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Fundamentele andragogiek en die opleiding van onderwysers in 'n kontemporêr-moderne wêreld : 'n kritiese besinningVan Tonder, Christina Helena 11 1900 (has links)
Text in Afrikaans / Die doel van die studie is om krities te besin oor die noodsaaklikheid van Fundamentele
Andragogiek in die opleiding van onderwysers in 'n kontemporer-moderne wereld, ten
einde aan te toon dat dosente beter toegerus vir hulle begeleidingstaak sal wees indien
hulle oor kennis van Fundamentele Andragogiek beskik.
HOOFSTUK EEN
Die tema word ingelei deur titel- en begripsverheldering, probleemstelling, doelformulering,
metodologiese verantwoording en programaankondiging.
HOOFSTUK TWEE
Fundamentele Andragogiek word antropologies-ontologies begrond, enkele grondvorme
van menswees word beskryf en uitgele en aandag word gegee aan die hunkeringe van die
onderwysstudent-in-opleiding as ageinsgebeure.
HOOFSTUK DRIE
'n Snel veranderende wereld waarin onderwysersopleiding voltrek word, word ondersoek
om vas te stel in watter mate snelle verandering 'n bedreiging vir die grondvorme van
menswees inhou.
HOOFSTUK VIER
Die opleiding van onderwysers in 'n kontemporer-moderne RSA word ondersoek, om vas
te stel watter eise en verwagtinge die Ministerie van Onderwys en Opleiding het.
HOOFSTUK VYF
'n Terugskou word op die studie gedoen en en enkele toekomstake word ge'identifiseer. / The study aimed at reflecting critically on the need for Fundamental Andragogics in the
training of teachers in a contemporary modern world.
CHAPTER ONE
The theme is introduced through clarification of the title and concepts, stating problems,
goal setting, methodological justification and exposition of further programme.
CHAPTER TWO
Fundamental Andragogics is anthropologic-ontologically grounded. Some basic forms of
being human are described and attention is given to the yearnings of the teacher trainee.
CHAPTER THREE
The rapidly changing world is researched in order to ascertain to what extent rapid change
poses a threat to the basic forms of being human.
CHAPTER FOUR
The training of teachers in a contemporary modern RSA is researched in order to ascertain
what the demands and expectations of the Ministry of Education and Training are.
CHAPTER FIVE
The study is viewed in retrospect and some future objectives for teacher training are
identified. / Educational Studies / M. Ed. (Philosophy of Education)
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Fundamentele andragogiek en die opleiding van onderwysers in 'n kontemporêr-moderne wêreld : 'n kritiese besinningVan Tonder, Christina Helena 11 1900 (has links)
Text in Afrikaans / Die doel van die studie is om krities te besin oor die noodsaaklikheid van Fundamentele
Andragogiek in die opleiding van onderwysers in 'n kontemporer-moderne wereld, ten
einde aan te toon dat dosente beter toegerus vir hulle begeleidingstaak sal wees indien
hulle oor kennis van Fundamentele Andragogiek beskik.
HOOFSTUK EEN
Die tema word ingelei deur titel- en begripsverheldering, probleemstelling, doelformulering,
metodologiese verantwoording en programaankondiging.
HOOFSTUK TWEE
Fundamentele Andragogiek word antropologies-ontologies begrond, enkele grondvorme
van menswees word beskryf en uitgele en aandag word gegee aan die hunkeringe van die
onderwysstudent-in-opleiding as ageinsgebeure.
HOOFSTUK DRIE
'n Snel veranderende wereld waarin onderwysersopleiding voltrek word, word ondersoek
om vas te stel in watter mate snelle verandering 'n bedreiging vir die grondvorme van
menswees inhou.
HOOFSTUK VIER
Die opleiding van onderwysers in 'n kontemporer-moderne RSA word ondersoek, om vas
te stel watter eise en verwagtinge die Ministerie van Onderwys en Opleiding het.
HOOFSTUK VYF
'n Terugskou word op die studie gedoen en en enkele toekomstake word ge'identifiseer. / The study aimed at reflecting critically on the need for Fundamental Andragogics in the
training of teachers in a contemporary modern world.
CHAPTER ONE
The theme is introduced through clarification of the title and concepts, stating problems,
goal setting, methodological justification and exposition of further programme.
CHAPTER TWO
Fundamental Andragogics is anthropologic-ontologically grounded. Some basic forms of
being human are described and attention is given to the yearnings of the teacher trainee.
CHAPTER THREE
The rapidly changing world is researched in order to ascertain to what extent rapid change
poses a threat to the basic forms of being human.
CHAPTER FOUR
The training of teachers in a contemporary modern RSA is researched in order to ascertain
what the demands and expectations of the Ministry of Education and Training are.
CHAPTER FIVE
The study is viewed in retrospect and some future objectives for teacher training are
identified. / Educational Studies / M. Ed. (Philosophy of Education)
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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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