention that enhanced pre-service teachers’ self-efficacy and helped promote resilient coping. Future research might look into other factors that predispose pre-service teachers to stress and how reflective practices may be infused in the curriculum for pre-service education. / Dissertation (MEd)--University of Pretoria, 2017. / Humanities Education / MEd / Unrestricted

The focus of this research is on implementing a professional development intervention aimed at improving the teaching practice of teachers teaching English as a subject at a rural high school in Lesotho. The study presents the way in which I as the principal researcher and my English teacher colleague facilitated learning, using innovative methods in our English classes in a way that promoted learner-centredness. In this study improvement of the teaching practice of teachers of English was intended to reduce the overuse of mother tongue in English classes to promote the teaching of English through English (Cook, 2005) and to improve learners’ proficiency in English as a subject. The study was conducted using an action research design. Action research was used as a professional development process with a view to improving educational practice; it enabled me as the facilitator of the professional development intervention and my colleague to rethink our approaches to facilitating learning of English in order to innovate our teaching. A mix of qualitative and quantitative approaches was used for collecting and analysing both qualitative and quantitative data in one study. These approaches were used to promote an in-depth understanding of the research problem under investigation. Open-ended interviews, observations, observation sheets, reflective journals and a questionnaire were used as data collection procedures that created a convergence of viewpoints, methods and conclusions. The conceptual and theoretical framework that guided the study emerged from the literature review. Findings of the study revealed that the innovative methods implemented in the English classes at a rural high school have contributed to the improvement in professional development and the teaching practice of teachers of English. Although learners preferred the use of both English and mother tongue in their English classes, findings of the study have revealed that there was an improvement in learners’ proficiency in English as a subject which was facilitated using English. The study recommends that the whole brain thinking model, multiple intelligences and action research as a constructivist approach be utilised daily in English classes and in all learning areas in Lesotho high schools as a basis for transformation and facilitation of learning that promotes learner-centredness. / Dissertation (MEd)--University of Pretoria, 2017. / Humanities Education / MEd / Unrestricted

Syftet med aktionsforskningsstudien är att förbättra elevernas taluppfattning genom att ta reda på vad i min undervisning som främjar/begränsar eleverna i att utveckla sin taluppfattning. Jag hade uppmärksammat att flera av mina elever i årskurs 3 inte hade förmågan att lösa uppgifter där tal skulle placeras ut på en tallinje. Studien har genomförts med elever som medforskare och grunden för studien utgörs av samspelet mellan eleverna och eleverna och mig som lärare, när vi arbetar tillsammans. Dataunderlaget består av fältanteckningar, logganteckningar och filmade gruppaktiviteter. Resultaten pekar på att jag främjar eleverna i att utveckla sin taluppfattning genom att möjliggöra för att lära tillsammans samt skapa konkreta material och varierande och inkluderande arbetssätt. Jag begränsar dock samtidigt genom att inte lyckas beakta elevernas förkunskaper och anpassa tiden för uppgifter efter elevernas behov. Elevernas taluppfattning har förbättrats genom studiens aktioner. Alla elever har dock inte kommit lika långt i sin förståelse vilket innebär att jag som lärare bör fortsätta att skapa bättre förutsättningar för alla. Det krävs att jag som lärare varierar svårighetsgraden i uppgifterna för olika elever så att jag kan säkerställa att det sker en progression i min undervisning för varje enskild elev. / The purpose of the action research study is to improve the students' number sense by finding out what in my teaching that promotes/constrains the students in developing their number sense. I had noticed that several of my students in year 3 did not have the ability to solve problems where numbers were to be placed on a number line. The study was conducted with students as co-researchers and the basis for the study consists of the interaction between the students and between the students and me as a teacher, when we work together. The data consists of field notes, log notes and filmed group activities. The results indicate that I promote the students in developing their number sense by enabling them to learn together and create concrete materials and varied and inclusive working methods. At the same time, however, I constrain myself by not being able to take into account the students' prior knowledge and adapt the time for tasks to the students' needs. The students' number sense has been improved through the study's actions. However, not all students have come as far in their understanding, which means that I as a teacher have to continue to create better conditions for everyone. It is required that I as a teacher vary the degree of difficulty in the tasks for different students so that I can ensure that there is a progression in my teaching for each individual student.