潘宇軒. / "2008年9月". / "2008 nian 9 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 207-213) and index. / Abstracts in Chinese and English. / Pan Yuxuan. / Chapter 第一章： --- 緒論：硏究背景 / Chapter 1 --- 個人背景 --- p.1 / Chapter 2 --- 本港通識教育的發展背景 --- p.3 / Chapter 2.1 --- 擴闊、補充、對照中六專科課程的「高補通識」 --- p.3 / Chapter 2.2 --- 作爲新高中核心課程的「新高中通識」及相關爭議 --- p.6 / Chapter 2.3 --- 「初中通識」的備戰角色 --- p.7 / Chapter 2.31 --- 教育部門對初中綜合人文科的支援(2001-2006) --- p.8 / Chapter 2.32 --- 教育局近期對初中通識的取態(2006-2008) --- p.9 / 小結 --- p.11 / Chapter 第二章： --- 理論框架 / Chapter 1. --- 弗萊雷的批判教育學 --- p.13 / Chapter 2. --- 女性主義教育學的關注 --- p.15 / Chapter 2.1 --- 個體差異與性別氣質的建構 --- p.15 / Chapter 2.2 --- 符合倫理的對話 --- p.17 / Chapter 2.3 --- 批判/女性主義教育學 --- p.17 / Chapter 3. --- 課程改革中的建構主義教學觀與通識教育 --- p.18 / Chapter 第三章： --- 硏究設計及田野的情境脈絡 / Chapter 1. --- 本港有關通識教育課程實施的硏究 --- p.22 / Chapter 2. --- 硏究問題 --- p.23 / Chapter 3. --- 硏究方法及硏究實踐 --- p.23 / Chapter 3.1 --- 硏究者的「參與」位置 --- p.26 / Chapter 4. --- 思賢中學是怎樣的第三組別學校？ --- p.31 / Chapter 4.1 --- 社區特色 --- p.31 / Chapter 4.2 --- 思賢中學的特色 --- p.32 / Chapter 4.21 --- 學校氣氛與教育空間 --- p.33 / Chapter 5. --- 思賢中學的初中通識課程 --- p.37 / Chapter 第四章： --- 從教師角度看通識的教與學 / Chapter 1. --- 郭老師的教育理念及教學觀 --- p.39 / Chapter 1.1 --- 人本主義教育理念 --- p.39 / Chapter 1.2 --- 在舊校通識科教學中的成長 --- p.42 / Chapter 1.3 --- 從第一組別學校到第三組別學校 --- p.44 / Chapter 2. --- 中一義班通識課堂的基本面貌 --- p.46 / Chapter 2.1 --- 課堂基本設置及時間分配 --- p.46 / Chapter 2.2 --- 學生的互動情形 --- p.48 / Chapter 2.3 --- 學生對學習內容的理解 --- p.50 / Chapter 2.4 --- 教與學的設施及用品 --- p.51 / Chapter 2.5 --- 學生展示的關注 --- p.51 / Chapter 2.6 --- 郭老師在教學上的應對 --- p.52 / Chapter 2.7 --- Yal Sir的工作/角色 --- p.54 / Chapter 3. --- 「師之過？」一郭老師在通識教學的困難及矛盾 --- p.56 / Chapter 3.1 --- 課堂的互動 --- p.57 / Chapter 3.2 --- 支援學習的資源 --- p.62 / Chapter 3.21 --- 教室的硬件資源 --- p.62 / Chapter 3.22 --- 學生的語言特色與物質資源 --- p.63 / Chapter 3.23 --- 學生的「文化資本」 --- p.66 / Chapter 3.3 --- 從「免費報紙」看通識學習資源的意義 --- p.73 / 小結 --- p.74 / Chapter 第五章： --- 從學生角度看學習與通識 / Chapter 1. --- 「覺得唔啱聽囉！」´ؤ´ؤ「悶」與學習的意義 --- p.76 / Chapter 2. --- 「咁多功課，好煩呀！」´ؤ´ؤ由課業任務的「難」到「煩」 --- p.78 / Chapter 2.1 --- 「攞唔到，麻煩囉！」一學習資源，不只是學習問題 --- p.84 / Chapter 3. --- 「真係煩呀，畀你喇！」´ؤ´ؤ「煩」與陽剛氣質建構的學習空間 --- p.89 / Chapter 3.1 --- 「成日煩住你！」一女生在學習互動上的煩惱 --- p.90 / Chapter 3.2 --- 「你揀到咩？派¯ا入嚟咋嘛！」一第三組別基層男生的陽剛氣質 --- p.92 / Chapter 3.3 --- 「唔粗魯¯إø，佢唔會走。」一女生回應陽剛氣質的兩難 --- p.98 / Chapter 3.4 --- 「我走嚟走去，做皇帝！」´ؤ´ؤ當中產陽剛氣質遇上基層陽剛氣質 --- p.109 / Chapter 3.5 --- 「神經質架佢...佢自己又飛機場喎!」´ؤ´ؤ對抗教師權威的性別權力 --- p.111 / Chapter 3.6 --- 「好想鬧佢」一非主流男生的學習處境 --- p.113 / Chapter 3.7 --- 「你講¯ا好多次嘞，煩到死！」´ؤ´ؤ「如魚得不到水」的基層陽剛男生 --- p.120 / Chapter 4. --- 爭霸陽剛氣質在中一義班發展的趨向 --- p.122 / Chapter 5. --- 「播近嘢，唔會嘈嘅。」´ؤ´ؤ喘息/逃離的空間 --- p.126 / 小結 --- p.127 / Chapter 第六章： --- 從批判/女性主義教育學看通識教育的可能與限制 / Chapter 1. --- 批判思考、生活經驗與課程組織 --- p.130 / Chapter 2. --- 以批判思考提升學生對生活經驗的認知 --- p.136 / Chapter 3. --- 中一義班需要怎樣的通識課程？ --- p.143 / Chapter 3.1 --- 在通識課程中融入脈絡化的性別教育 --- p.145 / Chapter 3.2 --- 脈絡化的「故事」：課程的重要素材 --- p.149 / Chapter 3.3 --- 專題硏習與行動硏究 --- p.156 / Chapter 4. --- 批判/女性主義教育學與課堂中的權力 --- p.159 / Chapter 4.1 --- 溫習課的例子 --- p.159 / Chapter 4.2 --- 從權力角度理解學生的沉默 --- p.162 / Chapter 4.3 --- 教師的批判角色與關懷角色 --- p.165 / Chapter 4.4 --- 對沉默的學生的支持 --- p.171 / Chapter 5. --- 在通識教育科中實踐批判/女性主義教育學的結構障礙 --- p.172 / Chapter 5.1 --- 公開試的回洗效應 --- p.172 / Chapter 5.2 --- 班級人數與知識建構 --- p.177 / 小結 --- p.180 / Chapter 第七章： --- 結語 / Chapter 1. --- 怎樣的建構主義教學觀？ --- p.185 / Chapter 2. --- 批判/女性主義教育學對建構主義教學觀的回應 --- p.189 / Chapter 3. --- 通識教育科在建構知識的課程中的定位 --- p.193 / Chapter 4. --- 在教育改革中建構通識教師身份 --- p.199 / 參考文獻 --- p.207-213 / 圖表索引 --- p.214 / 附錄 / 附錄一：中一義班上學期分組/小組協作課堂及不分組課堂的分佈 --- p.215 / 附錄二 ：中一義班部分同學對金錢的看法 --- p.216 / 附錄三：中一義班部分女生的自我建構 --- p.217-220 / 附錄四：課堂回應表 --- p.221 / 附錄五：學生學習生活問卷調查 --- p.222 / 附錄六：合作教師個人訪談大綱 --- p.223 / 附錄七：學生焦點小組訪談大綱 --- p.224 / 附錄八：一般課堂觀察 --- p.225 / 附錄九：硏究資料的搜集及倫理考量(致校方文件） --- p.226 / 附錄十：「理想我」（ideal self)工作紙 --- p.227 / 附錄十一:「需要」（needs)與「慾望」（wants)課堂設計 --- p.228-229 / 附錄十二： 新高中學制宣傳片(家長篇） --- p.230

The purpose of this study was to determine to what extent physical education programs are being implemented in a Southern California school district, in an effort to increase physical activity and decrease obesity among students. This study also identified factors that either contributed to, or detracted from, implementation.

The aim of this project was to develop curriculum that educators could use to assist high school students (ages 14-17 years) in the Inland Empire of Southern California to apply critical thinking skills to understanding the negative effects of uncontrolled urban sprawl. The problems and issues which result from sprawl are emphasized in the learning activites.

The internationalization of distance learning in special education is at a pivotal point in expansion. Even with concerted efforts through traditional means to increase the supply of special educators, shortages persist; therefore, teacher preparation programs are turning to online education. This dissertation study was a formative program evaluation of a bilingual, two-course sequence within a web-based special education master's program offered at the University of North Texas (UNT), in Denton, Texas, and at the Universidad Casa Grande (UCG) in Guayaquil, Ecuador. The research design was based on the unfolding model of program evaluation, and it included mixed-methods of data collection. The model focused attention on (1) scientific evidence, (2) cost-benefit differential, (3) underlying values, and, (4) unintended consequences. Data came from archived documents as well as six semi-structured interviews with stakeholders and survey data from 23 student participants. The findings for the general-orientation course, Special Education Programs and Practices, revealed mixed results concerning multicultural awareness on the part of student participants. However, it seemed to have influenced their lesson design and made a difference in other areas. Some multicultural awareness concepts frequented the discussion board. The specialized course, Assistive Technology, which had more frequent communication between UNT and UCG on the discussion board, suggested larger increases in students' multicultural awareness. With respect to both courses, the stakeholders recommended that the structure be strengthened for non-bilingual instructors and students to be able to communicate more freely. Translation issues were a top priority in both courses. The study has implications for other international distance education programs.

The call of the wilderness resonates in all of our hearts, with the desire to get in touch with nature and experience wilderness at some level. This project gives the high school teacher the practical resources necessary to share the passion of being in the wilderness with high school students.

To combat social, economic and racial inequality in the United States, the author advocates for 'social awareness' education to be built into the curriculum of the public school system. The purpose of the curriculum is to create a society that respects people and recognizes each individual's worth regardless of gender, socio-economic status, race, ethnicity, age, cultural confines, or religious beliefs. The author suggests a course of action on how to institute a social awareness course into the public school curriculum.

Environmental service-learning is an intentional educational experience(s) wherein learners engage in meaningful activities designed to serve the environment. Environmental service-learning activities vary according to their learning and service goals and include ecomanagement, persuasion, legal action, economic action and political action. The purpose of this mixed methods research was to explore the ecological and educational impacts of grades 6-12 environmental education, with special attention to environmental service-learning throughout Portland, Oregon. Ecological impacts considered restoration and conservation outcomes of several environmental service-learning programs including plant communities, soils, litter removal and trail maintenance. Educational outcomes considered aspects of environmental literacy including locus of control, environmental sensitivity, indicated environmentally responsible behaviors, investigating environmental issues and knowledge of physical systems. The relative influence of some significant life experiences on youths' response to environmental education, including environmental service-learning, was also considered. Telephone surveys were used to gather data from 22 Portland metropolitan area environmental education programs. Data included 2014 annual biophysical impacts (e.g., area of invasive species removed, pounds of litter removed) and information on programming (e.g., length of program, % time outside). Eleven programs administered a 33-question environmental literacy assessment to participants of their programs (n=393). The assessment included the New Environmental Paradigm, the Inclusion of Nature in Self, questions from Environmental Identity Scale and self-constructed questions. One 8th grade program was identified for a detailed case study. In this 8th grade programs, slight variations in educational activities occurred among three treatment groups which varied the amount of time youth spent engaged in ecomanagement. Youth from the three treatment groups and a control group were administered the environmental literacy assessment at the beginning and end of the program. Qualitative data for the youth in the treatment groups were gathered to further consider how environmental literacy was impacted by participation in the program. Stronger associational correlations to environmental literacy occurred for the percentage of time an environmental education program spent outdoors rather than the percentage of time an environmental education program engaged in environmental service-learning (e.g., "With other people, I can work to make a positive impact on the environment." rho: .276 vs. "I have the skills necessary to make a positive impact on the environment" rho: .176). Random forests indicated that environmental education program features and some significant life experiences could predict collapsed environmental literacy variables (locus of control, environmental sensitivity and environmentally responsible behaviors). 22.4% of the variance in a collapsed environmental sensitivity variable was explained by nine predictor variables; those variables with the strongest influence were youth response to "Before this program, how frequently did you spend time in the outdoors," age and the presence of a positive adult role model who cares for the environment. Youth participating in environmental education programs showed higher environmental literacy than control groups (e.g., "I feel an important part of my life would be missing if I couldn't get out and enjoy nature from time to time" U: 3642.500, p: 0.025). Youth with significant formative life experiences (e.g., those indicating previous environmental education or a positive adult role model that cares for the environment) responded better (higher environmental literacy) to environmental education than those youth without ("I pay special attention to things outdoors" chi 10.633, p: 0.031). This research provides insight on the efficacy of environmental service-learning. Environmental service-learning positively affected environmental literacy, but outdoor environmental education was more effective in terms of environmental literacy. Results corroborate the body of literature regarding significant life experiences. Further, results suggest that significant life experiences are a critical development milestone necessary for youth to respond to environmental education on a developmental trajectory to empowered environmentally literate citizens.

Thesis (M. Tech. (Education)) -- Central University of Technology, Free state, 2013 / This study investigates current pedagogical practices in teaching in English as a language of learning and instruction. The study seeks to examine whether current teachers are in need of re-training or whether they possess relevant content pedagogical knowledge to use English as a medium of instruction. At present, the Governing Bodies of schools have the authority to choose the language of learning and instruction according to the provisions of the Constitution.The language chosen as the medium is critical since it assumes the role of mediator between text and learner, and teacher and learner. The research uses the interpretive paradigm and in particular engages (Vygotsky 1978) and Chomsky (1986) as theorists of language acquisition who write from a constructivist perspective. Methods of data collection are drawn largely from the qualitative methods and to a lesser extent from quantitative methods. Instruments for data collection included questionnaires, interviews and lesson observations. The research study focuses on foundation phase teachers and learners in four purposefully selected schools, comprising former Model C and public township primary schools. The findings of the study suggest that learners, especially from township schools, find it difficult to learn in English as a medium of instruction probably because of limited exposure to English in both the school and home environment. On the contrary, learners from former Model C schools seem to be at an advantage because they use English in all spheres of school life, in and out of the class, resulting in more exposure and repetition. The findings seem to indicate that teachers‘ limited proficiency in English negatively affects quality of pedagogical practises in the language of learning and instruction. Lesson observations support findings that teachers‘ limited proficiency do affect education. This study further suggests that most non-native English teachers are inadequately prepared to use English as the medium of instruction. This inadequacy consequently results in some teachers failing to meet the language-related needs of learners due to their limited proficiency in the language of learning. This point is demonstrated by evidence from the observed lessons, recorded interviews and reviewed literature. The study further reveals that most teachers have difficulties with pronunciations, terms and vocabulary appropriate for grade two learners in this instance. Additionally, four factors affecting pedagogic practises were reflected in the study. These were class inequalities, different distribution of knowledge, differences in access to knowledge and social class differences. These factors were experienced through different pedagogic practices employed by different participants.

The Reception Year (Grade R) classroom is the educational setting for lifelong learning to take place. The Reception Year teacher is primarily involved in equipping the young child with care and education. Quality education calls for trained teachers with diverse, intense training; teachers who would use their knowledge, skills and attitudes to lead the child to ultimately reach his/her full potential in the classroom setting through the curriculum. This study investigates what constitutes and influences quality teaching in the Reception Year classroom. The investigation includes a literature review and empirical research using quantitative research approaches and expands on the role of the Reception Year teacher with regards to the child in totality, Grade R curriculum and outcomes-based education. Findings show that teachers with specialised qualifications in early childhood education bring to the Grade R classroom relevant skills, knowledge and attitudes that affect the young child’s developmental needs. / Teacher Education / M.Ed. (Didactics)

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)