A quantative descriptive study was used to describe the factors that influence the output in the four (4) year nurse training programme. Data was collected by using a self administered questionnaire to 73 participants sampled by stratified random sampling in the Southern Campus of Free State School of Nursing in the Free State Province. Data was analysed by using SPSS computer version 15. The findings of this study revealed that there were difficult subjects like Fundamental Nursing Science, General Nursing Science, Basic Nursing Science, Psychiatric Nursing Science and Midwifery. These were identified per year level of study. The study revealed that difficulty experienced by students resulted in them failing the indicated subjects. Recommendations were made as to how to address the identified factors especially those regarding subjects that were failed in each level, different teaching strategies that could be used to improve the throughput. / M. A. (Health Studies) / Health Studies

A quantative descriptive study was used to describe the factors that influence the output in the four (4) year nurse training programme. Data was collected by using a self administered questionnaire to 73 participants sampled by stratified random sampling in the Southern Campus of Free State School of Nursing in the Free State Province. Data was analysed by using SPSS computer version 15. The findings of this study revealed that there were difficult subjects like Fundamental Nursing Science, General Nursing Science, Basic Nursing Science, Psychiatric Nursing Science and Midwifery. These were identified per year level of study. The study revealed that difficulty experienced by students resulted in them failing the indicated subjects. Recommendations were made as to how to address the identified factors especially those regarding subjects that were failed in each level, different teaching strategies that could be used to improve the throughput. / M. A. (Health Studies) / Health Studies

This study examines the significance of understanding learners’ learning styles in relation to an educator’s learning style. The study explores the extent to which an educator and learners make provision for learning style flexibility by knowing and understanding their learning styles. There were reasons for being actively involved in the study. I wanted to know my learning style and to know and understand the learning styles of my learners. Action research was used to focus on the significance of learning style flexibility in my teaching practice, with the aim to developing myself as a professional and improving my teaching practice. Action research develops through a selfreflective spiral, consisting of cycle, each with its own steps of planning, acting, observing, reflecting and planning again for further implementation. Action research was critical in helping me to enhance my competencies and the competencies of learners who participated in my study and enabled me to improve in an ongoing, cyclical fashion. The use of qualitative and quantitative research methods helped me to learn and understand my learning style and learners’ learning styles. Herrmann’s Whole Brain Dominance Instrument (HBDI) was used to identify my learning style. To identify learners’ learning styles I used a simplified questionnaire that helped me to understand learners’ thinking preferences according to the four quadrants of Herrmann’s model. Learners’ profiles were identified and indicated that they have didderent profiles. Feedback questionnaires for learners and lecturers were used to dtermine feedback on how I facilitate learning and accommodate learners according to their learning styles, and improve myself professionally. Learning style flexibility is an approach that enhances teaching and learning, including the achievement of complex learning outcomes that includes attitudes and personality traits. Educators should move away from a content-driven learning approach to learner-driven approaches that allow learners to discover and construct knowledge on their own. Learning style flexibility and educational change complement each other. Learning style flexibility is significant in teaching and learning and the professional development of educators. Copyright / Dissertation (MEd)--University of Pretoria, 2012. / Humanities Education / unrestricted

Since the independence of Mozambique in 1975 teacher education and teacher continuing professional development (TCPD) have been a matter of concern for the Ministry of Education (MINED) and teachers. Both the MINED as employer and the teachers individually have permanently been looking for models and ways to upgrade their academic and professional qualifications levels. The constraints faced by Mozambique are similar to those faced by other sub-Saharan African countries since their independence due to the increased pressure for more attention to all levels of education, with particular emphasis on primary education. Although TCPD is usually seen as part of the overall Strategy for Teacher Education (Ministry and Education and Culture, 2004), this scenario privileges initial teacher education since there are many unqualified teachers facilitating learning. The main challenge of this study was to investigate the practices of primary school teachers in Grades 1 and 2 through a participatory action research (PAR) in a study titled Exploring Professional Development Intervention for Improving the Teaching Practices of Primary School Teache. Mixed methods research was used, namely quantitative and qualitative methods. A quantitative method was used during the baseline study which consisted of questionnaires administrated to 1 028 teachers from six provinces in the country. Qualitative research was used with five practitioner-researchers (PRs) in one school. Each PR was approached as a single case study. The findings of this PAR indicate that, on the one hand, the teachers are aware of the need for more academic and pedagogical qualifications, and on the other hand, of the individual responsibility they have. They believe that progression in their careers should be a credible procedure that recognises the TCPD programmes they have attended. The teachers are of the opinion that the MINED should formally recognise the TCPD by allocating credit points to teachers. Although the self-directed professional development (SDPD) model used in this study was time consuming, it has revealed that TCPD can provide effective results when with the appropriate support and follow-up of methods of facilitating the learning of reading and writing skills in Grades 1 and 2. The study involved all teachers appointed to Grade 1 in 2007, and continued with the same teachers until 2010. During this period the teachers were appointed to facilitate learning in Grades 1 and 2. Notwithstanding the fact that the PRs were only from 2 of the 7 grades provided in primary education, the study revealed the advantage of whole school professional development. The study took into consideration the Mozambican school context and calendar. For instance, the PRs were certified by the latest model of teacher education (10+2 teacher education programme) provided by the MINED. In addition, the meetings were carried out during the period scheduled for the planning of pedagogical practices and TCPD programmes. Throughout the study the constant issue that emerged was the need for a paradigm shift in TCPD. Providers of TCPD need to introduce changes in the way they view primary school teachers and confer on them the responsibility for their individual continuous professional development. Action Research could be the new research paradigm used by providers and teachers to improve their work, understand learners’ learning problems and find the appropriate solutions to improve achievement. The findings of this PAR both contribute to understanding the teachers’ views with respect to the TCPD programmes being provided, and offer the option for a new paradigm for TCPD. In this regard the current providers of such programmes can also consider the school principal and the deputy principal as fundamental facilitators of TCPD through a SDPD model. / Thesis (PhD)--University of Pretoria, 2011. / Humanities Education / unrestricted