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Science for all - myth or reality?: a research projectValiathazhel, James Daniel January 2002 (has links)
Abstract: Transformation at a historically disadvantaged technikon in South Africa : a research project: South Africa is in the seventh year of democracy. During the first term of office, the ANC government proposed radical shift from the system(s) of education that was/were in existence in this country. A change in the education system in South Africa was inevitable. The ANC government have realised the need and proposed plans for a change in the education system in this country. We might be able to overcome the inequalities of the past and have an education system relevant for all South Africans that promote an equal opportunity for success as envisaged by Outcomes Based Education (OBE). This research project, using a qualitative case study methodology, reports on the readiness of Border Technikon in implementing Outcomes Based Education (OBE) as a teaching/lecturing strategy. Since 1998 Border Technikon organised a series of staff training workshops to empower the academic staff in Outcomes Based Education. A preliminary study on the topic was conducted during 1999, in which questionnaires (to 16 academic staff) and semi-structured interviews (with three academic staff) were used to collect data. During 2000, when the second and final round of this study was conducted semistructured interviews were employed with 4 staff members to gather data. Literature review and document analysis was also part of the research. The analysis of data indicated that the very nature of most of the Technikon Programmes demands an OBE approach in teaching/lecturing and hence OBE based teaching/lecturing is largely practised at Border Technikon. However a few areas of concerns were identified. Some of these concerns were: (i) Technikon employed academic staff (from industry, etc...) with no professional qualification in teaching and it was difficult to provide OBE training to such people and (ii) lack of sufficient support from the Technikon Management might be a cause for the poor attendance of academic staff during the training programme. Another aspect emerged from the data analysis was that all academic staff participated in this study expressed the need for further training in OBE and related topics. Abstract: Science for all - myth or reality?: Different educational projects around the world have made Scientific Literacy a world-wide concern. This study through a literature review shows that Scientific Literacy is a term that has many definitions and interpretations. This literature review reveals that, in the present system Science for All is a myth for various reasons. Governments around the world in general, and South Africa in particular, are in the process of introducing different projects such as the Year of Science and Technology (YEAST), science week and science exhibitions for the purpose of popularising science and technology. The Department of Education in Thailand has modified its education system to accommodate Science for All. In this literature review among other issues the status quo in South African science education and the Thailand model were examined. A few recommendations to achieve Science for All are also included in this project. Abstract: Developing and evaluating the use of learning material in science - a constructivist approach towards learning Newton's laws : a research project: The Government of National Unity in 1994 introduced a new educational policy for South Africa. This represented a shift in paradigm from a transmission mode of teaching and learning to a learner-centred education. The shift marks a transformation from a content-based curriculum to an Outcomes Based Education (OBE). Various authors found that different sections in the Physical Science syllabus in South Africa are often misunderstood by students for different reasons. One of the reasons was that students had their own ideas about laws of nature and these (mis)conceptions were resistant to change. From the literature and from the author's personal experience it was found that Bodies in Motion is a topic that is difficult to conceptualise by students of different age groups. The challenge facing educators is how to tackle this issue. In this research project a diagnostic test is developed and used to identify the topics where students have conceptual problems. To address these problem areas further, concept sheets/work sheets where developed and implemented. The different challenges and tasks given in the work sheets/learning material are organised in such a way as to make the students aware of their own ideas about Bodies in Motion in general and the key-concepts in particular and also to make them aware of the ideas of their peers (group members). It was also aimed at offering the learners the scientific alternative to their own beliefs. At the end, it was discovered that, even though the general understanding of the learners has improved in this topic (namely, Bodies in Motion), their original beliefs were largely unaffected. It is the hope of the researcher that the project would be the basis for further research on the development of learning material in science.
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Uma análise do exercício da preceptoria e as Diretrizes Curriculares Nacionais no Programa de Prevenção e Controle das Doenças Sexualmente Transmissíveis, AIDS e Hepatites Virais do Município de Maceió / An analysis of preceptorship exercise and the national curriculum guidelines on prevention and control Program of Sexually Transmitted Diseases, AIDS and Virally Hepatitis of Maceio CountryAnjos, Teresa Cristina Carvalho dos 17 August 2015 (has links)
This work investigates the exercise on preceptorship in the Program for Prevention and Control of Sexually Transmitted Diseases, HIV, AIDS and Viral Hepatitis - STD/HIV/AIDS e HV from Maceió city related to the National Curriculum Directives - DCN on the learning of general skills recommended for professional practice in healthcare. It features an article entitled “Possibilidades e Desafios da Preceptoria no Programa DST/HIV/AIDS e Hepatites Virais de Maceió”. It is about a descriptive study of qualitative approach. For collecting and processing the data was used semi-structured interview technique based on content analysis. The study data point to the empirical knowledge of research participants about the role of preceptor and the ignorance about what recommends DCNs published in 2001 on skills development. Based on the results of the research it were elaborated two products: the first, in the form of systematic intervention project, called "Rodas de Conversas: tecendo diálogos – construindo caminhos" whose goal is to strengthen the teaching-service integration in STD/HIV/AIDS e HV; the second, a documentary video called "Programa DST/HIV/AIDS e HV: um espaço de aprendizagem” a tool to be made available for tutors in order to support them in reception and integration of students in service, enabling a larger view on program power for professional learning. The intention is that the proposed products can contribute to strengthening and expanding the preceptorship activity under the Health Surveillance, specifically in the STD/HIV/AIDS and HV Program, improving the reception and integration of students in the practice setting and strengthen dialogue between educational institutions and the service. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta pesquisa investigou o exercício da preceptoria no Programa de Prevenção e Controle das Doenças Sexualmente Transmissíveis, HIV, AIDS e Hepatites Virais – DST/HIV/AIDS e HV do Município de Maceió relacionado as Diretrizes Curriculares Nacionais – DCNs no que se refere ao aprendizado das competências gerais preconizadas para o exercício profissional na área da saúde. Apresenta um artigo intitulado “Possibilidades e Desafios da Preceptoria no Programa DST/HIV/AIDS e Hepatites Virais do Município de Maceió”. Trata-se de um estudo descritivo de abordagem qualitativa. Para coleta e tratamento dos dados foi utilizada a técnica da entrevista semi estruturada fundamentada na análise de conteúdo. Os dados deste estudo apontam para o conhecimento empírico dos participantes da pesquisa sobre o papel do preceptor e o desconhecimento sobre o que preconiza as DCNs publicadas em 2001 no desenvolvimento de competências. A partir do resultado da pesquisa foram elaborados dois produtos: o primeiro, na modalidade de projeto de intervenção sistemático, denominado “Rodas de Conversas: tecendo diálogos – construindo caminhos” cujo objetivo é fortalecer a integração ensino-serviço no Programa DST/HIV/AIDS e HV; o segundo, um vídeo documental denominado “Programa DST/HIV/AIDS e HV: um espaço de aprendizagem” ferramenta esta a ser disponibilizada para os preceptores com o objetivo de apoiá-los no acolhimento e integração dos estudantes no serviço, possibilitando uma visão ampliada sobre a potência do programa para a aprendizagem profissional. A intencionalidade é que os produtos propostos possam contribuir para fortalecer e ampliar a atividade de preceptoria no âmbito da Vigilância em Saúde, especificamente no Programa DST/HIV/AIDS e HV, melhorar o acolhimento e integração dos estudantes no cenário de prática e fortalecer o diálogo entre instituições de ensino e o serviço.
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Leergereedmaking van milieubenadeelde kleuters in 'n multikulturele leeromgewing / School readiness of milieu disadvantaged pre-schoolers in a multicultural learning environmentBezuidenhout, Elizabeth 11 1900 (has links)
Summaries in Afrikaans and English / The aim of this study is to investigate the developmental deficits among milieu
disadvantaged pre-schoolers in a multicultural learning environment and to identify the
cause of these deficits. The availability of school readiness programmes and whether these
programmes fulfil in the needs of milieu disadvantaged pre-schoolers are investigated.
In the light of the theoretical and empirical research it appears that the profile of
milieu disadvantaged pre-schoolers is in a process of change. Developmental shortcomings
are experienced with regard to the following developmental aspects:
Emotional
Physical
Cognitive
Social, moral and aesthetical development
According to the theoretical and empirical research these developmental deficits are
caused by factors due to the home environment, the school as well as socio-demographic
and socio-economic factors.
From the research recommendations regarding the following were generated:
The parents
The pre-primary school
The primary school
The Department of Education
Further researchSee file / Die doel met die onderhawige studie is om te bepaal watter ontwikkelingstekorte by
milieubenadeelde kleuters in 'n multikulturele leeromgewing voorkom en om die faktore te
identifiseer waardeur hierdie tekorte veroorsaak word. Daar word 'n breedvoerige blik
gewerp op beskikbare leergereedheidsprogramme en in hoe 'n mate dit die
ontwikkelingstekorte van milieubenadeelde kleuters aanspreek.
Aan die hand van die literatuurstudie en 'n empiriese ondersoek blyk dit dat die beeld
van milieubenadeelde kleuters besig is om te verander. Ontwikkelingstekorte word veral
ten opsigte van die volgende aspekte ervaar:
Emosionele
Fisieke
Kognitiewe
Sosiale, morele en estetiese ontwikkeling
Uit die literatuurstudie en die empiriese ondersoek blyk dit dat bogenoemde
ontwikkelingstekorte veroorsaak word deur huislike, skolastiese, sosio-demografiese en
sosio-ekonomiese faktore.
Uit die ondersoek word aanbevelings ten opsigte van die volgende gegenereer:
Die ouerhuis
Die pre-primere skool
Die primere skool
Department of Education
Verdere navorsing / Psychology of Education / M. Ed. (Sieklundige Opvoedkunde)
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Environmental education and the cross-curricular nature of outcomes based education: an investigation of methodological compatibilityKgatitsoe, Peter Paul 01 1900 (has links)
This study is an investigation of the congruence in methodology between out-comes based education and environmental education. EE and OBE advocate for an integration of educational approaches and methodology. The focus being the introduction of integrated cross-curricula approach to education.
Questionnaires were administered to educators in the sampled schools in order to get the understanding and perceptions of educators about the compatibilty of EE and OBE methodologies. The hypothesis: OBE in South African Education allows for the implementation of EE methodologies.
The finding is that common approaches i.e. interdisciplinary and cross-curricular approaches and similar methods are used in OBE and EE.
Several proposals were made: There should be workshops, support and mentoring approaches to EE and OBE. Resources should be available to educators and learners and there should be research on OBE and EE methodologies should be made / This study is aimed at examining the compatibility in methodology and approaches
of South African Out-comes Based Education and Environmental Education. Data
collection was based on questionnaires administered to the primary school
educators in the Rustenburg District. Extensive knowledge was gained concerning
the nature, approaches and methodologies of Environmental Education and Out
Comes Based Education. The educators' understanding of the compatibility or
degree of agreement between OBE and EE methodologies, approaches and methods
was examined. Problems related to the methodological incompatibility of EE and
OBE are identified and solutions are proposed.
The core of this study is to examine the compatibility between OBE and EE in terms
of approaches and methodologies. It is noted by this study that compatibility
between EE and OBE, is not without problems.
This study will make valuable contributions to examine the extent of OBE as a
curriculum policy for addressing methodological issues raised by EE. / Educational Studies / M.Ed.(Environmental Education)
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The role of the school principal in the implementation of outcomes-based education in KwaMashu schoolsMazibuko, Sipho Patrick 28 February 2003 (has links)
The introduction of outcomes-based education in South African schools has changed the roles of all role players. For outcomes-based education to be successfully implemented everyone should fully understand these new roles. Since the principal should ensure that there is effective teaching and learning at school, this study explored his/her role in the implementation of outcomes-based education. This study includes a literature review of instructional leadership and outcomes-based education in South African schools. A qualitative investigation of the role of the school principal in the implementation of outcomes-based education in KwaMashu schools was conducted. Data were analysed, discussed and synthesised. It was found, inter alia that principals and educators do not fully understand the instructional role of the principal in the implementation of outcomes-based education. Lack of training appeared to be the major reason that exacerbates the problem. Based on findings, recommendations for improving the role of the principal were proposed. / Educational Studies / M.Ed. (Education Management)
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The need for continuous (competency-based) training and development of library staff in a public librarySewdass, Nisha 30 June 2003 (has links)
Staff training, education and development has come to the forefront in most organizations. Managers and employers have realized the benefits of training and developing their staff and various government initiatives have been introduced that highlight this. Library and Information Services took some time to realize the importance of training and developing their staff, more specifically continuing professional development. The study investigates staff training, education and development at the Durban Metropolitan Library (DML) and establishes the perceptions of staff about current training and development offered. The need for, and appreciation of the training and development offered, was evident. No structured program for staff training and development exist in DML. It is recommended that DML implement the Chartered Institute of Library and Information Professionals, previously known as the Library Association, Framework for Continuing Professional Development if it intends to survive in the competitive, changing environment. This will ensure that the organization functions according to the promulgated government regulations and has skilled, competent staff. / Information Science / (M.A. (Information Science))
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The creative use of music to support learning disabled learners in an inclusive classroom : a continuous professional learning programme in distance educationGous-Kemp, Catharina Susanna 01 1900 (has links)
In the past decade, education has undergone fundamental changes, such as the simultaneous implementation of Outcomes-based Education and Inclusive Education. A study of different sources has led me to realise that many teachers lack the skills needed to cope with a diversity of learners in their classrooms, which results directly and indirectly in a drop in teacher morale, which in turn causes emotional problems like stress and a lack of motivation. This has a spill-over effect on the learners in their classes, who have no role model for their emotional development and often have weak results. I argued that proof exists that music can alleviate stress, while creative skills can help teachers to better cope with their emotions and develop more effective problem-solving skills, which will help them to attain emotional stability and better academic results in the inclusive classroom. The purpose of the study was to determine how to design an effective continuous learning programme for distance education. The purpose of the programme is to train teachers to use music creatively to support learners experiencing learning difficulties. The information obtained by means of a literature study was used to develop the first draft of the programme, Music for All.
After the first draft of the programme had been developed, the skills of experts in the fields of creativity, music and materials development in open and distance learning were utilised to evaluate the programme. This was done by applying the principles of the Delphi Method to ensure a sound theoretical and practical base for the course. A summary of the aspects that should be considered when developing such a programme (as identified during the literature study and through the evaluation by experts) was put forward and it was concluded that the knowledge and experience of the experts greatly enhanced the practical value of the programme. / Educational Studies / D.Ed. (Inclusive Education)
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The specific outcomes framework : a tool for learning programme development and implementationPrinsloo, Glynnis Noreen 06 1900 (has links)
Van der Horst, H van R. / With the introduction in 1998 of Outcomes-Based Education in
South Africa, educators will no longer be passive recipients
of a curriculum developed within the ivory towers of a
Department of Education. Curriculum development will be the
task of every educator at the site of delivery. Media articles have painted a gloomy picture of the calibre
of educator expected to manage the demands of Outcomes-Based
Education. The researcher is of the opinion that there are
many dedicated educators willing to accept the historic
nature of the journey which lies ahead of them, and who,
with the adoption of an encouraging, supportive approach to
professional development, will be willing to work with,
adapt, modify and improve the Outcomes-Based curriculum
presented to them. Educators need to assume responsibility for the professional
development of Learning Programmes and the learner support
materials to ensure that learners get to grips with the new
curriculum. This task can be achieved through high-quality
in-service education, training and re-training of educators.
This study describes workshops developed by the researcher
to familiarise the educators with the Specific Outcomes Framework of Curriculum 2005, and to develop an in-depth
understanding of the Specific Outcomes without which, the
educators would be at a loss to develop meaningful Learning
Programmes. Examples of Learning Programmes developed by some of the
participating educators over a period of twelve months
indicate the levels of proficiency attained through close
monitoring and assistance offered by the researcher.
Outcomes-Based Education has been successful where all
involved have taken on the challenge to do their best and as
we collectively strive to improve the standard of education
in South Africa, let us, in the words of Jane Hofmeyer
(Article (b),Sunday Times, 25/10/98), "look forward to the
day when every child as an educational birthright, can claim
access to competent, caring and committed teachers and
schools that are organised for success." / Curriculum and Instructional Studies / D. Ed. (Didactics)
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The novice nurse educator's lecture room instructional management competenceDürrheim, Maria, 1949- 06 1900 (has links)
The lecture room instructional management competence of novice nurse educators (NNEs) in the
Republic of South Africa (RSA) was investigated. No comprehensive set of generic roles,
outcomes and competences for instructional management of nurse educators could be traced in
the literature, therefore an analytical study was undertaken. Adhering to the principles for
outcomes-based education, three models were established:
Q a model for the professional development of nurse educators
Q an Education, Training and Development nurse practitioner model, consisting of roles
and outcomes for lecture room instructional management
Q a model for lecture room instructional management that served as evaluation criteria
used in the instrument during the quantitative survey
These models were presented to, and evaluated by nurse educators of five universities.
The influence of mentorship, reality shock, and professional development on the NNEs' lecture
room competence was investigated. The target group consisted of NNEs, their mentors and
students in nursing schools in the RSA. A number of respondents were also interviewed and
observed. The analysed data indicated that NNEs were not competent when they started teaching,
and needed support and supervision from mentors. Findings also indicated the positive influence
of mentorship and professional development on competence acquisition. NNEs experienced
reality shock requiring support to acquire competence. These aspects justify further research.
The recommendations based on this study include that nursing schools use specific evaluation
criteria for le<,1ure room competence and for in-service training of NNEs and mentors. Nursing
schools should take a more active role in mentoring programmes. / Health Studies / D. Litt. et Phil. (Advanced Nursing Sciences)
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Grade 1 teachers' involvement in school-based curriculum development in the Northern ProvinceLumadi, Mutendwahothe Walter 06 1900 (has links)
Summaries in English and Afrikaans / The bright future of education in South Africa, as in every developed and developing
country such as the United States of America, United Kingdom, France and many others,
depends greatly on grade 1 teachers' involvement in School-Based Curriculum
Development (SBCD). The fallacy that grade 1 teachers can be operated effectively by
remote control should be abandoned from the school curriculum. Success will always be
elusive task if grade 1 teachers are excluded from curriculum decision-making, because
their proximity to learners in the learning situation is a source of valuable information for
curriculum developers, a source which is currently overlooked. This warrants a paradigm
shift in teacher training programmes. A situation analysis in our democratic country
necessitates problem-centred teacher training which will equip the future generation of
teacher trainees and prospective grade 1 teachers with relevant professional skills,
precipitated by our country.
The bone of contention in this study revolves around the kind of teaching and learning
problems experienced by grade 1 teachers involved in SBCD in the Northern Province. It
is apparent from the thesis that grade 1 teachers' involvement in curriculum decisionmaking
is limited to a certain extent because members of the top structure of curriculum
planners are reluctant to quit their 'ivory towers' to perceive the real situation of the
noble profession of teaching. A profound problem in South Africa in general and the
Northern Province in particular is that there is a serious lack of consultation and
negotiations with grade 1 teachers, and the implications thereof are detrimental to SBCD.
The measure in which the grade 1 teachers are involved in participation and decisionmaking
is a determinant of the success or failure of the innovation project. It is thus
noteworthy to point out that the grade 1 teacher must be fully supported by his or her
academic seniors, to become actively involved in curriculum activities.
The overriding aim of this study, an exploratory investigation of the identified teaching
and learning problems by grade 1 teachers in terms of SBCD in the Northern Province
emanated from this need. It should also be pointed out that our world is characterised by
the rapid tempo at which knowledge becomes out-dated and is replaced by new ideas and
concepts. The twentieth century has become known as the information era. This has
necessitated a change of emphasis in education; instead of the transfer of knowledge, the
grade I teacher must rather be taught how to acquire knowledge on his or her own and
be provided with instruments necessary for exploiting knowledge.
The method of analysis began with in a literature review, with a viewpoint to provide
guidelines for grade I teachers' involvement in SBCD. After an introductory orientation
provided in chapter 1, the theories of SBCD and Outcomes-Based Education (OBE) were
examined in chapter 2. Qualitative research as a strategy to address problems in SBCD
was dealt with in chapter 3 by means of identifying the research instruments to be utilised
for data collection techniques and analysis. Furthermore, in this chapter, the researcher
elaborated on the types of qualitative methods, characteristics and outcomes of qualitative
research, phases of data collection and analysis strategies and qualitative research as a
remedy in SBCD problems. In chapter 4, the researcher elaborated on research
instruments, findings and data analysis. Findings were based on the implementation of
research instruments and literature review. It is in this chapter that the theories of SBCD
and OBE in chapter 2 and qualitative research as a strategy to address SBCD problems in
chapter 3 have been synthesised.
In the ensuing chapter 5, guidelines which could serve as a framework for grade I
teachers' involvement in SBCD were provided. It is strongly believed that these
guidelines will be useful for both Pre-service Teacher Education and Training (PRESET)
and In-service Teacher Education and Training (INSET) to keep pace with the changes
taking place in the South African society. Teacher training should thus ensure that teacher
trainees and prospective grade I teachers are sufficiently skilled to cope with the
tremendous escalation of challenges in SBCD. In fact, grade I teachers should be trained
to teach learners who must fulfill their vocational mandate some time in the near future.
The youth must be empowered for the future, which covers the period from the time they
enter school. These guidelines make it imperative for the trainers of prospective teachers
to predict the future realistically and to train grade I teachers in accordance with the
principle of constancy and change. Future education requires individuals who will know
how to apply principles, norms and values and how to design new methods for effective
instruction and learning.
The final chapter focused on the background to the problem, the methodology of the
investigation and conclusions. The study also highlighted recommendations for the
improvement of teaching practice and teacher training and the implications thereof. The
researcher summed up the study by proposing areas of concern for future research. / Die suksesvolle ontwikkeling en toekoms van onderwys in Suid-Afrika, soos in elke
ontwikkelde en ontwikkelende land, insluitend die Verenigde State van Amerika, die
Verenigde Koninkryk, Frankryk en vele ander, hang hoofsaaklik af van die
betrokkenheid van graad 1-onderwysers by Skoolgebaseerde Kurrikulumontwikkeling
(SBKO) . Dit geld ook vir die Noordelike Provinsie waar hierdie studie gedoen is. Die
aanname dat graad 1-onderwysers effektief kan deelneem aan die skoolkurrikulum deur
middel van afstandsdeelname, moet laat vaar word. Indien die onderwysers uitgesluit
word van die besluitnemingsproses in kurrikulumontwikkeling sal die kanse op sukses
bemoelik word. Hulle deelname aan en betrokkenheid by die leersituasie kan dien as 'n
bron van inligting vir kurrikulumontwikkelaars. Tans word hierdie bron van inligting nie
in aanmerking geneem nie. Hierdie hipotese vereis 'n paradigmaskuif in die
onderwysersopleidingsprogramme. 'n Situasie-analise in die Noordelike Provinsie het
getoon dat 'n probleemgerigte onderwysersopleidingsprogram nodig is om die
toekomstige generasie van onderwysers (veral graad 1-onderwysers) toe te rus met die
relevante professionele vaardighede wat so dringend in ons land benodig word.
Die kernpunte in hierdie studie handel oor die tipe kennisoordrag- en leerprobleme wat
graad 1-onderwysers ondervind m hulle betrokkenheid m Skoolgebaseerde
Kurrikulumontwikkeling in die Noordelike Provinsie, en in watter mate dit aangespreek
word m kurrikulumontwikkeling. Bevindings m hierdie studie toon dat
onderwyserbetrokkenheid beperk word deur die topstruktuur van die
kurrikulumbeplanners wat onwillig is om hulle ivoortorings te verlaat en sodoende nie
die werklike situasie in die onderwysberoep in aanmerking neem nie. 'n Groot probleem
in Suid-Afrika in die algemeen, en in die Noordelike Provinsie in die besonder, is die
emstige gebrek aan konsultasie en onderhandeling met graad 1-onderwysers en die
negatiewe impak hiervan op kurrikulumontwikkeling. Die mate waarin hierdie
onderwysers betrokke is, is bepalend vir die sukses of die mislukking van die
innoverende projek. Dit is gevolglik noodsaaklik om daarop te wys dat die graad 1-
onderwyser ten voile ondersteun moet word deur sy/haar akaderniese seniors ten einde
aktiefbetrokke te kan wees by sodanige kurrikulumaktiwiteite.
Die hoofdoel van hierdie studie is dan ook 'n ondersoek na die geldentifiseerde
kennisoordrag- en leerprobleme van graad l-onde111Jysers in die Noordelike Provinsie in
voorafgenoemde verband. Ons leef in 'n snel veranderende wereld waarin kennis vinnig
verouder raak en met nuwe idees en konsepte vervang word, die sogenaarnde inforrnasieera.
Dit noodsaak 'n verandering in die onderwys, waar die onderwyser geleer moet word
om eerstens self kennis te verkry asook dat die instrumente wat no dig is om die kennis te
eksploiteer, verskafword, eerder as om net op kennisoordrag te let.
Analise as ondersoekmetode is in die literatuuroorsig gebruik met die doel om riglyne vir
graad 1-onderwysersbetrokkenheid te verskaf. Na die inleidende orienteringspostulaat in
Hoofstuk 1, Is die teoriee van Skoolgebaseerde kurrikulumontwikkeling en
Uitkomsgebaseerde Onde111Jys (UGO) m Hoofstuk 2 ondersoek. In Hoofstuk 3 is
kwalitatiwe navorsing as strategie om probleme met Skoolgebaseerde
Kurrikulumontwikkeling uit te wys, aangespreek. Dit is bereik deur die identifisering van
die navorsingsinstrumente wat gebruik is vir data-insameling en analise. In die hoofstuk
bespreek die navorser die tipes kwalitatiewe metodes; die eienskappe en gevolge van
kwalitatiewe navorsmg; die fases van dataversarneling asook analisestrategiee en
kwalitatiewe navorsmg as instrumente in die uitskakeling van Skoolgebaseerde
Kurrikulumontwikkeling-probleme. In Hoofstuk 4 word verder uitgebrei oor
navorsingsinstrurnente, bevindings en data- analise. In die hoofstuk word die teoriee van
SBKO en UGO soos bespreek in Hoofstuk 2 en kwalitatiewe navorsing as strategie om
SBKO probleme aan te spreek, gesintetiseer.
In Hoofstuk 5 word riglyne verskaf wat kan dien as raarnwerk VIr graad londe111Jyserbetrokkenheid
in SBKO. Die verrnoede bestaan dat hierdie riglyne bruikbaar
sal wees vir beide Voordiensopleiding en Indiensopleiding om sodoende in pas te wees
met die veranderinge wat m die gemeenskap se leefwereld plaasvind.
Onderwysersopleiding behoort dus te verseker dat onderwysers wat opgelei word, en
veral graad 1-onderwysers, toegerus word om met die toename in uitdagings in SBKO te
kan byhou. In werklikheid behoort graad 1-onderwysers sodanig opgelei te word dat
hulle leerders kan onderrig en toerus om in die toekoms hulle beroepe te kan beoefen. Die
jeug moet bemagtig word vir die toekoms vanaf die oomblik dat hulle die skoolsisteem
binnegaan. Hierdie riglyne maak dit noodsaaklik vir die opleiers van voomemende
onderwysers om die toekoms korrek te voorspel en om die graad 1-onderwysers op te lei
in die beginsels van konsekwentheid en verandering. Toekomstige onderrig vereis
individue wat sal weet hoe om beginsels, nonne en waardes toe te pas en hoe om nuwe
onderrigmetodes vir effektiewe leer te ontwerp.
Die finale hoofstuk fokus op die agtergrond van die probleem, die metodologie van die
ondersoek en gevolgtrekkings. Die studie benadruk die aanbevelings vir die verbetering
van onderwyspraktyk en onderwysersopleiding en die implikasies daarvan. Die navorser
som dan ook die studie op deur areas van belang vir toekomstige navorsing voor te stel. / D. Ed. (Didactics and Curriculum Studies)
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