M.Ed. (Teaching Studies) / Hierdie navorsing is gebaseer op die onderrigvaardighede wat tydens lesvoorbereiding en lesbeplanning benodig word. Onderwysers benodig sekere toepaslike en relevante onderrigvaardighede binne die onderwys professie. Daar word gepoog om die basiese onderrigvaardighede te identifiseer wat benodig word tydens lesvoorbereiding en -beplanning, hoe 'n onderwysstudent hierdie vaardighede kan bemeester en om te bepaal of die vaardighede deur die onderwysers aangewend word in die werklike onderrigsituasie. Die doeI van hierdie studie word volledig in hoofstuk 1 uiteengesit. Die doelstellings is as volg: * om 'n verskeidenheid van vaardighede wat tydens lesvoorbereiding en beplanning benodig word, te identifiseer; om ondersoek in te stel of hierdie vaardighede aan onderwyskolleges en universiteite wei onderrig word; om te bepaal of onderwyskolleges en universiteite (volgens die respondente) die nodige aandag, prakties sowel as teoreties, aan die onderrig van genoemde vaardighede bestee, en om te bepaal of die vaardighede, indien wei onderrig is, in die klaskamersituasie aangewend word. 'n Vraelys is saamgestel wat op die basiese onderrigvaardighede gebaseer is en wat onder andere die volgende insluit: besluitnemingsvaardighede; onderrigvaardighede betreffende die leerling se beginsituasie; vaardighede om die doel, doelstellings, lesinhoud, leerling-onderwyseraktiwiteite, leerinhoud, organisasie, evaluasie en terugvoer korrek te selekteer. Die vraelys is deur onderwysers van verskillende jaargroepe in verskillende skole voltooi om sodoende data van onderwysvaardighede tydens lesbeplanning en -voorbereiding in te same!. Die bevinding van die vraelys weerspieel die opinie dat aile jaargroepe van onderwysers saamstem dat die teoretiese aspek van hul opleiding genoegsame aandag geniet, maar dat die praktiese opleiding van onderwysers nie dieselfde aandag geniet nie. Die bevindings dui daarop dat 'n ongebalanseerdheid bestaan tussen die teorie en die praktyk. In die lig hiervan het die navorser dit nodig geag om sekere aanbevelings aan kolleges en universiteite te maak, ter bevordering van die status quo. Daar word onder andere voorgestel dat tersiere inrigtings hul huidige onder-wysersopleiding kurrikula en opleidingsprogramme hersien, ten einde meer effektiewe praktiese ondervinding aan onderwysstudente te bied, en hulle sodoende beter toerus met die vereiste onderrigvaardighede wat hulle in staat sal stel om hulle taak met beter bevoegdheid, meer effektiwiteit en sukses te verrig.

Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The purpose of this qualitative research study was to determine the value that a group of teachers in South Africa would place on the process of lesson study as a model for their own learning and instructional improvement. A qualitative case study approach through an action research design was the methodology employed for this research. Participants in this 18-month study experienced three complete cycles and a fourth partially completed cycle of lesson study. The setting in South Africa offers a unique perspective to research on lesson study. Lesson study has been the primary method of professional teacher development in Japan for more than 50 years. It is also realizing some success in school districts across the USA. The recent educational reforms in South Africa have something in common with each of these countries. Like Japan, South Africa has adopted a national curriculum. The common link with the USA is that both countries have recently experienced educational reform at the national government level. The findings from this research include a discussion of the elements contained in lesson study that may be beneficial to incorporate into continuing professional teacher development programs, an analysis of the sustainability of lesson study, and an exploration of the connection between the model of lesson study and the design of action research. / AFRIKAANSE OPSOMMING: Die doel van hierdie kwalitatiewe navorsingstudie was om die waarde wat ʼn groep onderwysers in Suid-Afrika op die proses van lesstudie as ʼn model vir hulle eie leer- en onderrigverbetering sou plaas, te bepaal. ʼn Kwalitatiewe gevallestudie-benadering met behulp van ʼn aksienavorsingontwerp was die metodologie wat tydens hierdie navorsing aangewend is. Deelnemers aan hierdie studie wat oor 18 maande gestrek het, het drie volledige siklusse en ʼn vierde gedeeltelike siklus van lesstudie onderneem. Die Suid-Afrikaanse konteks bied ʼn unieke perspektief op navorsing oor lesstudie. Lesstudie was vir meer as 50 jaar die primêre metode van professionele onderwyserontwikkeling in Japan. Dit behaal ook ’n mate van sukses in skooldistrikte oor die VSA heen. Die onlangse onderwyshervormings in Suid-Afrika het iets gemeen met elk van hierdie lande. Soos Japan, het Suid-Afrika ʼn nasionale kurrikulum in gebruik geneem. Die skakel met die VSA is dat albei lande onlangs onderwyshervorming op nasionale regeringsvlak ondergaan het. Die bevindinge van hierdie navorsing sluit ʼn bespreking van die elemente vervat in lesstudie in wat inkorporering in programme vir voortgesette professionele onderwyserontwikkeling tot voordeel kan strek, ʼn ontleding van die volhoubaarheid van lesstudie, en ʼn verkenning van die verband tussen die lesstudie-model en die ontwerp van aksienavorsing.

Thesis (MPhil)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: In 1997, the South African Qualifications Authority (SAQA) published its guidelines 'to provide for the development and implementation of a National Qualifications Framework (NQF)' (Government Gazette 1997:35). This framework was to pave the way for compelling transformation in the education sector. One of the key features of the framework would be a directive that a series of competencies, or generic skills, that SAQA termed its 'critical cross-field outcomes' would have to be incorporated into the design of all programmes of learning. The publication of the guidelines sparked considerable debate; a debate that, in the five years since 1997, does not appear to have been resolved. As higher education institutions prepare for the 2003 submission of programmes to SAQA for registration, the importance of swift and meaningful intervention is self-evident. This report gives an account of a study undertaken to allow for the critical analysis of generic learning outcomes, or specifically SAQA's critical outcomes, as they present themselves in a technikon diploma programme. While the initial impetus in terms of the skills debate may appear to have arisen as a result of national imperatives, the overview of the literature pointed to international precedents, particularly when the issue of generic skills was contextualised against the background of the changing higher education landscape. Thus empirical research was conducted at the Cape Technikon using the National Diploma in Human Resources Management, its academic staff and its second-year student group, as its focus. The qualitative data, generated via multiple techniques including document analysis, interviewing, and a survey, provided a wealth of information and in-depth insight into the perceptions and attitudes of the respondents. The researcher endeavoured to maintain a practical focus throughout the study and sought to interpret and critique existing practice against best practice as described in the literature. The findings highlighted numerous issues relating to the integration of generic learning outcomes into programmes of learning. Key among these were the apparent lack of clarity and guidance among students and staff about the meaning of, and envisaged role for, the generic learning or critical outcomes; the fact that many in the technikon sector are already employing those teaching and learning strategies that are deemed appropriate when following an outcomes-based approach; that the changing student profile has had a direct impact on what happens in the classroom; and that assessment systems and practices appear to be the main barriers to the effective development of generic skills. In response, this study recommends that a structured, holistic, process approach be implemented at those institutions that are serious about integrating SAQA's critical outcomes into their programmes of learning. While such an approach would require institutional support and guidance, as well as an overall commitment to staff development, it is the contention of the researcher that the technikon sector, by virtue of its career-oriented focus and the design of its programmes, is ideally positioned to embrace the SAQA challenge successfully. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Kwalifikasieowerheid (SAKO) het in 1997 riglyne gepubliseer wat voorsiening maak vir die ontwikkeling en implementering van 'n Nasionale Kwalifikasieraamwerk (NKR). Hierdie raamwerk sou die weg baan vir ingrypende veranderinge in die onderwys. Een van die sleuteleienskappe van hierdie raamwerk was die opdrag dat 'n reeks bevoegdhede, of generiese vaardighede, wat deur SAKO as sy 'kritiese uitkomstes' beskryf is, in die opstel van alle leerprogramme ingesluit moes word. Die publikasie van die riglyne het 'n aansienlike debat ontketen; 'n debat wat in die vyf jaar sedert 1997 oënskynlik nog nie tot 'n einde gekom het nie. Aangesien hoëronderwysinstellings hul voorleggings vir 2003 aan SAKO vir registrasie nou reeds begin voorberei, is die noodsaaklikheid van 'n vinnige en betekenisvolle besluit hieroor voor die hand liggend. Hierdie verslag gee 'n uiteensetting van navorsing wat gedoen is om 'n kritiese analise van generiese leeruitkomstes, of spesifiek die kritiese uitkomstes van SAKO, soos toegepas in die diplomaprogram van 'n tegnikon, te beskryf. Alhoewel dit aanvanklik mag gelyk het asof die debat oor vaardighede sy ontstaan aan 'n nasionale opdrag te danke gehad het, het 'n oorsig van die literatuur daarop gedui dat internasionale presedente ook daartoe aanleiding gegee het, veral in gevalle waar vrae betreffende die generiese leeruitkomstes teen die agtergrond van 'n veranderende hoëronderwyslandskap beskou is. Empiriese navorsing is aan die Kaapse Tegnikon onderneem met die Nasionale Diploma in Menslike Hulpbronnebestuur, sy akademiese personeel en tweedejaarstudente, as fokuspunt. Kwalitatiewe data is deur die gebruik van verskeie tegnieke gegenereer wat dokumentêre analise, onderhoudvoering en 'n vraelysopname insluit. Hierdie data het 'n bron van inligting oor, en insae, tot, die persepsies en houdings van die respondente verskaf. Die navorser het deurgaans gepoog om 'n praktiese fokus tydens die studie te behou en om die huidige praktyk te interpreteer en te beoordeel teenoor dit wat as suksesvol in die literatuur bestempel is. Die bevindinge het verskeie aspekte ten opsigte van die insluiting van generiese leeruitkomstes binne leerprogramme na vore gebring. Van die belangrikste aspekte is die klaarblyklike gebrek aan duidelikheid en leiding, onder sowel studente as akademiese personeel, oor die betekenis van, en beoogde rol vir die kritiese of generiese leeruitkomstes; die feit dat vele akademici in die tegnikonsektor reeds gebruik maak van die onderrig- en leerstrategieë wat as toepaslik vir uitkomsgebaseerde onderrig beskou word; dat die veranderende studenteprofiel 'n direkte impak gehad het op dit wat in die klaskamer gebeur; en dat assesseringspraktyke en -metodes tans die grootste remskoen in die effektiewe ontwikkeling van generiese vaardighede blyk te wees. In antwoord hierop beveel hierdie studie die implementering van 'n gestruktureerde, holistiese, prosesbenadering by die instellings aan wat erns maak met die insluiting van SAKO se kritiese uitkomstes in hul leerprogramme. Alhoewel so 'n benadering ondersteuning en leiding van die instellings, asook 'n algemene verbintenis tot personeelontwikkeling, sal vereis, is dit die navorser se oortuiging dat die tegnikonsektor, as gevolg van sy loopbaangerigte fokus en die inhoud van sy programme, ideaal geposisioneer is om die SAKO-uitdaging suksesvol die hoof te bied.

This study investigated how lesson study, a Japanese intervention tool, may be used as a management strategy to improve performance in space, shape and orientation in Mathematical Literacy at Technical and Vocational Education and Training colleges. In this study a qualitative approach was followed in both the pilot and the main study. Prior to the main study, a small-scale pilot study was conducted which consisted of two participant lecturers and lasted for about two months culminating in one complete lesson study cycle and a second partially completed cycle. Four lecturers participated in the main study which lasted about seven months from the last week of February 2019 to the last week of August 2019 at a campus of a TVET college where Mathematical Literacy is a subject in the NCV program. Data were collected from semi-structured interviews with lecturers and students, observations of students’ performance and behaviour while delivering the research lessons, including researchers’ journals and participant lecturers’ journals, students’ work and meeting notes which included debriefing notes. The LS - Participative Management model proposed in this study has shown to achieve the broad teaching and learning outcomes, personal and professional outcomes and managerial outcomes. Hence, it is possible that the model proposed in this study is an appropriate model which can be successfully implemented at TVET colleges in South Africa. With the application of the LS Participative Management model, findings revealed from this study showed that participant lecturers improved their teaching and learning by reflecting and engaging with the content of space, shape and orientation in Mathematical Literacy by highlighting the misconceptions students have around this topic. Participant lecturers were also brought out of isolation, giving them the opportunity to collaborate with other lecturers and the manager. Collaboration and participation in lesson study also brought about organisational effectiveness which was revealed through vigorous discussions, openness, trust and respect, positive relationships and sharing ideas. Lesson study also provided an enabling environment for lecturers to become personally and professionally empowered by increased confidence and motivation as they gained more experience in lesson study. The involvement of the manager as a participant observer showed that it can impact on curriculum management, sharing experience and expertise, influence the organisational culture and provide guidance and support. / Educational Management and Leadership / D. Ed. (Educational Management)