Ooreenkomstig een van die beginsels wat in die onderwys in die vooruitsig gestel word, naamlik dat onderwysers lewenslange leerders is, behoort onderwysers hulself voordurend professioneel te ontwikkel, sodat die onderwys kan getuig van kwaliteit onderrig en leer. Die Suid-Afrikaanse onderwysstelsel moet aan die diversiteit van behoeftes van leerders voldoen en vra dus ‘n kreatiewe oplossing vir onderrig en leer. Hierdie studie handel oor die rol van die departementshoof as begeleier van grondslagfase onderwysers. Navorsing verwys na ’coaching’ en kan dus direk vertaal word met 'afrigting.' Vir die doeleindes van hierdie studie hou ’coaching’ egter meer verband met begeleiding en sal dié term as vertaling dien. Navorsing in die veld van begeleiding in die onderwyssektor in Suid-Afrika blyk egter onbekend te wees. Daar blyk 'n behoefte aan bewysgebaseerde navorsing oor alternatiewe strategieë soos begeleiding te wees. Die doel van hierdie studie is om te bepaal in hoe 'n mate departementshoofde van die grondslagfase binne die wetgewing en die regsraamwerk die onderwysers kan begelei binne die beperkte tyd tot hul beskikking. Die leerteoretiese beginsels van die andragogie, wat ook elemente van die kognitiewe leerteorie bevat, is vir die doeleindes van die studie as vertrekpunt gebruik. 'n Kwalitatiewe interpretivistiese benadering is gevolg ten einde die departementshoofde en bereidwillige onderwysers van vyf privaatskole se ervarings van begeleiding te kon bepaal. Semi-gestruktureerde onderhoude is met die deelnemers gevoer. Die studie het bevind dat die departementshoofde sowel as onderwysers deurlopende begeleiding nodig ag. Die deelnemende skole pas begeleiding meestal informeel toe, sonder ‘n begeleidingsmodel. Die departementshoofde se bestuur en onderrigleierskap is ondersoek en die studie het bevind dat onderwysers ‘n groot behoefte aan monitering en kontrole van hul departementshoofde verwag. Ewekniebegeleiding word weinig toegepas en is nog ‘n onbekende strategie vir die departementshoofde. Begeleiding as deurlopende strategie vir professionele ontwikkeling word verkies bo eendagwerkwinkels, aangesien begeleiding in die skool se spesifieke behoeftes kan voorsien. Die departementshoof as onderrigleier leef die visie van die skool voor, hoofsaaklik deur gedeelde waardes. Die meeste departementshoofde maak gebruik van refleksietegnieke vir begeleiding, maar verlang meer opleiding hierin. In hierdie studie is bevind dat die grootste voordeel van begeleiding daarin lê dat dit probleemoplossende denke stimuleer en nuwe onderrigmetodes aanleer. Begeleiding het bepaalde uitdagings en ewekniebegeleiding word veral deur sommige onderwysers as intimiderend en evaluerend beskou. Die studie het ook bevind dat departementshoofde beperkte tyd vir begeleiding het. Die studie maak laastens die nodige aanbevelings vir begeleiding na aanleiding van die literatuur en bevindinge van die studie. / Dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Education Management and Policy Studies / MEd / Unrestricted

Although the need for and importance of self-directed learning are well documented, studies reporting on the influence of teaching–learning strategies, fostering self-directed learning skills, are limited. The aim of this investigation was to determine and understand the impact of the implementation of cooperative base groups on the self-directed learning readiness of first-year Life Sciences students. In order to achieve the research aim, a mixed method approach was followed. During the quantitative phase, the Self-Directed Learning Readiness Scale, a cooperative base group perception questionnaire, a checklist for social skills, and the academic achievement of first-year Life Sciences students at the Potchefstroom Campus of the North-West University were analysed. In the qualitative phase of the investigation, semi-structured interviews were conducted with randomly selected first-year Life Sciences students of the experimental group. The questions in the interviews were aimed at determining the students‟ perception of cooperative base groups, how this perception contributed to their self-directed learning competencies, as well as the role that active involvement, the cooperative base group folder and personal support play in the development of self-directed learning competencies. The results of the investigation contribute to the body of knowledge on cooperative learning as it provides insight into how students experience cooperative base groups. The implementation of cooperative base groups contributes to the development of the following characteristics and skills, which are vital for becoming self-directed in one‟s learning: viewing peers as resources; being able to give and receive help; developing good social skills; being motivated to learn; and taking initiative and responsibility for learning. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2015

Although the need for and importance of self-directed learning are well documented, studies reporting on the influence of teaching–learning strategies, fostering self-directed learning skills, are limited. The aim of this investigation was to determine and understand the impact of the implementation of cooperative base groups on the self-directed learning readiness of first-year Life Sciences students. In order to achieve the research aim, a mixed method approach was followed. During the quantitative phase, the Self-Directed Learning Readiness Scale, a cooperative base group perception questionnaire, a checklist for social skills, and the academic achievement of first-year Life Sciences students at the Potchefstroom Campus of the North-West University were analysed. In the qualitative phase of the investigation, semi-structured interviews were conducted with randomly selected first-year Life Sciences students of the experimental group. The questions in the interviews were aimed at determining the students‟ perception of cooperative base groups, how this perception contributed to their self-directed learning competencies, as well as the role that active involvement, the cooperative base group folder and personal support play in the development of self-directed learning competencies. The results of the investigation contribute to the body of knowledge on cooperative learning as it provides insight into how students experience cooperative base groups. The implementation of cooperative base groups contributes to the development of the following characteristics and skills, which are vital for becoming self-directed in one‟s learning: viewing peers as resources; being able to give and receive help; developing good social skills; being motivated to learn; and taking initiative and responsibility for learning. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2015

The ongoing debate about the capacity of distance learning (DL) to assist in the development of teaching skills and to improve teaching practice is the focus of many inquiries in the field of teacher education. The practice-based nature of Foundation Phase teaching poses unique challenges for professional development of teachers through DL programmes. In order to address inadequacies identified in the literature and previous research, a practical component was designed and included in the revised version of the Advanced Certificate: Education - Foundation Phase, as part of a bursary project. In 2011 the Northern Cape Department of Education (NCDoE) enrolled 50 practising Foundation Phase teachers for this distance learning programme as the first of three cohorts in the bursary project. A learning portfolio and audio-visual resources, designed according to principles derived from previous research and related literature, formed part of this practical component. The aim was to support teacher applied competence through developing pedagogical content knowledge, self-directedness, and a professional attitude, and through guiding the application of new knowledge and skills in practice. The completed portfolios further served as an instrument for the assessment of teacher performance with regard to applied competence. The purpose of this study was to evaluate the value of the practical component of the revised Foundation Phase ACE programme delivered by the NWU via distance learning with specific focus on the way this component facilitates the development of applied competence and the way the portfolio provides for the assessment of professional classroom competencies of practising Foundation Phase teachers. The study further aimed to put forward a model for the development of applied practice based on the findings of the study. In order to attain the aims of the study, the literature was explored to firstly determine the elements which contribute to applied competence in effective teacher professional development programmes. The literature was further explored to determine what the body of scholarship indicates with respect to programme design features that support applied competence in DL programmes for teacher professional development. An implementation evaluation study was then conducted on the programme by collecting data from 50 Foundation Phase teachers as the first of three cohorts enrolled for the bursary project. Data were primarily collected through multiple qualitative methods including a focus-group interview, individual interviews, written expectations as well as open ended questions of questionnaires. Descriptive data were also collected through semi-structured questionnaires. Qualitative data were analysed through content analysis to determine the theoretical and conceptual implications of the profile and teaching context of the Northern Cape Foundation Phase teacher enrolled for the DL Foundation Phase ACE programme, the expectations of these teachers regarding the way the practical component would support their applied competence in their contexts, and the teachers’ experiences of the way the programme component supported the development of their applied competence. The study further determined the extent to which the learning portfolios interrogate the elements of applied competence. Quantitative data collected through semi-structured questionnaires were statistically analysed and served to support the interpretation of qualitative data. The investigation was approached from a constructivist paradigm; an approach that falls under an interpretivist philosophical orientation. Although quantitative methods were used to gather descriptive statistical data in support of the qualitative data, the study is grounded in qualitative research methodology where the concern is with the formative evaluation of the DL programme component The findings strongly confirm the value of such a practical component as part of a DL programme to support the elements of applied competence. However, the way the programme accommodates teacher profiles and teaching contexts will greatly influence the sustainability of the programme outcomes in practice. The findings further show that the portfolio as instrument for the assessment of applied competence requires careful planning and should provide strong guidance in the reflective process to support sustained outcomes of the programme in practice. A suggested model for a DL programme for the professional development of Foundation Phase teachers is based on the findings of the study. / PhD (Curriculum Development Innovation and Evaluation), North-West University, Potchefstroom Campus, 2015

The ongoing debate about the capacity of distance learning (DL) to assist in the development of teaching skills and to improve teaching practice is the focus of many inquiries in the field of teacher education. The practice-based nature of Foundation Phase teaching poses unique challenges for professional development of teachers through DL programmes. In order to address inadequacies identified in the literature and previous research, a practical component was designed and included in the revised version of the Advanced Certificate: Education - Foundation Phase, as part of a bursary project. In 2011 the Northern Cape Department of Education (NCDoE) enrolled 50 practising Foundation Phase teachers for this distance learning programme as the first of three cohorts in the bursary project. A learning portfolio and audio-visual resources, designed according to principles derived from previous research and related literature, formed part of this practical component. The aim was to support teacher applied competence through developing pedagogical content knowledge, self-directedness, and a professional attitude, and through guiding the application of new knowledge and skills in practice. The completed portfolios further served as an instrument for the assessment of teacher performance with regard to applied competence. The purpose of this study was to evaluate the value of the practical component of the revised Foundation Phase ACE programme delivered by the NWU via distance learning with specific focus on the way this component facilitates the development of applied competence and the way the portfolio provides for the assessment of professional classroom competencies of practising Foundation Phase teachers. The study further aimed to put forward a model for the development of applied practice based on the findings of the study. In order to attain the aims of the study, the literature was explored to firstly determine the elements which contribute to applied competence in effective teacher professional development programmes. The literature was further explored to determine what the body of scholarship indicates with respect to programme design features that support applied competence in DL programmes for teacher professional development. An implementation evaluation study was then conducted on the programme by collecting data from 50 Foundation Phase teachers as the first of three cohorts enrolled for the bursary project. Data were primarily collected through multiple qualitative methods including a focus-group interview, individual interviews, written expectations as well as open ended questions of questionnaires. Descriptive data were also collected through semi-structured questionnaires. Qualitative data were analysed through content analysis to determine the theoretical and conceptual implications of the profile and teaching context of the Northern Cape Foundation Phase teacher enrolled for the DL Foundation Phase ACE programme, the expectations of these teachers regarding the way the practical component would support their applied competence in their contexts, and the teachers’ experiences of the way the programme component supported the development of their applied competence. The study further determined the extent to which the learning portfolios interrogate the elements of applied competence. Quantitative data collected through semi-structured questionnaires were statistically analysed and served to support the interpretation of qualitative data. The investigation was approached from a constructivist paradigm; an approach that falls under an interpretivist philosophical orientation. Although quantitative methods were used to gather descriptive statistical data in support of the qualitative data, the study is grounded in qualitative research methodology where the concern is with the formative evaluation of the DL programme component The findings strongly confirm the value of such a practical component as part of a DL programme to support the elements of applied competence. However, the way the programme accommodates teacher profiles and teaching contexts will greatly influence the sustainability of the programme outcomes in practice. The findings further show that the portfolio as instrument for the assessment of applied competence requires careful planning and should provide strong guidance in the reflective process to support sustained outcomes of the programme in practice. A suggested model for a DL programme for the professional development of Foundation Phase teachers is based on the findings of the study. / PhD (Curriculum Development Innovation and Evaluation), North-West University, Potchefstroom Campus, 2015