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Evaluering van 'n modulêre bevoegdheidsgerigte opleidingstrategie vir tegniese onderwysers04 November 2014 (has links)
M.Ed. (Education) / Please refer to full text to view abstract
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Guidelines for a relevant education curriculum at teachers' training colleges04 February 2014 (has links)
M.Ed. (Curriculum Studies) / Please refer to full text to view abstract
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The education of pre-service teachers in technology education13 August 2012 (has links)
D.Ed. / As a curriculum initiative Technology Education is in its infancy in South Africa. It has only recently, in 1996, been introduced as a compulsory area of learning in the school curriculum. Technology Education with its particular elements of knowledge, skills, attitudes and values is conceptually different from anything previously taught in the school curriculum. The appropriateness of methodology is of fundamental importance to the success of the subject/learning area and probably represents the most significant factor in the effectiveness of its delivery. It is clear that current approaches to learning and instruction are not geared towards the attainment of the desired outcomes in Technology Education. For example, the opportunities for knowledge construction through engagement in the cognitive processes of critical and creative thinking, decision-making problem solving and designing are overshadowed by traditional approaches to curriculum delivery. This is compounded by the fact that no instructional models, which exemplify appropriate instructional practice in Technology Education exist currently in South Africa. The aim of this study was to design and implement an instructional programme in the learning area Technology at a College of Education, and based on the findings, generate a prospective instructional model which would exemplify appropriate instructional practice and at the same time contribute towards the attainment of the desired outcomes in Technology Education. The qualitative research paradigm, using the contextual case study design was considered the most acceptable research strategy for a project of this nature. A group of 20 second year learners was observed around specific tasks comprising the programme. Data was gathered using a variety of methods, viz. direct observation, questionnaires and interviews to gauge firstly, how the learners had experienced the programme, and secondly, how the teacher educator experienced the programme. From the study it appeared that exposure to the instructional programme proved to be an empowering educational experience for both learners and teacher educator alike. In addition to widening the scope and providing opportunities both inside and outside the classroom, the programme appeared to have provided entrepreneurial opportunities for the participants of the programme. Although the instructional programme catered for knowledge construction using a variety of approaches (both behaviourist and constructivist) the most significant gain for learners seemed to have emanated from both group discussion and group work. Although it cannot be stated conclusively that cognitive development had taken place, positive interdependence, shared responsibility, social skills and enhanced learning were evident. The findings of the research provided the foundation for the design and development of an instructional model in Technology Education.
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Die bestuur van voordiensopleiding van tegniese onderwyspersoneel aan sekondêre skole18 August 2015 (has links)
M.Ed. / Please refer to full text to view abstract
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Mathematics teacher learning, communities of practice and the centrality of confidenceGraven, Mellony Holm 02 June 2015 (has links)
Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Science, 2002.
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The role of the history of education in teacher Education in South Africa, with particular reference to developments in Britain and the USARandall, Peter Ralph January 2015 (has links)
The main aim of this study is to review critically the changing
nature, role and status of the history of education as a field
of study in teacher education courses in South Africa, Britain
and the USA. While the British and American situations have had
direct influence on the theory and practice of the history of
education in English language universities in South Africa, this
influence has been shaped and modified by local circumstances,
significantly so since the education crisis of 1976. The study
seeks to clarify several fundamental questions about the history
of education, including its relationship with other fields of
educational study and its place in the intellectual preparation
of teachers. Such questions are examined in the general
contexts of the British, American and South African
historiographies of education as well as in the context of the
teacher education curriculum as it is shaped by the
acid-political context.
In the three countries being studied, teacher education has
become a matter of urgent concern. One result has been a
rethinking of the place of educational theory, which inevitably
involves a reconsideration of the place of history of education.
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An exploration of preservice teachers' experiences of the higher diploma in education and aspects of their subject matter knowledge.Kelly, Victoria Louise January 1995 (has links)
Research report submitted to the Faculty of Science University of the Witwatersrand
Johannesburg, in part completion for the Master of Science Degree, / Three case studies were conducted involving Andrew, Ferrial and Mary. A number of
aspects relating to their experiences were explored and are described in this report. In
addition to their personal accounts, their views about the nature of science, science
teaching and learning were sought. The study also surveyed HDE students' knowledge
of certain concepts related to chemical bonding and acids and bases. The case studies
were observed during their teaching practice to establish how the aspects mentioned
above relate to their practices in the classroom. Data was collected through intervews,
journals, classroom observation both in their science methodology classes and during
teaching practice and diagnostic tests. It was found that school backgrounds influenced
Ferrial's and Mary's perceptions of the HDE programme. They both appreciated those
aspects of the metholodologies that were directly linked to preparation for teaching,
such as the mini lessons, test design, the practical work, and enriching their knowledge
of science concepts through discussing science content. Both were very anxious about
their competence in teaching science. They considered the assignment work excessive,
irrelevant, and frustrating and were sometimes not sure what was expected. Ferrial felt
.they were given too much work. Andrew, on the other hand did not seem to find any
problems. He liked the practical approach followed in the classes and appreciated the
suggestions made. His experiences were more of a personal nature and related to the
fact that he was engaged in part time teaching.
Their conceptions of science, teaching and learning were modified rather than changed
during the year of study. They were not always successful in trying out their theories
of teaching and learning and applying the suggestions made in the HDE courses because
such moves were sometimes unacceptable to their students or cooperating teachers. In
Andrew's situation implementation of suggestions were impeded by lack of appropriate
facilities.
It was also found from this study that student teachers had several erroneous ideas
about chemical bonding and acids and bases irrespective of the depth of their chemical
background. It was further found that discussing chemical bonding helped the students
change some of their ideas to more acceptable ones. / Andrew Chakane 2018
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Cluster system : an innovative network for teacher development.Mphahlele, Lydia Kgomotso. 22 October 2014 (has links)
D. Tech. Education / The effectiveness of teacher development has been a concern for decades in South African schools. Linked to this, is the lack of or no innovative networks that is dependent on quality of teachers and continuous professional growth is an essential part of improvement in the quality of teaching. However, in this study it has emerged that professional development for teachers is unsatisfactory and has not met its intended purpose. Research indicated that the ineffectiveness of teacher development programmes is based on faulty assumptions or even no research at all. This study aimed to investigate a new paradigm on how cluster systems as innovative network could enhance teacher development to improve quality teaching because of the major obstacles perceived in its implementation.
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Professional support for teachers in primary school of Konekwena area, Limpopo.Thamaga, Junius Sebata. January 2012 (has links)
M. Tech. Education / Transformation in the education system of South Africa brought new trends in education on policies, curriculum and teacher education. The educational reforms resulted in the negative implications to all role players in the teaching profession, as well as quality of teaching and learning programmes. Quality support services, at all levels of the new educational system, were, and continue to be in great demand for sustainability and development. This research provides an analysis and critique of the role of school management support teams with respect to the professional support and also prescribed by White Paper 6 of 2002. The aim of this research is to investigate the provision of professional teacher support and the role of teacher support teams or school management of the programme.
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Exploring pre-service teachers' knowledge of proof in geometry.Ndlovu, Bongani Reginald. 07 August 2013 (has links)
Over the past years geometry has posed a challenge to most learners in South African
schools. The Government, in particular the Department of Basic Education (DBE), have
tried and are still trying to implement new innovations and strategies for teaching
mathematics more effectively. South Africa has experienced many changes in
mathematics curriculum with an aim of placing the country on an equal footing with
countries globally. This study was conducted while there was the implementation of the
new Curriculum and Assessment Policy Statement (CAPS), which reinstated the
geometry section within the curriculum. Geometry was relegated to an optional paper in
mathematics in 2006, 2007 and 2008 in Grades 10, 11 and 12 respectively.
This study is framed within the theoretical framework lens of social constructivism and
situated learning, and is located within the qualitative research paradigm. It takes the
form of survey research in one of the universities in KwaZulu-Natal, South Africa. This
university is referred to as the University of Hope (UOH) in this study to protect its
identity. The main aim of this study was to explore the pre-service teachers' (PSTs)
knowledge of proof in geometry. The study used qualitative analysis of data generated
through a survey questionnaire, task-based worksheets and semi-structured interviews
for both the focus group and individual interviews.
In total 180 PSTs completed task-based worksheets. Within this group of 180 students,
47 were 4th year students, 93 were 3rd year and 40 were 2nd year students. After the
analysis of a task-based worksheet, a total of 20 participants from the 3rd and 4th year
were invited to participate in focus group interviews.
The findings of the study exhibit that the PSTs have very little knowledge of proof in
geometry. The study revealed that this lack of the knowledge stems from the knowledge
proof in geometry the PSTs are exposed to at school level. / Thesis (M. Ed.)-University of KwaZulu-Natal, Durban, 2012.
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