Effective mentoring is essential for the development of student-teachers. A sequential explanatory mixed method study was conducted in order to analyse the perspectives of Post Graduate Certificate of Education (PGCE) students on the effectiveness of school based mentoring. Thirty-six (36) PGCE students from a higher education institution in the Eastern Cape participated in this study. Firstly, quantitative questionnaires were used to gather data from all the participants followed by qualitative semi–structured interviews from a purposive sample of five (5) participants in order to enrich the study. This study analysed PGCE students’ perspectives of mentor teacher practices. In doing so the study evoked Hudson and Peards’ Five Factor Mentoring Model. This model includes Personal Attributes, Systems Requirements, Pedagogical Knowledge, Modelling and Feedback. From the findings, PGCE students reported that Teaching Practice (TP) is a stressful period full of anxieties, excitement and fears, hence they need to be guided and supported by knowledgeable and specialist teachers (mentors). Mentors play a significant role in supporting and guiding student-teachers during TP. From the analysis of PGCE students’ perspectives, the research suggested that those who were supported and guided by their mentors experienced positive mentoring during TP. Those who experienced negative mentoring reported limited time for mentoring and unavailability of the mentors as the causes. They further expressed that they wished mentors were understanding, good models who treated them as teacher candidates not as students and gave them constructive feedback. Finally, they indicated that the partnership between host schools and the university needs to be improved.

Thesis submitted in fulfilment of the requirements for the degree Master of Technology: Information Technology in the Faculty of Informatics and Design at the Cape Peninsula University of Technology / It is well recognised that Information and Communication Technology (ICT) can enhance the quality of teaching and learning in tertiary education. Similarly, research has uncovered a range of factors that impede the successful adoption of digital technology for educational purposes. It remains unclear, furthermore, how educators in institutions of higher learning negotiate and frame their experiences with technology, and how this implicates the teaching and learning process. In this thesis, I will examine this problem, with particular focus on educators from Technical Vocational Education and Training (TVET) institutions in the Western Cape of South Africa. In addressing the research problem, I use symbolic interactionism as analytic framework to unpack and reconstruct the meaningful engagement with technology. Understanding the multiple symbolic meanings that arise from interactions with technology can illuminate the diverse and nuanced perspectives that underpin the use of ICT in teaching and learning. A symbolic interactionist lens can shed further light on the matter of adoption, and allow this research study to make a practical contribution to the introduction of ICT tools in TVETs. To elicit and interpret the multiple meanings that TVET educators associate with ICT, I will employ photo-elicitation methodology, observation and fieldnotes, and self-reflection. Photo-elicitation involves participants taking photographs along the line of inquiry (e.g. the benefit of using technology to teach), after which they undergo a reflexive interview in which they reflect on the meanings of the photographs they have taken. I will couple direct participant observation (documented in field notes) with symbolic interactionism and photo-elicitation to contribute to the production of meaningful data. Finaly, I will apply guidelines of self-reflection by compiling a reflective journal. Self-reflection will allow me to reflect on my own thoughts about the social phenomenon under study and will enable me to understand how my own behaviour may affect the inquiry. The meanings that emerged from the data were grouped into interactionist themes through which the engagement with technology is framed and understood. Educators are generally appreciative of the support and creative capacities that ICT provides to teaching and learning. They are however frustrated with their own inability to fully understand technology and the lack of support from government and institutional decision makers. Despite educators’ struggles with ICT, they are determined to overcome challenges. These themes can be useful in the repositioning of technology for education in TVETs, and can support implementers and policymakers in more effective application.

Afrikaans language thesis. Abstract in Afrikaans and English. / Many learners in rural primary schools do not use the opportunities which exist or which are being created by schools to participate in sport. As learners grow older and proceed through school, a tendency of diminishing numbers of sports participants is being observed. These are not necessarily learners who do not have any talent or sporting ability, they simply do not participate. This study is focused on the reasons and problems why specifically grade seven learners of rural schools do not participate or have dwindling participating numbers. The study does not only focus on participation but also on effective participation. A thorough literature review has revealed that there are mainly three obstacles, namely: interest, embedded constraints and structural obstacles. Research has revealed several problems why learners do not participate in sport or physical activity. This supports the reasons for the diminishing number of participants which was found in the study. The literature also shows that knowledge of sport is needed for effective participation. Questionnaires were used to gather information from grade seven learners, teachers and school principals. The research period was from July to September 2009. The questionnaires were handled personally by the researcher to ensure a consistent approach. The data from the questionnaires were analysed through the use of tables. This study confirmed three main obstacles which were mentioned earlier as the reasons for the diminishing numbers of sport participants. The interest in sport is dwindling because learners indicated that they just don't like sport and that they do not enjoy it. With regard to the embedded constraints learners indicated that they are physically not always able because of a lack of potential and ability. The structural obstacles were the most common factors, such as time constraints, domestic and family responsibilities, finances and transport. Recommendations regarding this study are set out in Chapter Five.

D.Ed. / Please refer to full text to view abstract

D.Cur. / The overall aim of the study is to describe a model to facilitate reflective thinking of learners in clinical nursing education. This aim is realised through exploration and description of the meaning of reflective thinking in phase one of the study using Wilson (1963). Theoretical validity was ensured. The results of phase one provided a conceptual framework to direct data collection in phase two by exploring and describing the perceptions of nurse educators with regard to how reflective thinking of learners can be facilitated in clinical nursing education. An etic approach to qualitative data analysis as described by Morse (1994) was used, with matrices (Miles & Huberman, 1994) to provide meaningful categories, subcategories and themes. Both the results of phase one and two provided the main concepts, which were classified and defined within Dickoff, James and Wiedenbach (1968:435)'s six components of the survey list. Conceptualisation of the six components constitutes phase three of the study. Lastly phase four deals with the description and evaluation of the model with guidelines to operationalise the model. Nurse educators, who are facilitators, are challenged with the responsibility to establish quality clinical nursing education in line with the international norms, ethics, legal and professional standards. They are challenged with the creation of the environment conducive to facilitate reflective thinking through interaction. The facilitative interactive methods of teaching and assessment based on the constructivistic approach to learning demands dialogue, discourse and narratives, and therefore problem-based learning, outcomes-based education and community-based education using the PHC principles forms an integral aspect in creating the environment conducive to the facilitation of reflective thinking in clinical nursing education. These teaching and learning approaches needs active involvement of the learner in constructing his/her own clinical knowledge, skills, attitudes and values through collaborative, co-operative shared activities in partnership with all other stakeholders responsible to provide clinical learning opportunities for learners to integrate theory to practice. The affective component of both the facilitator and the learner actually drives the process of reflective thinking in a specific cultural context. The traditional methods of teaching and evaluation hinder the facilitation of reflective thinking. Models and conceptual frameworks that address reflective thinking in nursing does not address how reflective thinking can be facilitated, hence the research question is "how can reflective thinking of learners be facilitated in clinical nursing education"? The explorative, descriptive, qualitative, theory generative and contextual design is used to describe a model to facilitate reflective thinking of learners in clinical nursing education, with guidelines to operationalise the model. Paradigmatic perspective with regard to man (facilitator and the learner), environment (clinical nursing education), reflective thinking (purpose) and the interactive facilitation as the dynamic of the study are described within Theory for Health Promotion in Nursing (1991). The constructivistic perspective provides the theoretical framework. The qualitative approach that is exploratory and descriptive for theory generation provides the methodological assumption. The results of concept analysis and the results of the perceptions of nurse educators with regard to how reflective thinking of learners can be facilitated in clinical nursing education provide conceptual meaning and identification. The identified major and minor concepts are classified and defined using Dickoff, James and Wiedenbach (1968:435)'s six components of the survey list. Through synthesis, at the end of each conceptualisation, concluding relational statements are described from which the model is inferred. The model is described using Chinn and Kramer (1991:107-125)'s method of theory generation and evaluation. Experts in qualitative research and model development do refinement of the model. The facilitator is responsible to create the environment that is stimulating and conducive for learning. The learner on the other hand is responsible for selfdirected, self-regulatory learning where active participation in the construction of own learning through interaction is the hallmark, in order to facilitate reflective thinking in clinical nursing education. Interactive facilitation is the dynamic through which reflective thinking has to be facilitated. Clinical nursing education provides the context. The procedure to facilitate reflective thinking of learners in clinical nursing education is through the three phases of reflective thinking guided by the adapted educational process in the format of the nursing process. Once the purpose of the model is achieved (reflective thinking), the learners will be expected to improve practice through rational decision making and solving of problems. They will be expected to practice independently and autonomously, and to view clinical situations holistically with changed perspective based on the existing conception. Learners will have acquired skills for lifelong learning. The described guidelines will assist nurse educators with the operationalization of the model in order to provide quality assurance in clinical nursing education, with subsequent provision of quality nursing care and the improvement of the credibility of the profession.

M.Ed. (Community Education) / In its magazine (Kaleidoscope 1995:23) Mmabana Lehurutshe states that its intention is to help trainees to be independent after completion of their training. What prompted this study is that contrary to Mmabana Lehurutshe's intention, most of their ex-trainees go back to their initial jobs as house keepers, cleaners, tea makers or they are left jobless. The study makes an inquiry into the role of Mmabana in helping its people to convert the acquired productive skills into microentrepreneurial skills so that they can be self-sustaining. An important contribution of the study is that it unveils the hidden needs of the trainees as well as to give insight into the perceptions of the instructors. It also sheds light on what Mmabana Lehurutshe can do to empower its trainees. Section one gives an overview of the study, background of study, aim and purpose of study, importance of study, research strategy and research questions. The conceptual framework is given in section two. Concepts looked into are the community, community education, microentrepreneurial skills for self-employment, the core-plus curriculum for adult learners and curriculum changes in the developing countries of Africa. Section three displays raw data achieved through fieldwork. Data is processed and findings are arrived at. In section four findings are interpreted and recommendations are made.

Nurse educators are the custodians of nursing education and are faced with the task of providing quality nursing education in a way that inspires and enhances learning. The approach to teaching has moved away from the traditional teacher centre approach to a more student centred, active learning approach. Nurse educators are faced with many challenges, such as creating a learning environment that is conducive to a new and diverse generation of students who have different needs, learning styles and expectations. It is therefore important that the nurse educators strive to enhance the overall learning experience by incorporating teaching strategies that engage students as active participants in the learning process. This study followed a quantitative, descriptive, exploratory and contextual research design in order to determine the activities, educational resources and teaching strategies used to facilitate active learning in a private nursing education institution. The target population was comprised of student nurses registered at the private nursing education institution. The data was collected by means of a self-administered questionnaire from 721 participants at learning centres throughout the country. The statistician used Statistica Version 12 to obtain both a descriptive and a statistical summary of the data. Descriptive statistics were used to describe the common features of the data used and the findings were discussed and summarized in tables and graphs. The ethical principles of informed consent, confidentiality and anonymity, beneficence, non-maleficence, veracity and justice have been maintained throughout this study. This study was conducted in one private nursing education institution in South Africa and only focussed on student nurses. The findings were that the greater majority of the students were encouraged to actively participate in the classroom. Students voiced their preference regarding the activities and teaching strategies utilized. There is disparity and inequality regarding the availability of educational media, resources and facilities. A variety of teaching strategies were utilized in the classrooms of the private NEI, but the use of technology based teaching strategies was limited. Information obtained from nurse educators could provide clarity on their use of teaching strategies to facilitate active learning in the classroom or at least highlight gaps in their knowledge that could help to facilitate training for nurse educators. Based on the findings of the study, recommendations for nursing practice, research and nursing education were made. The main recommendations for nursing education include the continuation of active learning activities given by the nurse educators in the classroom. Nurse educators to take cognisance of the students’ preferences and justify their selection of teaching strategies. The private NEI should ensure the availability and accessibility of educational resources, multimedia and facilities that are essential in teaching students to become self-directed, independent practitioners. Opportunities should be made available for nurse educators to attend seminars or workshops on the use of technology-based teaching strategies and undergo training in the utilization of different strategies that can enhance active learning. This could be included as a mandatory module of the nurse educators’ continuous professional development.

D.Ed. (Didactics) / South Africa is presently experiencing a transitional phase where change is the order of the day. Providing education cannot be ruled out. As education plays a universal role in preparing the child for life the general demand for relevance in school education as well as instruction in both the Science and Biology curriculums are investigated in this research projegt. The present provision of education in our schools does not meet the demands of a changing and developing society. High unemployment figures can be attributed to, inter alia, the inability of the education system to provide a well-trained work-force. Education in the senior secondary phase should therefore cater for a curriculum which is more vocationally-oriented and which prepares the pupil for a profession. Science must simultaneously be targeted on the training of scientists as well as non-scientists. A vocationally-oriented content will particularly increase the relevance of the Biology curriculum because the pupil will become aware of the practical (iii) application possibilities of theoretical knowledge in a profession. In addition skills such ee , cognitive (intellectual) skills and psychomotor (practical) skills and techniques will be developed which will not only benefit the pupil who wants to embark a career in biology but will also result in a general science literacy and equip him to handle all community aspects with responsibility and confidence. The empirical investigation of this study centres on determining the relevance of the themes, research skills and laboratory techniques with regard to the present Biology syllabus aimed at both the pupil who desires to pursue an academic course of study and the pupil who wishes to enter a profession in the field of biological science. Therefore lecturers and students at institutions' for tertiary education, as well as employers and employees of professional/vocational institutions were approached in order to determine the relevance of the present Biology syllabus to tertiary studies or to professional life...

M.Ed. (Educational Management) / The Department of Basic Education initiated continuing professional development (CPD) for quality professional development aimed at supporting and revitalising teaching. Also, to encourage teachers to engage continually in life-long career development leading to improvement of learner achievement. Current research studies indicate that there is lack of knowledge and skills among teachers to internalise goals for professional growth and expand capacity to create the desired performance. The purpose of this study was to explore and describe the following question: What are teachers’ experiences of continuing professional development in a secondary school in Tembisa, in order to improve their teaching practices and school effectiveness? The study employed organisational behaviour in education and experiential learning as a theoretical framework. A qualitative research approach was applied and an instrumental case study employed as a strategy to focus on a group of six teachers and four School Management Team (SMT) members. Data was collected through three focus group interview sessions with secondary school teachers and an interview with the SMT as a group. A thematic data analysis was applied. Four main themes emerged as a result of the thematic analysis and interpretation, and revealed teachers’ understanding of CPD, the experiences with CPD as teachers engaged in CPD programmes such as content-subject-based training workshops and the CAPS training programme, improvement of teaching practice, and the SMT creating opportunities for teacher learning and development. A thematic analysis of the interview data with the SMT as a group revealed two themes which were: understanding CPD, and SMT views on creating opportunities for teacher learning and development. Continuing professional development (CPD) in education is reflected as an ongoing experiential learning process by which teachers participate in learning through continual attendance of content-subject-based training programmes, curriculum training workshops, and through registering for those certificates and degree programmes offered by universities. Teacher learning takes place in a cyclical process that consists of experiencing, reflecting, thinking and acting on experiences through the application of acquired knowledge, improved skills and changed attitudes. The findings of the study revealed that teachers experienced CPD as an ongoing process in which learning took place through attendance of content-subject-based training and CAPS training workshops in which collaborative learning played an important role. Even though teachers indicated that their teaching practice was improved, they highlighted the challenges experienced regarding CPD programmes. These challenges included the limited time allocated for CAPS training and content/subject training meetings held after working hours. It was clear that the allocated times for teacher training workshops were not realistic for adequately empowering teachers with knowledge and teaching skills for effective teaching practice in real classroom settings. Teachers took ownership and leadership in their CPD by going an extra mile to seek assistance from professionals with specialised knowledge in Mathematics and commercial subjects, and they collaborated with colleagues from other schools to learn different approaches to teaching. CPD enhances teachers’ ability to set their goals for teaching and it broadens their knowledge and teaching skills, giving them the opportunity to reflect continually on their professional growth and experiment in teaching practice.

M.Ed. (Education) / Learning can be described as an infinite action which also implies training. There is no limit. no end to it. It is a continual process. These actions of learning and training can be applied to the teaching profession. No university or teachers' training college can fully train the prospective teacher during the pre-service training period. There is always new knowledge to be mastered. Theoretical knowledge and institute and school practice may prepare the student for his future career, but there is no guarantee for success. Having mastered the required skills at one of the above mentioned institutions, they must be put to practice in a real school or class situation. This is done during the school practice component of in-service training and once the student has started his career. Many kinds of problems may then be experienced by the student or recently qualified teacher. There may be problems in connection with matters such as adaption, administration, teaching methods or discipline. With the necessary guidance these problems may successfully be overcome. The person who is in the best position to provide this guidance is the head of the department. He may then act as a tutor or a mentor. Even experienced teachers who have been teaching at the same school for some time, newly appointed but experienced teachers and teachers returning to the profession, may encounter similar problems and may need guidance or in-service training. The headmaster is responsible for initiating an in-service training programme at the school. The different heads of department are to assist him in this, especially as far as subject matters are concerned. The ability to provide in-service training, to gain knowledge, to learn something new, however, also implies training. The headmaster and the heads of department should, therefore, receive the necessary training and guidance to enable them to successfully execute an in-service training programme. This training can be best provided by a training institution, such as a university or college. There should be a close link between these institutions and the different schools; between pre-service and in-service training. These two components of training should be presented as a continual process. The purpose of this study is to investigate the responsibilities of the head of department under the guidance of the headmaster, as far as the in-service training of the teachers in his department is concerned. This will provide the teachers with the oppurtunity of gaining knowledge and obtaining the required didactical skills. The possibilities of pre-service training are investigated with, among others, reference to content and modi, the link between these two kinds of training and between schools and training institutions. Recommendations are made in connection with the implementation of in-service training of didactical skills and the responsibilities of the head of department as far as in-service training of students and teachers at secondary schools is concerned. It is evident that the head of department, together with the headmaster, can play a very important part in the in-service training of teachers.