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Successful teachers : a Cubist narrative of lives, practices and the evaded.Pillay, Guruvasagie. January 2003 (has links)
This research presents an understanding of the world of successful teachers. In documenting their life histories, I composed a research text which explored the presences and absences, identities and differences, changes and continuities, variations and uniqueness, which characterise how teachers perform their success in the present educational context of continued shifts and constantly changing images. Working with Trevor, Anna, Ursula, Daryl, Eddie and Hlo, I co-created stories of lives "told and experienced", a journey that pressed me to look at the transcending and shifting line between the private/public. Written through a composition of stories, poems, photographs, musical pieces and illustrations, I have engaged in the risky, poststructural practice of redescribing their worlds in order to understand what it means to think, know and act differently, in the struggle with the desire to be "free". Employing a cubist metaphor as a heuristic device, I was able to entertain the possibility of other "worlds" within the discursive practice of "being teacher": creating potential explanatory and diverse descriptions other than the one available as the singularly defined identity category of "teacher". Employing a poststructural analytical framework, I documented the multi-dimensional nature of identity and meaning, and drew attention to the play between discourse and practice in teachers'
agenda for agency. Teachers' agenda for agency is described within "Patterns of Desire" within which
the evaded or marginalised in teachers' lives become available as spaces for change and moments of freedom. I present an understanding of teachers' selves through excavating the "interior" of their lives to provide a more three-dimensional approach that injects the private into the public, rupturing the fine line as a way to maintain an "aura" of desire, love, friendship, hope and familiarity in their daily lived experiences. Emerging along two axes, "Practices of the Self' and "Practices on the Self', this composition that I have created, identifies the complexity of teaching discourses and practices enacted out and
enacted on teachers' daily lives that resist and disrupt those hierarchical grids of normalcy and regularity. In particular, I attended to those elusive eruptions of teachers' selves when teachers articulate their resistance to normalcy and surveillance and make themselves available to refiguration and transformation. Investing in particular historically emergent social practices and relationships that teachers effect, by their own means, there is pleasure in challenging anew the bond between teachers' private lives and public responsibilities.
Agency of teachers lies in the ability to deconstruct and reconstruct identity within the discursive formations and cultural practices. In troubling the structures that often imprison and violate, teachers are able to slip through and open their thoughts and desires to their differences - the other categories that are evaded in the single identity category teacher, thereby sustaining potential for ongoing
continuity and change. Continued metamorphosis of thought and act, simultaneous and consecutive, is what offers teachers moments of deep meaning and awareness that keep the private/public alignment and variation in the ways of experiencing their world, in their 'desire to be', 'desire for' and 'desire to please' as a possible condition for being a successful teacher. / Thesis (Ph.D) - University of Durban-Westville, 2003.
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A curriculum framework for undergraduate studies in dental health science.Laher, Mahomed Hanif Essop. January 2009 (has links)
This study begins with an ethnographic self-study w
hich allows for a reflection on traditional
learning experiences.
This study is located in the context of the initial
development of dental health professionals
within those higher education institutions that end
eavour to provide education and training in
a rapidly changing context. This context is charact
erised by the simultaneous need to
address the blurring of boundaries and the dichotom
ies that exist such as the first world and
the third world, the developed and the less develop
ed world, the rich and the poor, health
and wealth, the private and the public sectors, the
formal and the informal sectors, the
advantaged and the disadvantaged, the privileged an
d the underprivileged.
The definitions, concepts, theories and principles
around curricula and professional
development are examined in an effort to extend int
o discoveries of educational research
usually beyond the purview of dental health practit
ioners, policy makers or higher education
specialists involved in training these dental healt
h practitioners.
It poses key questions regarding the nature of prof
essional competences within dental health
science undergraduate studies and how the curricula
are organised around these perceptions
of competence. Investigative tools include particip
ant observation, interviews and
questionnaires which have included both education d
eliverers – the teaching staff - and
education consumers – the students.
The areas of access by students to programmes (inpu
t), activities whilst in the programmes
(throughput) and their competences at the exit end
of the programme (output) are
examined.
It was found that institutions and programmes are p
aradoxically positioned declaring
missions to be globally competitive and internation
ally recognised and at the same time
wanting to reach out to the population who are disa
dvantaged and who form a majority.
Whilst the needs of the wider community is for basi
c dental services and primary health care,
the resources appear to be geared for producing tec
hnologically-superior professionals who
will cater for a largely urban and middle class pop
ulations. The resources available,
particularly human resources, for this training, ar
e going through a critical shortage.
Simultaneously demands are being made to challenge
the epistemological rationale of the
curriculum practice of the training sites at both u
niversities and technikons (now known as
universities of technology). / Thesis (Ph.D.) - University of KwaZulu-Natal,Durban, 2009.
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Archaeology of a language development non governmental organisation : excavating the identity of the English Language Educational Trust.Dhunpath, Rabikanth. January 2013 (has links)
Any attempt at understanding the influences that impinge on teacher development in
South Africa is incomplete without an exploration of the role of NGOs, particularly those
alternative development agencies that were conceived in response to apartheid education
and which continued to pursue progressive, contextually relevant interventions in the
transitional democracy. Using the archaeological approach to excavate deep insights into
the behaviour of a language development NGO, this study documents the institutional
memory of the English language Education Trust (ELET). Portraying two decades of its
history (1984 to 2001) through the eyes of key participants in the organisation, the study
traces the multiple influences, internal and extraneous, that have shaped ELET's mutating
identity as it negotiated the challenges of a volatile and unpredictable NGO climate.
The study pursues two reciprocal outcomes. First, it attempts methodological elaboration.
In advocating transdisciplinary research, it borrows from the established traditions of
empowerment and illuminative evaluation, appropriating their key tenets for an
institutional evaluation. Underpinned by the genre of narrative research, the study
expands the lifehistory method as an evaluative tool, providing opportunities for
organisational members to engage in self-reflexive interrogation of the organisation's life
as it negotiated a multiplicity of development challenges. Second, it attempts theoretical
elaboration. It challenges classical organisational theory (which derives from the
structural - functionalist corporatist mode of management theory), as conservative and
inadequate in understanding the organisational culture of an NGO. The study proposes a
post-structuralist mode of discourse analysis as complementary to classical management
theory in organisational analysis.
Conflating theory and method provides incisive conceptual lenses to appraise the
contribution of ELET to language teacher development. The study finds that while ELET
has been complicit in allowing its mission as a counter-hegemonic agency to be
undermined by its submission to normative, coercive and mimetic isomorphism, it
nevertheless demonstrates agency to innovate rather than replicate. It achieves this
despite the cumulative constraining pressures of globalisation, manifest through volatility
in corporate funding, shifting imperatives of bilateral funding agencies, and the fickle
agendas of the fledgling democratic government. The study demonstrates that, given
these unpredictable conditions, NGOs Iike ELET are forced to reinvent themselves to
respond to emerging development opportunities as a hedge against attrition. In this
regard, ELET has benefited from astute management and a vigilant quest for homegrown
intervention programmes as alternatives to imported literacy programmes, all of
which helps it redefine what constitutes emancipatory literacies.
Despite its proven record of accomplishment as a site for alternative teacher
development, the study demonstrates that a competitive higher education sector a hostile
policy environment and the debilitating reporting mechanisms demanded by funders
results in ELET's potential as a site for 'authentic' knowledge production to be devalued.
A further consequence of this marginilisation is that the organisation finds itself
increasingly vulnerable to co-option by the state as a functionary of service delivery,
accounting upwards to funders rather than downwards to beneficiaries of development.
The study argues that the exploitative relationship the NGO endures with other
development constituencies is as much a consequence of the NGO's failure to embrace
an expedient corporate culture as it is the failure of these constituencies to acknowledge
the potential of the NGO. Hence, rather than preserve the antagonistic relationship
between higher education institutes and alternative agencies for knowledge production,
they will each benefit by mutually appropriating the accumulated expertise of the other,
giving substance to the ideal of a community of reason through creative dialectical
evolution. The study concludes with the proposition that one mechanism to operationalise
the notion of a community of reason is community service learning, a partnership
between higher education institutes, corporate funders and development NGOs, a
relationship in which the NGO provides leadership in appropriating disparate energies
towards the cultivation of a socially literate country. / Thesis (Ph.D.)-University of Durban-Westville, 2003.
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Exploring the personal and professional identities of special education teachers through small stories.Bankole, Fadekemi Olamide. January 2013 (has links)
There have been numerous studies internationally and in South Africa that have explored the identities of teachers in ordinary schools. However, research on the identities of special education teachers is very limited. Through narrative inquiry, this study explored the personal and professional identities of special education teachers at a school in KwaZulu-Natal.
The key research question was: How do these special education teachers negotiate their personal and professional identities? Six teachers on the staff of a special school for learners with mild to moderate intellectual disability were participants in the study. The narrative interview was used as the means of data generation.
The findings revealed that there is a strong intersection between the personal and professional identities of the six special education teachers. Further, their cultural backgrounds and emotionality play a pivotal role in the lives of these special education teachers, and shape how they negotiate their identities and the subject positions they take in the special school context. The study suggests that the self-identity of a teacher needs to be seen in terms of the personal and professional, as there is a personal dimension to much of a teacher’s work.
The teachers’ personal beliefs and values nurtured within their cultural backgrounds influence their teaching experiences, teaching philosophy, teaching practice and teacher identity. There is little doubt that the identities of the six teachers are embedded in their personal biographies. The study shows that that professional identity is multifaceted and multi-layered. Further, the teacher narratives in this study revealed that emotions are a critical facet of professional identity formation. Narrative inquiry proved to be a valuable method through which the teachers made sense of themselves and their practices. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.
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Learning to change : a study of continuing teacher development in two contexts of educational reform.Samson, Annie-Hélène. January 2013 (has links)
Systemic educational reforms entail major changes at the different levels of the system, of
which classroom practice is ultimately crucial to obtaining the desired output. Within this
paradigm shift, experienced teachers have to replace what they are likely to consider good
teaching and learning approaches with unfamiliar strategies. Continuing professional teacher
development (CPTD) plays a key role in successfully changing classroom practices.
This in-depth case study research —six teachers in two different countries, Canada and South
Africa—looks into the information acquisition process of instructors. Interviews were
performed at different levels of the educational system – policy makers, pedagogic/subject
advisors as well as teachers for which questionnaires and classroom observation were also
used to collect data. A research-based analytical tool developed by Laura Desimone
(Desimone, 2009) guided the exploration of the vast data collected and served as the analytical
framework for the various data sources, drawing a link between the intended, implemented and
attained policies. The thorough discourse analysis situated in the interpretivist framework
gives global insight into the teachers’ perception of the impact of CPTD as it enables a deep
understanding of the information acquisition and utilization by teachers. The examination of
teachers’ pedagogical content knowledge in different reform contexts brings a profound
perspective on how professional development activities contribute to the professional capital
of educators, as envisaged by Hargreaves and Fullan (2012).
Data suggest that policies related to professional development are adequate in Québec and in
South Africa, but that planning around implementation is hasty or lacking altogether.
Regardless of the socio-economic environment and the professional development accessibility,
teachers do not perceive CPTD as being a major vector of change and they were found to lack
the necessary capacity to change their practices to reflect their beliefs. Finally, teachers
reported that the most influential factor on practices is the availability of teaching and learning
material and learners’ reaction to it.
In conclusion, in the two contexts observed, CPTD was not emphasised to the level required
for a paradigm change such as constructivist-based systemic reforms. I suggest adapting
CPTD delivery methods to teachers’ need by ensuring widespread and reform-aligned
professional development. In addition, access to information through appropriate teaching
materials combined with appealing and applicable activities should be facilitated. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.
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Teenage pregnancy : young mothers in grade twelve : shh ... there are mothers amongst us.Singh, Roma. January 2005 (has links)
My interest in teenage pregnancy began when I discovered pregnant girls in my class. Upon discussion with other educators in my school, I discovered that there were many pregnant girls in school. Thus began a journey in which I spent much time researching the topic. What I learnt along the way is that this is not a third world problem that affects certain race groups. It is a universal problem and if it is left to grow it will become the greatest social problem faced by the world. I believe that as educators we need to help curb the problem of teenage pregnancy. More importantly Secondary School educators need to become more aware of the debates surrounding teenage pregnancy for three reasons: (1) many of us may have pregnant or mothering teenagers in our classes and we need to understand where they are coming from and where they are heading towards, (2) we have the potential to help prevent teenage pregnancy by removing the cloak of ignorance that covers the issues surrounding sex and (3) teenage sexuality may be closely linked to the Aids pandemic that is moving like a veld fire across our country. We know that teenage pregnancy is not a new social problem. It has been around for centuries, but of late the severity of the problem has increased. It was this increase in teenage pregnancy that spurred me on to research why the youth of today, who have so much of sexual information made easily available to them, are still falling pregnant while at school. This study attempts to answer two critical questions. Firstly: "How do learners engage with factors that contribute to teenage pregnancy?" My study revealed that learners lack the knowledge or skills to avoid sex, they were ignorant of the different types of contraceptives, they were in denial that they could fall pregnant and they lacked the motivation to avoid early childbearing. Secondly, the critical question, "Why, in context of all the information present today on sex, do teenagers still fall pregnant?" Through the process of research it was found that teenagers engage in premarital sex because of the following reasons: peer pressure, they get caught up in the moment of passion and because they are bored and have nothing better to do. It is hoped that the analysis, findings and recommendations of this study will help curb the problem of teenage pregnancy. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2005.
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A school-based, balanced approach to early reading instruction for English additional language learners in grades one to fourNathanson, Renee Riette 03 1900 (has links)
Thesis (PhD (Education))--University of Stellenbosch, 2008. / Given that schooling is compulsory and that the quality of literacy instruction that children
receive in the primary years lays the foundation for the rest of formal learning, management
and teachers are under strong pressure to ensure the improvement of literacy in schools. This
study reports on a literacy intervention directed at improving literacy instruction for seventytwo
English Additional Language (EAL) learners in grades one to four. The intervention
aimed to help teachers maximise teaching time through a theoretically sound approach that
balanced language experience, shared and guided reading and writing, and embedded phonics
and word level instruction within the context of reading and writing. In doing so, the
approach breaks with the traditional position still held by many teachers that learners must
first be taught to sound out letters and read words before they can be taught to read and write.
Daily features of the literacy programme included whole class shared reading and small
group guided reading and writing. Whereas shared reading engaged learners in lively literacy
experiences on challenging texts, small group guided reading enabled teachers to match
instruction and texts more closely to individual learners' needs. During shared and guided
reading sessions, teachers modelled behaviours and strategies on interesting texts, interacted
with learners and provided direct instruction in phonics and word level work. Once a week,
planned outings and practical activities created opportunities for developing the learners'
language and extending their conceptual understandings.
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Enhancing the quality of first-year Biology teaching at the University of StellenboschJoubert, Lydia-Marie 12 1900 (has links)
Thesis (MPhil) (Higher Education)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Transformation in biology teaching is inevitable. There is a global concern about the
quality of undergraduate biology teaching, especially when considering the growth in
the fields of biotechnology and the molecular sciences. Programmes of learning have
to be market orientated, and the contents of curricula have to equip students for
entrance into a specific career.
At the University of Stellenbosch the School for Biological Sciences has developed an
interdisciplinary approach to first-year biology teaching. The new programmes in
Biological Sciences, implemented in 2000, contain first-year curricula that introduce
students to the disciplines of genetics, botany, zoology, microbiology, biochemistry
and statistics. This involves participation by six departments, and lecture facilitation in
two languages for up to 600 students. As contact sessions between lecturers and
students are limited, self-study is becoming increasingly important, and lectures
should be fully exploited to obtain deep learning. This study investigated various ways
to enhance the teaching and learning process for first-year biology students in a
module fraught with growing pains and problems.
The influence of software support on student learning was evaluated, while the
introduction of an innovative approach to teaching statistics to first-year students was
analyzed. Supplementing the statistics section with video-recordings of the lectures
was further considered as a possible way of overcoming various obstacles in
especially this section of the module. The application of a practical laboratory course
to enhance the quality of the theoretical lectures was also investigated and evaluated.
It can be concluded that no simple solution could be found to solve the variety of
problems that arose with implementation of the new programmes of learning.
Technology proved to be invaluable, but should be applied after thorough needs
assessment and impact studies have been performed. Provision of IT tools and
facilities do not necessarily imply their application and effect, and innovation and
inspiration still proved to be most effective in enhancing biology teaching. / AFRIKAANSE OPSOMMING: Transformasie in biologie-onderrig is onvermydelik. Daar is wêreldwye kommer oor
die kwaliteit van voorgraadse biologie-onderrig, veral in die lig van die vooruitgang in
biotegnologie en die molekulêre wetenskappe. Programme van onderrig moet
markgerig wees, en die inhoud van leerplanne loopbaangerig.
Die Skool vir Biologiese Wetenskappe van die Universiteit van Stellenbosch het sedert
sy stigting 'n interdissiplinêre benadering tot eerstejaarsbiologie-onderrig ontwikkel.
Die nuwe programme in die Biologiese Wetenskappe wat in 2000 geïmplementeer is,
bevat eerstejaarskurrikula wat studente bekendstel aan die dissiplines van genetika,
botanie, sooloqie, mikrobiologie, biochemie en statistiek. Ses departemente is hierby
betrokke, en lesings word in twee tale vir tot 600 studente aangebied. Aangesien
kontaksessies tussen dosente en studente beperk is, word selfstudie toenemend
belangrik, en lesure moet ten volle benut word om 'n diepgaande leerproses te verkry.
Hierdie studie ondersoek derhalwe verskeie potensiële maniere waarop die onderrigen
leerproses by eerstejaarbiologie-studente versterk kan word.
Die invloed van sagteware-ondersteuning by die leerproses is geëvalueer, terwyl 'n
nuwe innoverende benadering tot statistiek-onderrig vir eerstejaarstudente
geanaliseer is. Uitbreiding en ondersteuning van die statistiek-seksie, d.m.v. videoopnames
van die lesings, is verder oorweeg om verskeie van die hindernisse in veral
hierdie deel van die module te oorkom. Die toepassing van 'n laboratoriumkursus om
die kwaliteit van die teoretiese lesings uit te brei is ook geëvalueer.
Daar kan saamgevat word dat geen enkelvoudige oplossing bestaan om die
verskeidenheid van probleme op te los wat met implementering van die programme
ontstaan het nie. Tegnologie is onontbeerlik, maar moet toegepas word nadat
behoorlike behoeftebepaling en impakstudies uitgevoer is. Verskaffing van
informasietegnologie impliseer nie noodwendig die nodige toepassing en effek nie, en
innovasie en inspirasie blyk steeds onontbeerlik te wees om biologie-onderrig uit te
brei en te versterk.
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Learners' strategies for solving linear equationsJonklass, Raymond 12 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Algebra deals amongst others with the relationship between variables. It differs from
Arithmetic amongst others as there is not always a numerical solution to the problem.
An algebraic expression can even be the solution to the problem in Algebra. The
variables found in Algebra are often represented by letters such as X, y, etc.
Equations are an integral part of Algebra. To solve an equation, the value of an
unknown must be determined so that the left hand side of the equation is equal to the
right hand side.
There are various ways in which the solving of equations can be taught.
The purpose of this study is to determine the existence of a cognitive gap as
described by Herseovies & Linchevski (1994) in relation to solving linear equations.
When solving linear equations, an arithmetical approach is not always effective.
A new way of structural thinking is needed when solving linear equations in
their different forms.
In this study, learners' intuitive, informal ways of solving linear equations were
examined prior to any formal instruction and before the introduction of algebraic
symbols and notation. This information could help educators to identify the
difficulties learners have when moving from solving arithmetical equations to
algebraic equations. The learners' errors could help educators plan effective ways of
teaching strategies when solving linear equations.
The research strategy for this study was both quantitative and qualitative. Forty-two Grade 8 learners were chosen to individually do assignments involving different types
of linear equations. Their responses were recorded, coded and summarised.
Thereafter the learners' responses were interpreted, evaluated and analysed.
Then a representative sample of fourteen learners was chosen randomly from the
same class and semi-structured interviews were conducted with them From these
interviews the learners' ways of thinking when solving linear equations, were probed.
This study concludes that a cognitive gap does exist in the context of the
investigation. Moving from arithmetical thinking to algebraic
thinking requires a paradigm shift. To make adequate provision for this change
in thinking, careful curriculum planning is required. / AFRIKAANSE OPSOMMING: Algebra behels onder andere die verwantskap tussen veranderlikes. Algebra verskil
van Rekenkunde onder andere omdat daar in Algebra nie altyd 'n numeriese oplossing
vir die probleem is nie. InAlgebra kan 'n algebraïese uitdrukking somtyds die
oplossing van 'n probleem wees. Die veranderlikes in Algebra word dikwels deur
letters soos x, y, ens. voorgestel. Vergelykings is 'n integrale deel van Algebra. Om
vergelykings op te los, moet 'n onbekende se waarde bepaal word, om die linkerkant
van die vergelyking gelyk te maak aan die regterkant. Daar is verskillende maniere
om die oplossing van algebraïese vergelykings te onderrig.
Die doel van hierdie studie is om die bestaan van 'n sogenaamde "kognitiewe gaping"
soos beskryf deur Herseovies & Linchevski (1994), met die klem op lineêre
vergelykings, te ondersoek. Wanneer die oplossing van 'n linêere vergelyking bepaal
word, is 'n rekenkundige benadering nie altyd effektiefnie. 'n Heel nuwe, strukturele
manier van denke word benodig wanneer verskillende tipes linêere vergelykings
opgelos word.
In hierdie studie word leerders se intuitiewe, informele metodes ondersoek wanneer
hulle lineêre vergelykings oplos, voordat hulle enige formele metodes onderrig is en
voordat hulle kennis gemaak het met algebraïese simbole en notasie.
Hierdie inligting kan opvoeders help om leerders se kognitiewe probleme in verband
met die verskil tussen rekenkundige en algebraïese metodes te identifiseer.Die foute
wat leerders maak, kan opvoeders ook help om effektiewe onderrigmetodes te
beplan, wanneer hulle lineêre vergelykings onderrig. As leerders eers die skuif van rekenkundige metodes na algebrarese metodes gemaak het, kan hulle besef dat hul
primitiewe metodes nie altyd effektief is nie.
Die navorsingstrategie wat in hierdie studie aangewend is, is kwalitatief en
kwantitatief Twee-en-veertig Graad 8 leerders is gekies om verskillende tipes lineêre
vergelykings individueel op te los. Hul antwoorde is daarna geïnterpreteer, geëvalueer
en geanaliseer. Daarna is veertien leerders uit hierdie groep gekies en semigestruktureerde
onderhoude is met hulle gevoer. Vanuit die onderhoude kon 'n dieper
studie van die leerders se informele metodes van oplossing gemaak word.
Die gevolgtrekking wat in hierdie studie gemaak word, is dat daar wel 'n kognitiewe
gaping bestaan in die konteks van die studie. Leerders moet 'n paradigmaskuif maak
wanneer hulle van rekenkundige metodes na algebraïese metodes beweeg. Hierdie
klemverskuiwing vereis deeglike kurrikulumbeplanning.
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Technology as a new learning area in the South African school curriculum: a critical reflectionAdams, John 12 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This thesis investigates the implementation of Technology as a
learning area in the South African school curriculum. This
investigation is done within the context of three articles contained in
chapters two, three and four.
Article one, chapter two, investigates the readiness of educators to
implement Technology in the classroom. A survey was done by
means of interviews and a questionnaire. The interviews and
questionnaire focused on three critical questions to determine the
readiness of educators, namely
• A conceptual understanding of Technology as learning area;
• The type of technology suitable for the South African curriculum;
and
• The extent of government support to implement Technology
successfully.
The findings suggest that educators do have a conceptual
understanding of Technology and that they emhasized the use of
technology within the curriculum that suits local conditions. It
identified the lack of government support as the biggest problem
facing the successful implementation of Technology.
Article two, chapter 3, investigates Technology as part of the
Outcomes- Based Curriculum 2005. It is a theoretical study that
discuss the relevance and purpose of Technology as learning area in
the new curriculum.
It finds that the position of Technology as learning area in the
curriculum is unequivocal. It proved that there is a strong link
between technological innovation, economic growth and social
development. It suggest, therefor, that Technology is a catalyst for
economic growth and social development.
Article three, chapter four, invetsigates how Technical Drawing as
subject from the old dispensation can be reconciled with Technology
as a learning area.
It finds that Technical Drawing as a graphical language can be
applied as an effective tool of communication in the different stages
of the Technological Process. It suggests that the old subjects can
reconcile with the learning areas in the new curriculum.
These three articles, in summary, emphasize the importance and
relevance of Technology as a separate learning area in the new
curriculum. The objective, therefore, is to use Technology as a
catalyst for economic growth and social development, so dearly
needed by South Africa. / AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die implementering van Tegnologie as 'n
leerarea in die skoolkurrikulum. Hierdie ondersoek word binne die
konteks van drie artikels wat in hoofstukke twee, drie en vier vervat
word, gedoen
Artikel een (hoofstuk twee), ondersoek die gereedheid van opvoeders
om Tegnologie in die klaskamer toe te pas. 'n Opname is deur
middel van onderhoude en 'n vraelys gedoen. Ten einde die
gereedheid van opvoeders te bepaal, is daar in die onderhoude en
vraelys op drie kritieke vrae gefokus:
• 'n konseptueie begrip van Tegnologie as 'n leerarea;
• die soort tegnologie wat relevant sou wees binne die Suid-
Afrikaanse kurrikulum; en
• die mate van regeringshulp wat nodig sou wees om Tegnologie
suksesvol as leerarea te implementeer.
Die bevindinge dui daarop dat opvoeders wel 'n konseptueie begrip
van Tegnologie het. Dit blyk voorts dat opvoeders die gebruik binne
die kurrikulum beklemtoon van tegnologie wat by plaaslike
omstandighede pas. Gebrekkige regeringshulp is as die grootste
probleem rakende die suksesvolle implementering van Tegnologie as
leerarea geidentifiseer.
Artikel twee (hoofstuk drie) ondersoek Tegnologie as deel van die
Uitkomsgebaseerde Kurrikulum 2005. Dit is 'n teoretiese studie wat
die toepaslikheid en doel van Tegnologie as leerarea in die nuwe
kurrikulum bespreek.
Daar word bevind dat die plek van Tegnologie as leerarea in die
kurrikulum ondubbelsinnig is. Daar is bewys dat daar 'n sterk band
bestaan tussen tegnologiese vernuwing, ekonomiese groei en sosiale
ontwikkeling.
Artikel drie (hoofstuk vier) ondersoek hoe Tegniese Tekene as "ou"
vak van die vorige bedeling, met Tegnologie as leerarea versoen kan
word.
Daar word bevind dat Tegniese Tekene, as 'n grafiese taal,
aangewend kan word as 'n doeltreffende kommunikasiemiddel in die
verskillende stadia van die Tegnologiese Proses. Daar word
voorgestel dat die ou vakke versoen kan word met die leerareas in
die nuwe kurrikulum.
Hierdie drie artikels beklemtoon dus die belangrikheid en relevansie
van Tegnologie as 'n aparte leerarea in die nuwe kurrikulum. Die
doel is om Tegnologie aan te wend as katalisator vir ekonomiese
groei en sosiale ontwikkeling wat so dringend nodig is in Suid-Afrika.
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