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Training and development in South African local government :the case of the Helderberg municipality.Ntlebi, Nontsikelelo January 2003 (has links)
No abstract available.
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The training crucible : experiences of a systemic therapist in the makingFouche, Marinda 02 1900 (has links)
Family Therapy training programmes have recently come to appreciate the importance of addressing the personal growth of the trainee-therapist, in addition to the traditional focus on skill development. Suggestions in the available literature on how this "person-of-the-therapist" issue could best be addressed, represent almost
exclusively the ideas of authorities (authors, clinicians and trainers) in the field of systemic therapy. Constructivist thought endorsed by the UNISA training programme, encourages and values different viewpoints. According to this view, students and faculty co-construct the training process. The aim of this study is therefore to present the voice of the trainee. Several training contexts, the essential qualities of the different supervisory relationships and
difficulties encountered, are explored from the trainee's perspective. It is hoped that this "inside story" about the author's experiences on her journey toward becoming a psychotherapist, will engender sensitivity for and a deeper understanding of the complexity involved in training the person of the therapist. / Psychology / M.A. (Clinical Psychology)
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Verbetering van die praktiese komponent in die verdere professionele opleiding van onderwysers deur afstandsonderrig25 October 2015 (has links)
M.Ed. (Tertiary Didactics) / The purpose of this investigation was to determine how the practical component in the further professional training of teachers by distance teaching can be improved. The deficiencies which are experienced can be ascribed, inter alia, to the fact that the relationship between the theoretical and the practical components are not clearly discernible to the teacher. On the basis of a study of literature and an empirical investigation of limited scope, it was determined that factors which obscure the forming of relationships can be present in the teacher as a learner, in the lecturer as a planner and presenter of the subject matter and in the curriculum at micro-level...
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Onderwysersopleiding vir 'n multikulturele RSA20 November 2014 (has links)
M.Ed. (Education) / Please refer to full text to view abstract
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Exploring the influence of the five factor model of personality on the executive coaching processPeacock, Kerry January 2017 (has links)
A research report submitted to the Faculty of Commerce, Law and
Management, University of the Witwatersrand, in partial fulfilment of the
requirements for the degree of
Master of Management in Business Executive Coaching
Johannesburg, 2017 / Personality match between a dyadic pair in helping relationships has shown to
improve the process and outcomes. Does the same apply to executive coaching?
Coaching is deemed to be effective but why is this so? This study explored the role
of personality similarities on the executive coaching process. By understanding the
role personality plays it was anticipated that: understanding would be elicited as to
why coachees select their particular coach; better matching could occur between the
executive coach and coachee; the process would be more beneficial due to this
similarity and there would be a better return on investment for organisations who
could assess coaches and coachees and pair them accordingly based on similarities
in personality. This study utilised the five factor model (FFM) of personality to explore
the personalities of the coaches and coachees across eight coaching dyads.
This study utilised qualitative methodology that of eight case studies made up of
eight coaching dyads. All 16 respondents were interviewed using a semi-structured
interview. This served as the primary data source. The interviews were recorded,
transcribed and uploaded into Atlas ti software for analysis. Content analysis was
used and a codebook was created inductively, resulting in 94 codes. The 16
respondents then completed the Wave personality questionnaire as the secondary
data source. The assessments were uploaded onto Atlas ti software and were
analysed qualitatively using content analysis. 34 codes were created deductively
using psychometric principles and the Wave personality questionnaire’s measures.
The 128 codes were then categorised into 27 categories and 11 themes.
Similarity in personality did not appear to have as great an influence as was
anticipated on the executive coaching process within each dyad. Although there was
a perception of personality similarity in the majority of the cases, there was very little
to substantiate this according to the FFM. This study argues that this perception of
similarity is due to the rapport built between the coach and coachee as well as the
adaptation of the coach to the coachee’s style and needs. This creates cognitive
resonance and reinforcement-affect. Due to this perception it is evident that the
training of coaches must focus on the coaching skills of openness and trust building.
ii
Despite similarities or dissimilarities in personality, all eight dyads indicated
satisfaction with the coaching process, the coaching relationship and the outcomes.
Across all coaches there was no similarity in personality factors. However, across all
coachees, there were similarities in personality regarding change orientation,
optimism and openness to feedback which speaks to coachee readiness. This study
argues that coachee readiness should be assessed for in order to determine
readiness for coaching which will allow for more beneficial outcomes.
The relationship, rather than personality similarity, was deemed to be the
fundamental component in the coaching process. A relationship based on trust and
openness allows the coachee to become vulnerable. This vulnerability allows for
validation of the coachee by the coach and it is this validation which allows for
growth and development. / MT2017
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Investigating identity experiences of Wits student teachers in Acornhoek rural schools, Mpumalanga provinceKirumira, Hassan 25 July 2016 (has links)
A thesis submitted in fulfilment for the degree of
Masters of Education (M.Ed)
School of Education, Faculty of Humanities
University of Witwatersrand
JOHANNESBURG
February 2015 / This is a qualitative research project that draws on Gee’s (2005) and Wenger’s (1999)
conceptions on identity, to understand how teaching practice in rural Acornhoek schools of
Bushbuckridge municipality (Mpumalanga province) impacted on the identity of student
teachers. The study involved ten student teachers in their second and third year of Bachelor of
Education (B.Ed) studies at Wits School of Education ((WSoE). The research adopted a case
study approach. Data in this study was collected using semi structured interviews with student
teachers before and during the teaching practice period and the researchers’ field notes. The most
outstanding findings were that, student teachers negotiating their identity in the categories of
IDL1, IDL2 and IDL3. IDL1 is when the identity of student teachers shifted as they carried out
their teaching practice. IDL2 is when teaching in rural schools could not shift the identity of
student teachers and IDL3 is when teaching practice resulted into student teachers compromising
their identities. On the basis of these findings, recommendations were made. Student teachers
should have a deeper and informed understanding of what to expect in rural schools in order to
prepare them for the identity negotiations in rural schools contexts. In the findings it was
established that if teacher training institutions prepare student teachers with view of teaching in
rural schools, it would minimize identity challenges by student teachers in the rural schools
teaching practice because they will have prior knowledge about teaching in rural schools.
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Pre-service teacher learning and practice for mathematical literacy.Winter, Mark Marx Jamali 23 April 2015 (has links)
This study explores the nature of pre-service Mathematical Literacy teachers' problem
solving with a focus on intra-mathematics and extra-mathematics connections, across two
years (2011-2012). The pre-service teachers were enrolled into a new three-year Bachelor of
Education course, Concepts and literacy in mathematics (CLM), at a large urban University
in South Africa. The CLM course aimed specifically at developing the teachers' fundamental
mathematical knowledge as well as contextual knowledge, which were believed to be key
components in ML teaching. The fact that the course offered a new approach to professional
teacher development in ML (pre-service), contrasting the old model (in-service) reported in
ML-related literature in South Africa, where qualified teachers from other subjects were reskilled,
coupled with the need to grow the pool of qualified ML teachers, provided a rationale
for conducting this study. Data relating to the pre-service teachers' responses to assessment
tasks within the course, and their school practicum periods focusing on classroom
mathematical working, combined with pedagogical orientations, was collected. PISA's
(OECD, 2010, 2013) dimensions of the mathematisation process provided the theoretical
framework while Graven and Venkat's (2007a) pedagogic agendas were used to make sense
of the pedagogic orientations in practice. The results relating to both learning and practice
suggest that the teachers' knowledge relating to model formulation, an aspect of extramathematics
connections, was weak across the two years. Nevertheless, improvements in
ways in which the dimensions ofthe mathematisation process occurred were noted across the
two years, with localised errors. In terms of pedagogic agendas foregrounded by the teachers
in ML classrooms, results indicate that agenda 2 (content and context driven) and agenda 3
(mainly content driven) featured more than agenda 1 (context driven) which supports the
rhetoric in the ML curriculum. Two implications to teacher training have been noted; first the
need for a focus on correctly translating quantities from problem situations into mathematical
models, and secondly, the need for promotion of provision of solution procedures with
pedagogic links. This study offers two key contributions namely; extending knowledge
relating to pre-service ML teacher training, and extending theory for understanding steps in
problem solving to incorporate aspects of pedagogy.
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A needs-based approach to curriculum development for the training of literacy teachers.Kola, Soraya January 1995 (has links)
A research report submitted in part fulfilment of the requirements of
the Master of Education degree (Coursework and Research Report)
of the University of the Witwatersrand. / The purpose of this study was to develop a curriculum for the training of
literacy teachers using a needs-based approach.
Over 15 million adults are illiterate in South Africa and this could seriously
hamper the new nations's reconstruction and development if not tackled
effectively. To date the focus in the field has .been the development of a
national examination and curricula for learners. However little is being done
to prepare the teachers who will have to take learners through the new system.
It has therefore been the focus of this research project to establish the
needs of these teachers and providers and thereafter to develop a training
course that would address their needs.(Abbreviation abstract) / Andrew Chakane 2018
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Teacher-training in South African homelands and Malawi during the decade 1964 to 1974 : a pedagogical studyMathivha, Masotsha Ramunenyiwa January 1981 (has links)
Thesis (M Ed.) -- University of the North, 1981 / Refer to the document
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Curriculum theory and teacher education.Rajah, Dharamrajh Sunderajh. January 1991 (has links)
It will be generally accepted that teacher education is an
important factor underpinning the quality and success of the
schooling system in South Africa. Key agenda items in the debate
and discourse on the provision of teacher education, in
parliamentary and extra-parliamentary circles, include teacher
empowerment and professionalization, and teacher education
curricula, programmes and policies in the context of an apartheid
society in transition to a future democracy.
The present study is a contribution to that debate. It focuses
on selected aspects of the pre-service teacher education
curriculum at one university Faculty. Data de rived from
questionnaire surveys and documentary research are analysed and
interpreted within the parameters of the critical paradigm of
curriculum inquiry as these are given operational definition by
the transformative model of teacher education.
The analyses of student and staff perceptions of the curriculum
and of curriculum and instructional structures show that the
dominant form of teacher education in the Faculty embodies a
technocratic rationality that serves to encourage acquiescence
and conformity to the status quo in both schooling and society.
It is argued that such a curriculum is an anachronism, given the
prospect of a "new South Africa" that has become apparent since
February 1990. In that context, the dissertation makes an
attempt to offer a conceptual basis for an alternative framework
in the reconceptualization of teacher education. / Thesis (M.Ed.) - University of Durban-Westville, 1991.
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