German text / In dieser Forschungsarbeit wird der Change Management Prozess des gesellschaftsrelevanten Gemeindebaus in der Evangelischen Gemeinschaft Rechtenbach untersucht. Das Ziel der Arbeit ist es, herauszufinden, wie dieser navigierte Wandlungsprozess von Gemeindegliedern bewertet, gedeutet und verinnerlicht wurde, um Handlungsstrategien für ähnliche Projekte ableiten zu können. Dazu werden zunächst die theoretischen Grundlagen des missionalen Change Managements und der diesbezügliche Praxisvollzug beschrieben. Anschließend werden anhand des empirisch-theologischen Praxiszyklus sowohl Planung und Durchführung als auch die Ergebnisse qualitativer Interviews dargestellt, die mit zwölf Teilnehmern des oben genannten Prozesses geführt wurden. Als Ergebnis des mehrmaligen Kodierens unter Anwendung der Grounded Theory lassen sich vier Typologien der Akzeptanz des Prozesses herausarbeiten. Auf der Grundlage der Forschungsergebnisse werden Thesen bezüglich der weiteren Umsetzung des gesellschaftsrelevanten Gemeindebaus und dessen Reproduzierbarkeit aufgezeigt. Die vorliegende Studie will einen Beitrag zur missionalen Diskussion im besonderen Hinblick auf den gesellschaftsrelevanten Gemeindebau und dessen Umsetzung leisten. / This research examines the change management process of community-relevant church building in the Evangelical Community in Rechtenbach. The aim of the study is to ascertain how church members assessed, interpreted and internalized this navigated change process in order to derive strategies for similar projects. Firstly it describes the basis for missional change management and the related practice. Based on the empirical-theological practice cycle, it then presents the planning and execution as well as the results of qualitative interviews that were carried out with twelve participants in the process mentioned above. The study extracted four typologies of acceptance of this process through repeated coding using the Grounded Theory. Based on the research results it puts forward theses regarding further implementation of community-relevant church building and its reproducibility. This study is intended to contribute to the missional discussion, in particular to community-relevant church building and its implementation. / Christian Spirituality, Church History & Missiology / M. Th. (Missiology)

Questa tesi si propone di approfondire il significato del concetto di 'artigianato' dal punto di vista di tre differenti tipologie di stakeholder: 1) Associazioni e Camere di commercio; 2) Aziende, Fornitori ed Esperti e 3) Consumatori. L’obiettivo principale di questa tesi è riassumere i più recenti sviluppi in materia di artigianato evidenziandone lo stato dell'arte e proponendo osservazioni critiche in merito al concetto stesso di artigianalità. Verranno identificati eventuali limiti e lacune concettuali sul tema dell’artigianato nonché indicati suggerimenti per la ricerca futura. Questa tesi è articolata in tre ricerche: la prima, " Artisanship: A review of the conceptualization of the “craftmanship ", impiega la content analysis per esaminare le definizioni di 'artigianato' fornite da diverse fonti tra cui Fondazioni, Associazioni, Organizzazioni Internazionali e Intergovernative e Camere di Commercio. La seconda ricerca "Crafting the craft - evidence from Italian experts" utilizza la metodologia qualitativa delle interviste semistrutturate con manager, esperti e opinion leader che gravitano nel mondo dell’artigianato. L’ultima ricerca " Understanding of the concept of “craft” – from the perspective of Italian consumers " è un'indagine finalizzata a capire le percezioni del consumatore in merito all’artigianato e le sue preferenze per i diversi tipi di prodotti artigianali. Grazie all’intrinseca interdisciplinarietà di questa tesi, che collega diverse basi teoriche e discipline come sociologia, economia, arte, filosofia e storia sociale, si cercherà di colmare le attuali lacune presenti nella ricerca sull'artigianato offrendo, così, un nuovo contributo in materia. / This thesis aims to deepen the meaning of ‘craft’ by looking at the concept from the perspective of different stakeholders, including 1) Guilds and Chambers of Commerce; 2) businesses, providers and experts and 3) consumers. The overarching purpose of this dissertation is to summarize recent developments, to highlight the state of the art and to offer some critical observations of various understandings of the concept of artisanship, in order to identify conceptual gaps and limitations and directions for future research. This dissertation includes three studies: Study 1 - “Artisanship: A review of the conceptualization of the “craftmanship” – employs content analysis to examine definitions of ‘artisanship’ provided by different sources from Craft Foundations and Associations, international and intergovernmental organizations, and European Chambers of Commerce. Study 2 – “Crafting the craft – evidence from Italian experts” is based on a qualitative methodology and includes semistructured interviews with managers and experts of artisanal products. Study 3 – “Understanding of the concept of “craft” – from the perspective of Italian consumers” is a survey aimed at investigating consumer perceptions of artisanship and preference for different types of artisanal products. By bridging different theoretical bases and disciplines, such as sociology, economics, arts, philosophy and social history, this research will offer a novel contribution and fill gaps in the research on artisanship.

Notre recherche en thèse de doctorat vise à mettre en éclairage la situation de la professionnalisation des professeurs de français en Égypte autour de la formation continue de la compétence de l’oral. Nous avons pour objectif de comprendre leurs difficultés, leurs besoins voire leurs attentes lorsqu’il s’agit de suivre un stage de formation continue à la compétence orale. Nous tentons également de mettre en évidence les difficultés auxquelles ils font face lors de la mise en œuvre des compétences communicatives avec leurs élèves en classe au sein des lycées publics. Nous avons pour but de les professionnaliser aux compétences communicationnelles en vue de transmettre, par la suite, les acquis des programmes de formation continue à leurs élèves en classe. On ne forme pas pour former mais pour les aider à transférer les connaissances, les savoirs et les expériences de la formation en classe de FLE. Cette recherche est construite sur des bases originales et empiriques. Elle part de l'analyse des difficultés, des besoins et des attentes reconnus des enseignants égyptiens de FLE et tend à modéliser une démarche scientifique de remédiation. L’idée de cette recherche est d’aider les professeurs égyptiens de FLE à développer leurs compétences communicationnelles de manière professionnelle en fonction des nouveaux critères du Cadre Européen Commun de Références pour les Langues, de la didactique de FLE, des nouvelles théories de la formation continue et de la professionnalisation de la profession enseignante. L’objectif est de stimuler la pratique linguistique réelle des compétences communicatives par un maximum de situations d’échanges et création verbale chez les enseignants égyptiens du FLE. Il faut "remplir" la parole souvent incertaine de professionnels du français, le plus souvent amplement informés des réalités de la langue et de certaines théories, mais qui, privés de pratique et soumis aux conditions générales d'enseignement (nombres, non-motivation, manuel, examen), voient leur rôle réduit à celui de répétiteurs. Cette remise à niveau ne prétend pas palier la formation initiale universitaire inadaptée. Elle vise à mettre les professeurs en confiance, de les rendre autonomes et capables de s’exprimer aisément et porteurs d’une image renforcée de leur discipline et de les mettre ainsi en meilleure posture dans les scénarios souhaitables de réforme de l'enseignement pré-universitaire égyptien, surtout s’ils apportaient un abaissement de l’âge de début d’apprentissage de la deuxième langue, un allongement et une diversification des programmes d’enseignement. / Our philosophy Doctorate "PhD" research aims at highlighting the conditions of the French language teachers in Egypt in terms of the continuing training for oral competency. We aim to understand their difficulties, their needs or even their expectations when it comes to undertaking a training course in oral efficiency. We also try to high light the difficulties teachers face in exercising communication skills with their students in class in public high schools. Our goal is to professionalize their communication skills in order to pass on the results of continuing education programs to their students in classrooms. We do not train just for training but rather to help teachers transfer and pass on their knowledge, cognisance and experiences of French Language Education "FLE" classroom training. This research is built on original and fundamental bases. It starts with the analysis of the difficulties, needs and expectations recognized by Egyptian teachers of FLE then it goes on to set a scientific approach for remedy. The idea of this research is to help the Egyptian teachers of FLE to develop their communication skills professionally according to the new criteria of the Common European Framework of References for Languages, the didactics of FLE, training and teaching profession new theories. The aim is to stimulate the actual linguistic practice of communicative skills through exchange of situations and verbal creation among Egyptian FLE teachers. It is necessary to "realize" the often uncertain promise of French language teachers, most often fully informed of the realities of the language and certain theories, but who, deprived of practice and subject to the general conditions of teaching (student numbers, no motivation, material content, examination), see their role reduced to that of just repeaters. this reform doe snot claim to compensate for the inadequate basic and initial academic training. It aims to build up teachers' confidence, to achieve their autonomy, become able to express themselves easily and perform their mission efficiently giving reinforced image of their study discipline. As such, it places them in a better position to achieve the desirable scenarios of Egyptian pre-university education reform. The age for second language learning should start earlier thus giving the opportunity for extention and diversification of the teaching programs.

This thesis reports a collective case study of the school educational experiences of five severely and profoundly deaf students who were enrolled in regular schools in rural areas of New South Wales. The students ranged in age from 6 to 18 years. Three issues were examined: (1) The impact of the philosophy of inclusive education and the question of why students with high degrees of deafness and high support needs were enrolled in regular schools in rural areas; (2) The specific linguistic an educational support needs of deaf students; and (3) The ability of the regular schools and teachers to cater for the educational needs of the deaf students in those settings. The case studies revealed that to considerably varying extents in different situations, the students were afforded inclusive educational opportunities. The extent of inclusiveness of students’ educational experiences was shown to vary according to a number of variables. The variables identified included: the type and quality of communication with the deaf student, teaching style, accessibility of content, particular lesson type, and the type and extent of curriculum adaptations employed. As a result of the analysis of the data from the five cases, a number of generalistions were possible. These generalisations were that (a) students with the ability to access spoken communication auditorily were more easily included than students using manual communication; (b) reduction of linguistic and academic input occurred as a response to student inability to access class programs because of reduced linguistic capabilities, resulting in the deaf students receiving different and reduced information to the hearing students; (c) communication between a deaf student and his or her class teacher needed to be direct for the most successful inclusion to occur; (d) teaching style needed to be interactive or experiential for successful language learning and literacy development to occur; (e) curriculum adaptations needed to involve provision of visual support for lesson material to be highly effective; (f) lessons/subjects easily supported by visual means, such as mathematics or practical subjects, when taught hierarchically, going from the known to unknown in achievable steps, meant teaching style could be either transmission or interactive, for lesson activities to be considered inclusive; (g) students with poor literacy skills were unable to successfully access an intact (i.e., unaltered and complete) high school curriculum; (h) the teaching style of the class teacher impacted on the support model possible for the itinerant teacher; (i) an interactive class teaching style allowed for cooperative teaching between class teacher and itinerant teacher who could then assist the class teacher with both the linguistic and academic needs of the deaf student; (j) a transmission style of teaching resulted in various levels of withdrawal for the deaf student unless the subject matter could be represented visually; (k) when curriculum content or expected outcomes were reduced, the deaf students did not have the same access to information as their hearing counterparts and consequently could not develop concepts or understandings in the same manner; and (l) language and literacy development were most facilitated when interactive teaching opportunities were established proactively for the deaf students rather than through the reduction of content as a response to their failure to successfully engage with the complete curriculum. The conclusions suggest an alternative support proposal for deaf students in rural environments. The model of support proposed involves the targeting of specific preschools and primary schools with the provision of teachers identified to teach collaboratively and interactively. Under the proposed model several students with impaired hearing would be located within the one school with the itinerant teacher position becoming a full-time appointment in that school. Such a model would enable coenrolment, co-teaching, co-programming, creative grouping, and the provision of demonstration opportunities and support for other teachers within the school and district that had deaf students enrolled. Finally, interactive teaching, based on a clearly defined theoretical model of language acquisition, development, and learning, is recommended for students with impaired hearing in such environments. It is argued that the support of linguistic development and academic learning could be facilitated concurrently, thus ensuring that by the time students had reached high school they would possess sufficient literacy skills to access a regular high school program successfully. / PhD Doctorate

This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.

In South Africa Outcomes-based Education (OBE) has been adopted as the approach to education in a new educational dispensation. A point of departure is that school managers have a managerial responsibility to educators. The effective implementation of OBE in secondary schools is essential to the success of OBE. The study investigates the impact of the attitudes of school managers on the implementation of OBE in secondary schools and makes recommendations for the improvement of practice. The problem was conducted by a literature study and empirical investigation using a questionnaire and semi-structured interviews administered to a small sample of principals, deputy principals and heads of departments in selected secondary schools in the Umlazi South district of Kwa-Zulu Natal. Findings showed that school managers in the sample have negative attitudes towards the implementation of OBE. The Department of Education should develop school managers by means of empowerment programmes to equip them with new management skills. / Educational Studies / M. Ed. (Education Management)

En s'appuyant sur les développements conceptuels apportés à la théorie de l'activité par la psychologie du travail, cette recherche se propose d'explorer la genèse et les fonctions des instruments dans la conduite des activités des sujets malades. La recherche s'appuie sur l'analyse de quatorze entretiens conduits auprès de personnes affectées par une ou plusieurs maladies chroniques sévères. Elle explore comment le sujet malade chronique déploie des " agir sur soi " au travers de ses activités. Elle démontre comment le sujet s’approprie et utilise pour ce faire, des artefacts et des instruments, élabore des stratégies et met en place des dispositifs pour étayer son travail quotidien et sa présence au monde. En s'appuyant sur les concepts de la théorie instrumentale élargie (Rabardel), sur l'activité médiatisée (Vygotski) et sur l’activité au service du maintien de soi en vie en santé (Tourette-Turgis), l'analyse des matériaux identifie trois catégories d'instruments (matériels, non matériels et mixtes) utilisés par les participants de l'étude. Ces instruments semblent remplir des fonctions d'organisateurs d'activités et de transformations des activités et des sujets. / Based on the conceptual developments brought to the theory of the activity by occupational psychology, this research explores the genesis and the functions of the instruments used by the subjects living with a chronic disease in their daily life given that patient ‘s participation in their own care is conceived as a work. The research is based on analysis of fourteen interviews conducted with people affected by one or more severe chronic diseases. It explores and analyses different situations describing how the subject affected by a chronic disease creates, invents different means to « act on oneself » in order to stay alive . This research describes how participants living with one or several chronic diseases use artefacts, tools, instruments , strategies to maintain active the multiple dimensions of their involvement with the world. Using different conceptual frameworks of research on work such as extended instrumental theory ( Rabardel), mediated activity ( Vygotski), the patient’s work ( Tourette-Turgis), content analysis of interviews shows three different categories of instruments ( material, intangible, mixted ) used by the participants of the study. These instruments seem to fulfill the functions of organizers of activities and transformations of the activities and the subjects.

Assessment is an integral component of outcomes-based education which requires a paradigm shift in assessment processes. Outcomes-based assessment is more intense than traditional assessment since it reports on many dimensions of performance. Performance is analysed in relation to outcomes and the learning demonstrated and record-keeping is more complex. This study explored the experiences of the Senior Management Team and Foundation Phase educators of a selected primary school regarding outcomes-based education, outcomes-based assessment and its management. A literature review of outcomes-based education, outcomes-based assessment and instructional leadership and an empirical study using a qualitative approach were conducted. Document analysis and semi-structured interviews with educators and school management were used for data-gathering. Findings indicated that the initial implementation of outcomes-based education was problematic, however, effective instructional leadership had improved educators' understanding and implementation of assessment. Thereafter recommendations were made for the improvement of practice. / Educational Studies / Thesis (M.Ed.)

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)

Text in Afrikaans / Te midde van ingrypende veranderinge in die Suid-Afrikaanse onderwysstelsel, word verwag dat opvoeders hul taak op 'n gemotiveerde wyse moet uitvoer om die jeug voor te berei vir die toekoms. Hierdie kwalitatiewe navorsing het ten doel die ondersoek na faktore waardeur opvoedermotivering beinvloed word en die rol van skoolbestuurders (skoolhoofde en hul bestuurspanne) in die motivering van opvoeders. Deur 'n omvattende hteratuurstudie is die begrip motivering duideliker belig en is die verskynsel van motivering ondersoek aan die hand van verskillende moti veringsteoriee. 'n Empiriese ondersoek, deur middel van semi-gestruktureerde onderhoudvoering met opvoeders en skoolbestuurders in die Oos-Kaap, is uitgevoer om te bepaal watter faktore opvoederrnotivering beinvloed. Daar is bevind dat opvoedermotivering deur "n groot verskeidenheid faktore beinvloed word en dat skoolbestuurders 'n belangrike rol te speel bet in die motivering van opvoeders. Op grond van die bevindinge van die empiriese ondersoek is aanbevelings gemaak wat kan lei tot beter opvoedermotivering. / In the midst of drastic educational change in South Africa, it is expected that educators must fulfil their duties in a motivated manner and to thoroughly prepare our youth for the future. This qualitative research sought to explore the factors contributing to the motivation of educators and to determine what role school managers (principals and their management teams) play in the motivation of educators. By means of an extensive literature search, the term motivation was iluminated and the phenomenon of motivation was explored through different motivational theories.. An empirical inquiry through semi-structured interviews with educators and school managers were conducted in the Eastern Cape to determine the factors contributing to the motivation of educators.. The findings in this research showed that educators are motivated or demotivated by a variety of factors. It also showed that school managers have an important role to play in the motivation of educators. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)