Proefschrift Maastricht. / Met lit. opg. - Met samenvatting in het Nederlands.

Thesis (doctoral)--Eberhard-Karls-Universität zu Tübingen, 1995.

Proefschrift Universiteit van Amsterdam. / Met lit. opg. - Met samenvatting in het Engels.

Proefschrift Universiteit Maastricht. / Met lit. opg. - Met samenvatting in het Engels.

Proefschrift Universiteit Maastricht. / Met lit. opg. - Met samenvatting in het Nederlands.

Inaug.-Diss.--Munich. / Lebenslauf. Description based on print version record. "Literatur-Verzeichnis": p. vii-ix.

Inaug.-Diss.--Frankfurt am Main. / "Notenanhang": 28 p. at end. Vita. Bibliography: p. 326-342.

Ooreenkomstig een van die beginsels wat in die onderwys in die vooruitsig gestel word, naamlik dat onderwysers lewenslange leerders is, behoort onderwysers hulself voordurend professioneel te ontwikkel, sodat die onderwys kan getuig van kwaliteit onderrig en leer. Die Suid-Afrikaanse onderwysstelsel moet aan die diversiteit van behoeftes van leerders voldoen en vra dus ‘n kreatiewe oplossing vir onderrig en leer. Hierdie studie handel oor die rol van die departementshoof as begeleier van grondslagfase onderwysers. Navorsing verwys na ’coaching’ en kan dus direk vertaal word met 'afrigting.' Vir die doeleindes van hierdie studie hou ’coaching’ egter meer verband met begeleiding en sal dié term as vertaling dien. Navorsing in die veld van begeleiding in die onderwyssektor in Suid-Afrika blyk egter onbekend te wees. Daar blyk 'n behoefte aan bewysgebaseerde navorsing oor alternatiewe strategieë soos begeleiding te wees. Die doel van hierdie studie is om te bepaal in hoe 'n mate departementshoofde van die grondslagfase binne die wetgewing en die regsraamwerk die onderwysers kan begelei binne die beperkte tyd tot hul beskikking. Die leerteoretiese beginsels van die andragogie, wat ook elemente van die kognitiewe leerteorie bevat, is vir die doeleindes van die studie as vertrekpunt gebruik. 'n Kwalitatiewe interpretivistiese benadering is gevolg ten einde die departementshoofde en bereidwillige onderwysers van vyf privaatskole se ervarings van begeleiding te kon bepaal. Semi-gestruktureerde onderhoude is met die deelnemers gevoer. Die studie het bevind dat die departementshoofde sowel as onderwysers deurlopende begeleiding nodig ag. Die deelnemende skole pas begeleiding meestal informeel toe, sonder ‘n begeleidingsmodel. Die departementshoofde se bestuur en onderrigleierskap is ondersoek en die studie het bevind dat onderwysers ‘n groot behoefte aan monitering en kontrole van hul departementshoofde verwag. Ewekniebegeleiding word weinig toegepas en is nog ‘n onbekende strategie vir die departementshoofde. Begeleiding as deurlopende strategie vir professionele ontwikkeling word verkies bo eendagwerkwinkels, aangesien begeleiding in die skool se spesifieke behoeftes kan voorsien. Die departementshoof as onderrigleier leef die visie van die skool voor, hoofsaaklik deur gedeelde waardes. Die meeste departementshoofde maak gebruik van refleksietegnieke vir begeleiding, maar verlang meer opleiding hierin. In hierdie studie is bevind dat die grootste voordeel van begeleiding daarin lê dat dit probleemoplossende denke stimuleer en nuwe onderrigmetodes aanleer. Begeleiding het bepaalde uitdagings en ewekniebegeleiding word veral deur sommige onderwysers as intimiderend en evaluerend beskou. Die studie het ook bevind dat departementshoofde beperkte tyd vir begeleiding het. Die studie maak laastens die nodige aanbevelings vir begeleiding na aanleiding van die literatuur en bevindinge van die studie. / Dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Education Management and Policy Studies / MEd / Unrestricted

This study focused on the pastoral guidance of the emotional wounded teen on the basis of a number of broad markers from the book Ecclesiastes. From the basis–theoretical research (Chapters 2 and 3) it was clear that it is a major challenge to come to a proper understanding of the nature and problems of the teen and his experiences.It there is the necessary understanding of all the relevant aspects and if these are handled correctly, it can promote the growth process of the teen developing an intimate relationship with God, and eventually also lead to the experience of a true sense of life and joy. From Ecclesiastes a number of guidelines were identified which can assist in giving the teen the necessary perspective about his daily life struggles. Answers to the search for sense and joy in life do not lie in people and things under the sun, but in a living and intimate relationship with God, in other words in that which is above the sun (to use the imagery of Ecclesiastes). The meta–theoretical section focused on contributions from the adjacent disciplines. Here it was clear that the emotional wounding of the teen results in damage to the forming of identity and self–esteem.When the teen, in a changing environment, does not experience safety and security within healthy relationships, it quite often leads to an identity crisis and to more wounding. From the empirical research it transpired that, as a result of the burden of unresolved emotional baggage from the past, teens are inclined to have a very negative view of the challenges of life and also to experience life as senseless and without joy. In the establishment of an own identity and self–esteem they displayed a strong need for personal relationships. Their negative and weak self–esteem can furthermore be traced to the lack of role models. Another consequence of this lack is a weak relationship with God and other people, as well as an inability to make decisions and to handle crises and trauma. In the practice–theoretical section, through a hermeneutical interaction between basistheoretical guidelines and meta–theoretival perspectives, the formulation of an adapted practice theory, on the basis of guidelines from Ecclesiastes, about the pastoral guidance of the emotional wounded teen was attempted. This model, aimed at pastoral practice, presents parameters for the pastoral guidance of all unresolved trauma and the emotional pain of teens, which are aspects that inhibit spiritual advancement and emotional healing. Only then will the teen be able to truly focus on the enjoyment of life under the sun, in the light of the principles and guidelines from Ecclesiastes. / Thesis (Ph.D. (Pastoral))--North-West University, Potchefstroom Campus, 2011.

This study focused on the pastoral guidance of the emotional wounded teen on the basis of a number of broad markers from the book Ecclesiastes. From the basis–theoretical research (Chapters 2 and 3) it was clear that it is a major challenge to come to a proper understanding of the nature and problems of the teen and his experiences.It there is the necessary understanding of all the relevant aspects and if these are handled correctly, it can promote the growth process of the teen developing an intimate relationship with God, and eventually also lead to the experience of a true sense of life and joy. From Ecclesiastes a number of guidelines were identified which can assist in giving the teen the necessary perspective about his daily life struggles. Answers to the search for sense and joy in life do not lie in people and things under the sun, but in a living and intimate relationship with God, in other words in that which is above the sun (to use the imagery of Ecclesiastes). The meta–theoretical section focused on contributions from the adjacent disciplines. Here it was clear that the emotional wounding of the teen results in damage to the forming of identity and self–esteem.When the teen, in a changing environment, does not experience safety and security within healthy relationships, it quite often leads to an identity crisis and to more wounding. From the empirical research it transpired that, as a result of the burden of unresolved emotional baggage from the past, teens are inclined to have a very negative view of the challenges of life and also to experience life as senseless and without joy. In the establishment of an own identity and self–esteem they displayed a strong need for personal relationships. Their negative and weak self–esteem can furthermore be traced to the lack of role models. Another consequence of this lack is a weak relationship with God and other people, as well as an inability to make decisions and to handle crises and trauma. In the practice–theoretical section, through a hermeneutical interaction between basistheoretical guidelines and meta–theoretival perspectives, the formulation of an adapted practice theory, on the basis of guidelines from Ecclesiastes, about the pastoral guidance of the emotional wounded teen was attempted. This model, aimed at pastoral practice, presents parameters for the pastoral guidance of all unresolved trauma and the emotional pain of teens, which are aspects that inhibit spiritual advancement and emotional healing. Only then will the teen be able to truly focus on the enjoyment of life under the sun, in the light of the principles and guidelines from Ecclesiastes. / Thesis (Ph.D. (Pastoral))--North-West University, Potchefstroom Campus, 2011.