Please read the abstract in the section 00front of this document / Thesis (PhD (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / unrestricted

In hierdie studie word aandag gegee aan die invloed wat onderwysers, jeugwerkers en Liturgiese elemente teenwoordig in die skoolkonteks, op die geloofsvorming van kinders in Tradisioneel Afrikaans-Christelike skole uitoefen. Die kerk staan voor krisis wat vir jare reeds aan die kom is. Die kerk is nie meer die middelpunt van die samelewing nie en mense sien nie meer die kerk as noodsaaklike sosiale en geestelike bemiddelaar nie. Dit het tot gevolg dat al hoe minder mense kerk toe gaan met potensieël katastrofiese gevolge. Die kerk kan egter nie op sy louere rus nie, want ons het opdrag om die goeie nuus aan almal te verkondig om sodoende die Koninkryk van God te laat kom in mense se lewens en in die samelewing. Geloofsvorming vind tradisioneel plaas binne die veilige ruimte van die ouerhuis. Die realiteit is dat vele kinders nie meer geloofswaarhede by hul ouers leer nie en ook nie aan voorbeeldige Christelike lewenswyse blootgestel word nie. Om die leemte aan te spreek, behoort die kerk in vennootskap met die skool te staan om kinders bloot te stel aan konteks wat geloofvorming bevorder en fasiliteer. Die skoolkonteks bied geleentheid vir die kerk om kinders in hul vormingsjare te bereik, wat die beste tyd is om lewensveranderende lewenswater aan hulle te bring. Kinders het eksistensiële behoefte daaraan om blootstelling aan geloofsvormende stimuli te ontvang. Skoolkonteks, waarin voorbeeldige volwassenes en doeltreffende liturgiese elemente teenwoordig is, blyk van groot waarde te wees om die behoefte van kinders aan te spreek en die geleentheid vir kerk en samelewing te bied om noemenswaardige positiewe impak op die individu en die samelewing as geheel te voltrek. / Dissertation (MTh)--University of Pretoria, 2013. / gm2014 / Practical Theology / unrestricted

This study flows from an awareness of the crisis in the church, and specifically in the Dutch Reformed Church The Reeds, concerning the lack of faith identity as well as the lack of assimilation with the faith community after confirmation. The hypothesis chosen for this study, which also determined the opening argument, was that parental mentorship and involvement of parents in faith development assist in the development, understanding and living of children’s faith identity as well as their assimilation with the faith community after confirmation. The opposite of this is also made clear – a lack of parental mentorship and involvement of parents in faith development is the cause of the absence of faith identity and assimilation with the faith community after confirmation. From a perspective of building up the local church this hypothesis is examined theologically, psychologically and empirically. The study concludes that this hypothesis definitely holds ground. The role of the involvement or absence of parents in children’s faith identity and faith development is examined. The role of the faith community in supporting parents with their mentoring role is also probed and the results clearly indicate the need for an adjustment in the approach of the church’s youth ministry. Another meaningful finding is that there has been a shift in the past few decades (regarding where the responsibility for the development of children’s faith lie) from parents to the faith community. Parents were gradually shifted out of youth ministry, which caused the drop-off culture that currently exists. To ensure a generation that understands and live their faith identity and who are still actively involved in their faith community after confirmation, begs for definite action. To address this crisis, different strategies and action plans are proposed in order to move away from church-centred, home-supporting youth ministry to home-centred, church-supporting youth ministry. This implies long-term implementation and will result in parents once again taking primary responsibility for the faith development of their children. This further infers that faith communities must include parents in the ministry to children before and during their Sunday-school and catechism years. Copyright / Dissertation (MA(Theol))--University of Pretoria, 2012. / Practical Theology / unrestricted

As in the case of many other local and overseas teacher-training institutions the Postgraduate Certificate of Education programme (PGCE) at the University of Pretoria is a model rich in experience. In this model 60% of the time is devoted to a school-based programme and 40% to the university-based programme. The school-based programme is presented in association with schools. The student teacher is placed in a school for a period of seven weeks and assigned to a teacher who acts as the mentor teacher. The mentor teacher serves as a the link between teaching theory and subject content and also plays a major role in the contextualisation of the classroom learning experiences. The university prescribes various tasks: mentor teacher have to stimulate the inquiry skills and reflective practices of student teachers, manage meta-communication across situation and role, manage learning tasks and create a safe and challenging learning environment to the students. The mentor teacher should therefore not only be a subject specialist in his or her field of specialisation but should also create the opportunity for student teachers to maximise their potential. In this study the focus is on the experience of the teacher taking up the role of a mentor teacher. To fulfil the role of mentor teacher implies that an exchange of identity needs to take place from teacher identity to mentor teacher identity. This prompted the following research question: What is the identity image of a mentor teacher? With subsidiary questions as <ul> <li>What are the identifying characteristics of a mentor? </li> <li>What are the identifiable dynamic processes or stressful situations that have an impact on the identity formation of a mentor?</li></ul> The research could be identified as qualitative in the interpretative paradigm. Data were collected by means of open-ended questionnaires and in-depth interviews with selected mentor teachers and student teachers. The student teachers assigned to the selected mentors were automatically included in the study. The study was repeated for over a period of three terms, each term with two different teachers and student teachers. To analyse the data, Gee’s (2000-2001) four perspectives of identity, namely nature-identity, institution-identity, discourse-identity and affinity-identity, were used as analytical framework. The results disclosed many indicators supportive of mentor-identity but no fixed mentor-identity emerged. However, the characteristics, functions and responsibilities of a successful mentor in this case study were identified. These characteristics, functions and responsibilities defining the identity of a mentor teacher, could support the school in selecting teachers to take up the role of mentor teachers. In an extended school-based teaching practice the quality of the experience, in most cases, depends on the mentor teachers' beliefs and attitude towards the task. / Thesis (PhD)--University of Pretoria, 2008. / Curriculum Studies / unrestricted

Text in Afrikaans / This study is aimed at the development of a guiding framework for fathers and their adolescent sons by focusing on male identity as the main binding factor in the relationship between father a and son. The establishment, as well as the confusion regarding male identity, have been stated as starting point and problem statement of the study. The need regarding the way in which the father and son can be guided within this dynamic relationship in order to establish male identity, has been stated as motivation for the study. The need regarding the guidance of fathers and their sons was thus the primary aim with the research question, namely what the most applicable factors in a guiding framework should be that would guide fathers and their sons in order to support the formation of male identity within the sons. The research methodology that has been followed, was from a Gestalt perspective as meta theoretical assumption from which qualitative, explorative and descriptive strategies were followed. The qualitative strategy consisted of an auto-ethnography and semi-structured interviews. The trustworthiness of the research has been strengthened by a quantitative component of the research by utilizing questionnaires, after which data was collected and analysed. A purposive sample was drawn that included respondents from the Drakenstein municipal area in the Boland district. Categories that were identified from data from the semi-structured interviews, as well as indicators from the questionnaires, have been integrated, from which propositions were constructed. Six themes and resulting guiding strategies were presented in the form of a guiding framework. / Hierdie studie is gerig op die ontwikkeling van 'n begeleidingsraamwerk vir vaders en hulle adolessente seuns deur te fokus op manlike identiteit as die samebindende faktor in die verhouding tussen vader en seun. Die vestiging, asook die verwarring ten opsigte van manlike identiteit, is as vertrekpunt en probleemstelling vir die studie gestel. Die behoefte ten opsigte van die manier waarop vader en seun binne hierdie dinamiese verhouding begelei kan word ten einde manlike identiteit te vestig, is as motivering vir die studie gestel. Die behoefte aan begeleiding vir vaders en huile seuns was dus die primere doel met 'n navorsingsvraag, naamlik wat die mees toepaslike faktore sal wees wat in 'n begeleidingsraamwerk aan vaders en hulle seuns leiding sal bied ten einde die vorming van manlike identiteit by die seuns te ondersteun. Die navorsingsmetodologie wat gevolg is, was vanuit die Gestaltperspekief as metateoretiese aanname waaruit kwalitatiewe, verkennende en beskrywende strategies gevolg is. Die kwalitatiewe strategie het bestaan uit 'n outoetnografie en semi-gestruktureerde onderhoude. Die vertrouenswaardigheid van die navorsing is deur 'n kwantitatiewe komponent van die navorsing versterk deur vraelyste te benut waarna data ingesamel en geanaliseer is. 'n Doelgerigte steekproef is getrek, wat respondente ingesluit het uit die Drakenstein munisipale gebied in die Boland distrik. Kategoriee wat vanuit die data van die semi-gestruktureerde onderhoude geidentifiseer is, asook indikatore vanuit die vraelyste, is geintegreer waaruit proposisies saamgestel is. Ses temas en voortspruitende begeleidingstrategiee is aangebied in die vorm van 'n begeleidingsraamwerk. / Social Work / D.Diac. (Spelterapie)

Summaries in Afrikaans and English / The promotion of multi-cultural education and the upliftment of milieu disadvantaged children are closely related to each other, and is presently an important issue in the South African educational system. Poor knowledge of milieu disadvantaged children and multi-cultural education result in the loss of valuable learner potential and the non-fulfilment of the education policy. In this study, the promotion of self-actualisation of milieu disadvantaged children within a multi-cultural education system is discussed from a psychological-educational perspective. Attention is given to the problems and issues that play a defining role in the implementation of such an educational system. The influence of the environment en the development and functioning of milieu disadvantaged learners is investigated further. Qualitative research is done to identify the developmental areas where most problems occur. Finally, recommendations are made to the government, teachers and parents that ~an serve as guidelines to promote the selfactualisation of these learners. / Die bevordering van multikulturele onderwys en die opheffing van die milieu-geremde leerder hou nou verband met mekaar, en is tans 'n belangrike vraagstuk in die Suid-Afrikaanse onderwyssisteem. Gebrekkige kennis van milieu-geremdheid en multikulturele onderwys veroorsaak dat leerderpotensiaal verlore gaan en die onderwysbeleid nie uitgevoer word nie .. In hierdie studie word die bevordering van selfaktualisering van milieu-geremde leerders binne 'n multikulturele onderwyssisteem vanuit 'n opvoedkundig-sielkundige perspektief bespreek. Aandag word geskenk aan die problema en faktore wat 'n bepalende rol by die suksesvolle implementering van 'n multikulturele onderwyssisteem speel. Die invloed van die omgewing op die ontwikkeling en funksionering van milieu-geremde leerders word verder ondersoek. Kwalitatiewe navorsing is gedoen om die ontwikkelingsareas waar die meeste problema ervaar word, te identifiseer. Laastens word aanbevelings aan die regering, onderwysers en ouers gemaak wat as riglyne kan dien om die selfaktualisering van hierdie leerders te bevorder. / Educational Studies / M. Ed. (met spesialisering in Voorligting)

Text in Afrikaans / This study is aimed at the development of a guiding framework for fathers and their adolescent sons by focusing on male identity as the main binding factor in the relationship between father a and son. The establishment, as well as the confusion regarding male identity, have been stated as starting point and problem statement of the study. The need regarding the way in which the father and son can be guided within this dynamic relationship in order to establish male identity, has been stated as motivation for the study. The need regarding the guidance of fathers and their sons was thus the primary aim with the research question, namely what the most applicable factors in a guiding framework should be that would guide fathers and their sons in order to support the formation of male identity within the sons. The research methodology that has been followed, was from a Gestalt perspective as meta theoretical assumption from which qualitative, explorative and descriptive strategies were followed. The qualitative strategy consisted of an auto-ethnography and semi-structured interviews. The trustworthiness of the research has been strengthened by a quantitative component of the research by utilizing questionnaires, after which data was collected and analysed. A purposive sample was drawn that included respondents from the Drakenstein municipal area in the Boland district. Categories that were identified from data from the semi-structured interviews, as well as indicators from the questionnaires, have been integrated, from which propositions were constructed. Six themes and resulting guiding strategies were presented in the form of a guiding framework. / Hierdie studie is gerig op die ontwikkeling van 'n begeleidingsraamwerk vir vaders en hulle adolessente seuns deur te fokus op manlike identiteit as die samebindende faktor in die verhouding tussen vader en seun. Die vestiging, asook die verwarring ten opsigte van manlike identiteit, is as vertrekpunt en probleemstelling vir die studie gestel. Die behoefte ten opsigte van die manier waarop vader en seun binne hierdie dinamiese verhouding begelei kan word ten einde manlike identiteit te vestig, is as motivering vir die studie gestel. Die behoefte aan begeleiding vir vaders en huile seuns was dus die primere doel met 'n navorsingsvraag, naamlik wat die mees toepaslike faktore sal wees wat in 'n begeleidingsraamwerk aan vaders en hulle seuns leiding sal bied ten einde die vorming van manlike identiteit by die seuns te ondersteun. Die navorsingsmetodologie wat gevolg is, was vanuit die Gestaltperspekief as metateoretiese aanname waaruit kwalitatiewe, verkennende en beskrywende strategies gevolg is. Die kwalitatiewe strategie het bestaan uit 'n outoetnografie en semi-gestruktureerde onderhoude. Die vertrouenswaardigheid van die navorsing is deur 'n kwantitatiewe komponent van die navorsing versterk deur vraelyste te benut waarna data ingesamel en geanaliseer is. 'n Doelgerigte steekproef is getrek, wat respondente ingesluit het uit die Drakenstein munisipale gebied in die Boland distrik. Kategoriee wat vanuit die data van die semi-gestruktureerde onderhoude geidentifiseer is, asook indikatore vanuit die vraelyste, is geintegreer waaruit proposisies saamgestel is. Ses temas en voortspruitende begeleidingstrategiee is aangebied in die vorm van 'n begeleidingsraamwerk. / Social Work / D.Diac. (Spelterapie)

Summaries in Afrikaans and English / The promotion of multi-cultural education and the upliftment of milieu disadvantaged children are closely related to each other, and is presently an important issue in the South African educational system. Poor knowledge of milieu disadvantaged children and multi-cultural education result in the loss of valuable learner potential and the non-fulfilment of the education policy. In this study, the promotion of self-actualisation of milieu disadvantaged children within a multi-cultural education system is discussed from a psychological-educational perspective. Attention is given to the problems and issues that play a defining role in the implementation of such an educational system. The influence of the environment en the development and functioning of milieu disadvantaged learners is investigated further. Qualitative research is done to identify the developmental areas where most problems occur. Finally, recommendations are made to the government, teachers and parents that ~an serve as guidelines to promote the selfactualisation of these learners. / Die bevordering van multikulturele onderwys en die opheffing van die milieu-geremde leerder hou nou verband met mekaar, en is tans 'n belangrike vraagstuk in die Suid-Afrikaanse onderwyssisteem. Gebrekkige kennis van milieu-geremdheid en multikulturele onderwys veroorsaak dat leerderpotensiaal verlore gaan en die onderwysbeleid nie uitgevoer word nie .. In hierdie studie word die bevordering van selfaktualisering van milieu-geremde leerders binne 'n multikulturele onderwyssisteem vanuit 'n opvoedkundig-sielkundige perspektief bespreek. Aandag word geskenk aan die problema en faktore wat 'n bepalende rol by die suksesvolle implementering van 'n multikulturele onderwyssisteem speel. Die invloed van die omgewing op die ontwikkeling en funksionering van milieu-geremde leerders word verder ondersoek. Kwalitatiewe navorsing is gedoen om die ontwikkelingsareas waar die meeste problema ervaar word, te identifiseer. Laastens word aanbevelings aan die regering, onderwysers en ouers gemaak wat as riglyne kan dien om die selfaktualisering van hierdie leerders te bevorder. / Educational Studies / M. Ed. (met spesialisering in Voorligting)