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An exploration of the handling of grammatical structures by Limpopo Province EFAL teachers in FET PhaseMashiane, Mmetlane Valery January 2019 (has links)
Thesis (M. A. (English Studies)) -- University of Limpopo, 2019 / This study explores the handling of grammatical structures by the Limpopo Province (LP)
English First Additional Language (EFAL) teachers in the Further Education and Training
(FET) phase. The problem is that the majority of English language learners’ language
proficiency and accuracy are not at an acceptable level. This problem also brings into
close scrutiny, the quality of teaching and learning that takes place in English language
classrooms, and in particular, the effectiveness of teaching grammar structures in EFAL.
The research design was exploratory and the approach was qualitative. A selected
number of EFAL FET grammar teachers and English Language Curriculum Advisors
(ELCAs) in the LP participated in the study. The study was underpinned by an integration
of Behaviourism, Mentalism, Cognitive, and Universal Grammar theories. The study
findings indicate some learner language interlanguage and grammar permeability, as well
as inadequate handling of grammar knowledge and grammar learning assessment.
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Career development trajectories of women academics in the South African Higheer Education context: a constructivist grounded theory study and substantive theoryHobololo, Bongiwe 09 1900 (has links)
Statistics on the gender profile of academics in South African Higher Education
Institutions (HEIs) reveal women academics are still concerted at the junior levels of
the hierarchy with a small number of women at professorship. By the time of this report,
in South Africa there were 4034 associate professors and professors. Of this 4034,
2174 (54%) were full professors. Of this 2174, only 534 (25%) were female professors.
The fundamental aim of this research was to tell the story behind these statistics by
exploring, describing and giving explanation to the subjective experiences of women
academics. The objectives of the research were broken down into: (1) to examine
studies that explain discourses for women in academia, identify success and inhibiting
factors to career development of women academics, identify gaps in knowledge and
explain how this research seeks to address the gaps identified, (2) to investigate
models and theories of career development, particularly in so far as they affect women,
(3) to explore, describe and explain the career development trajectories of senior
women academics in HEIs in SA, and (4) to develop a substantive career development
theory that explains career trajectories of women in academia.
Utilizing data from 13 in-depth interviews with women professors and associate
professors in a diversity of higher educational institutions in South Africa and different fields of study, this research situates the senior women academics’ experiences within
the social constructivist context. I posed the question: “Tell me how your career journey
as an academic started, up to the level where you are now”. The questioning revolved
around family background; social context; educational history; career development
trajectory; professional experiences; and work-family integration. All interviews were
audiotaped and then transcribed.
The analysis and interpretation of data was informed by the theoretical underpinnings
of the study, which is located within feminism and social constructivism. The mean age
of the participants was 53 years; years in service, 10 years and more. The findings
revealed four themes associated with the career success of women academics:
enabling and constraining factors; intrapsychic factors, behavioural patterns and
differentiated career development trajectories. All these factors are inextricably linked
and mutually affect the career success of women academics. The study ended up with
a career development theory that came up with five phases and explained
preoccupations at each phase. The phases are career exploration, career
establishment, career maintenance, work life adjustment and disengagement. These
phases are neither age related, nor cyclical at all times, but they are related to the
stage in career development, and the needs of women academics / Industrial and Organisational Psychology / D. Com. (Industrial and Organisational Psychology)
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Professionaliteit en die Transvaalse onderwysersvereniging : 'n histories-opvoedkundige studieMarais, Petro 06 1900 (has links)
Summary in Afrikaans and English / Hierdie verhandeling omvat 'n beskrywing van die ontstaan en ontwikkeling van die
onderwysersvereniging wat vanaf 1893 onder meer as die Vereeniging vir
Onderwijzers en Onderwijzeressen in de Z.A.R. (VVOOZA), die Vereeniging van
Onderwijzers en Onderwijzeressen in Zuid-Afrika (VVOOZA) vanaf 1903 en sedert
1923 as die Transvaalse Onderwysersvereniging (TO) bekend gestaan het. Die
klem val op uitsprake van TO-voorsitters en aktiwiteite wat deur die TO van stapel
gestuur is ter bevordering van die professionaliteit en professionele status van
onderwysers en onderwyseresse.
Die verhandeling sluit ook 'n ontleding van en kritiese besinning oor die kenmerke
van professionaliteit in. In die verband word gefokus op die verhouding van die TO
met enkele onderwysbelanghebbendes, die bevordering van die professionele beeId
van onderwysers/onderwysersesse en die beginsels wat die TO tydens
salarisonderhandelinge gehandhaaf het.
'n Belangrike gevolgtrekking waartoe gekom word, is dat die TO vir meer as 100 jaar nie net professionaliteit in onderwysverband bevorder het nie, maar dat sy
uitsprake en aktiwiteite op sigself getuig van 'n professionele ingesteldheid. / This thesis comprises an account of the origin and development of the teachers'
association known from 1893 as the Vereeniging vir Onderwijzers en
Onderwijzeressen in de Z.A.R. (VVOOZA), as the Vereeniging van Onderwijzers en
Onderwijzeressen in Zuid-Afrika (VVOOZA) from 1903, and since 1923 as the
Transvaalse Onderwysersvereniging (TO). The accent is on pronouncements of TO
chairpersons and activities initiated by the TO to promote professional qualities
among teachers and to secure professional status for them.
The thesis also includes an analysis and critical consideration of the criteria of
professionalism, with special reference to the relationship between the TO and roleplayers
with an interest in education, the promotion of the professional image of
teachers, and the principles upheld by the TO in salary negotiations.
An important conclusion drawn is that for more than 100 years of its existence,
the TO not only promoted professional qualities in the educational context, but
epitomises professionalism in its pronouncements and activities. / Educational Studies / M.Ed. (Historiese Opvoedkunde)
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Professionaliteit en die Transvaalse onderwysersvereniging : 'n histories-opvoedkundige studieMarais, Petro 06 1900 (has links)
Summary in Afrikaans and English / Hierdie verhandeling omvat 'n beskrywing van die ontstaan en ontwikkeling van die
onderwysersvereniging wat vanaf 1893 onder meer as die Vereeniging vir
Onderwijzers en Onderwijzeressen in de Z.A.R. (VVOOZA), die Vereeniging van
Onderwijzers en Onderwijzeressen in Zuid-Afrika (VVOOZA) vanaf 1903 en sedert
1923 as die Transvaalse Onderwysersvereniging (TO) bekend gestaan het. Die
klem val op uitsprake van TO-voorsitters en aktiwiteite wat deur die TO van stapel
gestuur is ter bevordering van die professionaliteit en professionele status van
onderwysers en onderwyseresse.
Die verhandeling sluit ook 'n ontleding van en kritiese besinning oor die kenmerke
van professionaliteit in. In die verband word gefokus op die verhouding van die TO
met enkele onderwysbelanghebbendes, die bevordering van die professionele beeId
van onderwysers/onderwysersesse en die beginsels wat die TO tydens
salarisonderhandelinge gehandhaaf het.
'n Belangrike gevolgtrekking waartoe gekom word, is dat die TO vir meer as 100 jaar nie net professionaliteit in onderwysverband bevorder het nie, maar dat sy
uitsprake en aktiwiteite op sigself getuig van 'n professionele ingesteldheid. / This thesis comprises an account of the origin and development of the teachers'
association known from 1893 as the Vereeniging vir Onderwijzers en
Onderwijzeressen in de Z.A.R. (VVOOZA), as the Vereeniging van Onderwijzers en
Onderwijzeressen in Zuid-Afrika (VVOOZA) from 1903, and since 1923 as the
Transvaalse Onderwysersvereniging (TO). The accent is on pronouncements of TO
chairpersons and activities initiated by the TO to promote professional qualities
among teachers and to secure professional status for them.
The thesis also includes an analysis and critical consideration of the criteria of
professionalism, with special reference to the relationship between the TO and roleplayers
with an interest in education, the promotion of the professional image of
teachers, and the principles upheld by the TO in salary negotiations.
An important conclusion drawn is that for more than 100 years of its existence,
the TO not only promoted professional qualities in the educational context, but
epitomises professionalism in its pronouncements and activities. / Educational Studies / M.Ed. (Historiese Opvoedkunde)
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Perceptions of adult education teachers about their working condition in the Adult Basic Education and Training programme in the Gauteng East Education DistrictMabuza, Raymond Vusi 02 July 2020 (has links)
This research presents a qualitative inquiry of the perceptions of the adult education teachers about their working conditions in the Adult Basic Education and Training programme.
A qualitative investigation method was conducted, and a semi-structured interview was employed to collect data. The data from open-ended questions was analysed using a thematic approach.
Findings suggest that the condition of services for adult education teachers was not acceptable and the levels of job satisfaction among teachers in adult education was low.
Some recommendations that arise from the study are that the dilapidated buildings belonging to adult education be revamped and teaching and learning resources be provided. It is also recommended that the employment conditions of adult education teachers be in line with those of mainstream education teachers. / Adult Basic Education (ABET) / M. Ed. (Adult Education)
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Teachers' perceptions and enactment of inquiry- based teaching to stimulate learner interest in scienceMkandla, Justice 22 February 2021 (has links)
Abstracts in English, Afrikaans and Zulu / This qualitative, single high school case-study conveniently sampled eight natural
sciences teachers and, after conducting lesson observations and document analysis,
interviewed all participants to obtain their perceptions about the effectiveness of inquirybased
teaching in motivating learners to specialise in sciences. The major finding was
that most participants were sceptical about inquiry-based teaching. Participants from a
behaviourist epistemology did not believe that learner motivation resulted from inquirybased
teaching while those from an eclectic epistemology preferred a complementary
use of both approaches. The few participants oriented towards inquiry acknowledged the
link between learner motivation and inquiry-based teaching but faced the challenge of
limited time to prepare all the apparatus and procedures required for inquiry-based
teaching. This researcher recommends employing laboratory assistants to assist
teachers with setting up apparatus for inquiry-based lessons, trimming some content to
reduce overload in the Annual Teaching Plans (ATP), and in-service training on inquirybased
teaching to develop learner interest in sciences. / Hierdie kwalitatiewe gevallestudie het agt natuurwetenskap onderwysers betrek en na
leswaarnemings en dokumentanalise, is onderhoude met die deelnemers gevoer om hul
sienings te bekom oor die bydrae van die ondersoek-gebaseerde konstruktivistiese
benadering as ’n strategie om leerders te motiveer om in wetenskap-verwante vakke te
spesialiseer. Die belangrikste bevindings was dat die deelnemers logiese positivistiese
en eklektiese benaderings verkies; dat hulle skepties is oor ondersoek-gebaseerde
onderrig en dat hulle nie leerder motivering aan onderwysbenaderings koppel nie. Daar
was egter enkele deelnemers wat wel ondersoekend onderrig het en wat leerder
belangstelling in wetenskap aan ondersoek-gebaseerde onderrig gekoppel het. Op
grond van die data wat verkry is, beveel hierdie navorser aan dat laboratoriumassistente
aangestel moet word om onderwysers by te staan met die opstel van apparaat vir
ondersoek-gebaseerde lesse; dat spesifieke modelle van ondersoek in die “CAPS”-
dokument ingesluit word; dat inhoud afgeskaal moet word om oorlading in die jaarlikse onderrigplanne (ATP) te verminder, en dat voor- en indiensopleiding aan onderwysers oor ondersoek-gebaseerde onderrig verskaf word as ‘n manier om die belangstelling van
die leerders in die wetenskappe te prikkel. / Lesisifundo socwaningo esenziwe esikoleni esisodwa samabanga aphakeme lwakhetha
othisha beSayensi Yemvelo (NS) abayisishiyagalombili ukuze kwazakale ukuthi
bayibona kanjani indlela yokufundisa iSayensi ngophenyo (inquiry-based teaching)
ehlose ukukhuphula intshisekelo yabafundi kwiSayensi. Ngemuva kokubona othisha
beSayensi befundisa, lomcwaningi wahlaziya incwadi eziphathelene nokufundiswa
kohlelo lwe CAPS, waphinde wenza izingxoxo nabothisha. Okumqoka okutholakale
kuloluphenyo kube ukuthi iningi lababambe iqhaza, abakhuthalela ukufundisa ngendlela
egxile kuthisha (logical positivism) bangabaza ukuthi abafundi bafunde bephenya njalo
abakubonanga ukuxhumana kwenzindlela zokufundisa nokunyuka kwentshiseko yabafundi ezifundweni ze Sayensi. Ababambiqhaza abahlanganisa indlela yokufundisa
egxile kuthisha ne ndlela yokufundisa ngophenyo (eclectic) bakholelwa ukuthi indlela
yokufundisa egxile kuthisa nendlela yokuthi abafundi bafunde bephenya, kuyomela
zisetshenziswe zombili. Kwatholakala ingcosana yabothisha eyenelisa ukufundisa
isayensi ngendlela yophenyo eyayisezingeni eliphansi njalo yaqinisekisa ukuthi bukhona
ubudlelwano phakathi kwendlela zokufundisa nokunyusa intshiseko yabafundi kwi
Sayensi. Ngokolwazi olutholakele, lolucwaningo luncome ukusebenzisa abasizi
basemagunjini okusebenzela ososayensi ukusiza ukuhlela amalungiselelo okwenza
uphenyo lwezifundo, nokuhlinzekwa kwezindlela eziqondile zokuphenya izincwadi
zikaCAPS, kanye nokunciphisa okunye okuqukethwe, kwehliswe umthwalo kuhlelo
lokufundisa lonyaka (i-ATP), ukuqeqeshwa kothisha kwi ndlela yokufundisa iSayensi ngokuphenya ukuze kuthuthukiswe intshiseko yabafundi. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)
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Rightsizing in public schools : the experiences of educators and stakeholders of rationalisation and redeployment as policyRapeta, Seshoka Joseph 06 1900 (has links)
Rationalisation and redeployment of educators in South Africa negatively affects teaching and learning in schools. The purpose of this study was to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. The study was conducted in schools of the Mopani district in Limpopo Province. Limpopo schools experience redeployment every year as the learner enrolment fluctuates. This increase or decrease of learner enrolment causes compulsory transfer of educators from the school with low enrolment to the school with greater enrolment.
A legal framework, social justice and transformational leadership theory underpinned this study. The study used a qualitative research framework and methodology located within the constructivist paradigm to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. This qualitative study employed a case study design, the case being redeployment of educators. Principals, educators, secretaries of school governing bodies, union members and circuit managers were selected as stakeholders to participate in the study. Semi-structured, face-to-face interviews were conducted with principals, secretaries of governing bodies, union members and circuit managers. Two focus groups with educators, who were once redeployed, were used, one from a primary school and the other from a secondary school. Observations and document analysis were also used in this study for triangulation. Data were coded and analysed through qualitative content analysis.
The study found that rationalisation and redeployment affect the morale of educators It was also revealed that principals use the process for their personal advancement. Again, rationalisation and redeployment hinder the school performance as it takes place in the middle of the year. This study recommended that rationalisation and redeployment be done once within a three-year cycle. It was also recommended that redeployed educators should be counselled to boost their low morale. / Educational Management and Leadership / Ph. D. (Education Leadership and Management)
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The role of the principal in managing work-related stress among secondary school educatorsNaicker, Soobramoney Govindsamy 11 1900 (has links)
Educator stress is a major problem worldwide. This study focuses on the role of the principal in the secondary school in providing support and assisting educators manage work-related stress, with particular reference to schools in Kwa-Zulu Natal, South Africa. The problem was investigated by means of a literature study and empirical investigation. The literature identified perspectives on educators' stress, the stress process of the educator and the principal, causes of work-related stress in educators and coping strategies. Furthermore, principals' leadership styles, theories of motivation and causes of principals' stress were discussed. A qualitative inquiry using focus group interviews was undertaken with a small sample of secondary school educators selected by purposeful sampling. Findings suggested that educator stress was caused by a lack of learner discipline; deterioration in educational standards; workload; policy changes; promotion procedures and the principal's leadership style. Based on the findings, recommendations were made for improvement of practice. / Educational Studies / M. Ed. (Education Management)
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A study of the attitudes of English-speaking high school pupils in Gauteng towards Afrikaans-speaking teachers teaching through the medium of EnglishMac Carron, Ciaran Michael 01 1900 (has links)
The purpose of this study was to investigate the attitudes of learners at English-medium schools towards teachers whose home language was Afrikaans and who taught through the medium of English. A secondary objective was to determine whether the teacher's home language had any effect on the learners' academic performance in the subject concerned.
It was found that English-speaking learners had a slightly negative attitude to Afrikaans and did not give English much consideration except as a useful means of communication. Afrikaans-speaking learners expressed a positive attitude to - and pride in - their language. They were also much more positive to English than were the English-speaking learners towards Afrikaans.
The English-speaking learners' attitude towards Afrikaans was not generally carried over to Afrikaners. However they objected to being taught English by non-English-speakers.
Gender appeared to play a role in the learners' attitudes, as the girls were generally more positive to Afrikaans than the boys and achieved higher marks than the boys in almost all the subjects covered in this study
The academic performance of learners at the English-medium schools was adversely affected by having Afrikaans-speaking teachers since, in almost every case, the learners in these teachers' classes obtained lower marks than those who were taught by English-speaking teachers.
The principal recommendation arising from this study is that, where possible, the teachers at English-medium schools should be English L1 speakers. / Linguistics / M.A. (Sociolinguistics)
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Teacher leadership : perspectives, perception and readiness of educators on the Eden and Central Karoo education district in the Western Cape provinceDe Villiers, Elsabe 11 1900 (has links)
The people in the organisation are the key to quality and effective change and improvement in
schools. A new paradigm in school leadership, namely teacher leadership, grounded in distributed
leadership theory and supported by enabling policies, provides a platform for school wide capacity
building where more and more people recognise the potential of other team members, promote it
and thus give stimulus for significant change. The purpose of the research was to determine the
perspectives, perceptions and readiness of educators in the Eden and Central Karoo Education
District for teacher leadership, as well as educators’ perceptions regarding the school culture
required for teacher leadership to be nurtured and sustained. A total number of 283 educators
participated in this study, including principals, members of school management teams, veteran,
middle, novice educators and district officials. A series of instruments were used to determine
educators’ perspectives, perceptions and readiness for teacher leadership, including the Teacher
Leadership Readiness Instrument (TLRI) and the Teacher Leadership School Survey (TLSS).
Data revealed that educators held positive assumptions about teacher leadership; that educators
were collectively ready for teacher leadership; and that they perceived their school cultures as
healthy for teacher leadership practices. Educators used language of leadership which can be
associated with the organisational and transformational leadership theory; indicated that they
experienced barriers to teacher leadership; and that there is a need for professional development
in relation to teacher leadership. A significant difference was found between the preliminary
leadership and barriers to teacher leadership perceptions held by district officials and other
educators (principal, member of school management team, veteran, middle and novice). A
significant difference was also found between members of school management teams and other
educators (middle and novice) in relation to their readiness for teacher leadership. Significant
relationships were found between educators’ preliminary leadership and readiness for teacher
leadership perceptions, as well as between their readiness for teacher leadership and their
perceptions about a healthy school culture for teacher leadership. These findings have significant
implications for leadership practices, collaboration, capacity-building and improvement in schools,
educators’ self-esteem, motivation and productivity, as well as student outcomes. / Educational Studies / Thesis (D. Ed. Education Management))
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