This explorative, qualitative study examines the attitude of Black people of Hammanskraal towards Afrikaans. The role that Afrikaans plays in this attitude was looked at. Qualitative research methodology was employed. Mixed method approach was also used. The findings of this study revealed that respondents’ attitude towards Afrikaans was generally negative. Possible reasons are the severe impact of apartheid policies on Black people and the negative attitude of the Boeremag towards them. / Thesis (PhD)--University of Pretoria, 2019. / Afrikaans / PhD / Unrestricted

The aim of this study was to investigate how well pre-service teachers are being prepared by the Computers in Education course to integrate computers into their teaching methods by the Faculty of Education at the Instituto Superior de Ciências de Educação (ISCED) in Lubango, Angola. The study used a constructivist learning event devised by the researcher to assess how well the selected sample of pre-service teachers were able to use computers and the Internet to fulfil a series of tasks contained in the constructivist learning event under carefully controlled research conditions. After they had completed these tasks under experimental conditions, the researcher and her two assistants used various means to assess the performance of the participating groups in these activities. A qualitative case study approach was used for this study. The case study took place at ISCED in Lubango because ISCED is the only institution of higher education in Angola that uses computers to prepare pre-service teachers to integrate computer technology with their teaching. The course in which this takes place is known as the Computers for Education course. Twenty-one pre-service teachers and the two Information and Communication Technology (ICT) teachers of the Computers for Education from ISCED participated voluntarily in the study. The data collection instruments used included questionnaires for the pre-service teachers and ICT teachers; observation checklists for the pre-service teachers; interviews of pre-service teachers and ICT teachers, and scoring rubrics for the pre-service teachers’ task assessment documents. The data analysis method used in this study was that of interpretive analysis. The theoretical framework used to scaffold this study was the theory of constructivism devised by Bruner (1966). Bruner states that constructivism is the “theory of learning, where learning is seen as an active process in which students construct new ideas or concepts based upon their current or past knowledge”. In constructivist learning events of this kind, students select and transform information, construct hypotheses and make their own decisions in reliance upon their own cognition and previous knowledge and experience. Cronjé’s Model of Four Quadrants (2000), which enables a researcher to plot objectivism as complementary to constructivism, was used by the researcher as the basis for an analysis of data. The Model of Four Quadrants describes how learning theories such as behaviourism and constructivism exist as opposites in the quadrant upon which the model is based. An objectivist or behaviourist approach to teaching and learning assumes that knowledge exists essentially and independently outside the minds of both learners and teachers, and behaviourist methods of teaching effect a transfer of objective knowledge from the mind of the teacher to the mind of the student. In contrast to this, the constructivist approach is based on the assumption that all meanings are subjectively constructed in the human mind, and that learners acquire knowledge (and therefore education) by creating their own meanings while engaging in the solution of authentic learning tasks devised by the teacher. Constructivism does not recognise the existence of any kind of objectively independent shared reality that can be transferred materially from one mind to another. Although these two approaches are radically different from one another, and although they exist conceptually as polar opposites in Cronjé’s Model, elements from both models can be utilised to achieve a desired learning outcome. What the researcher has suggested in her analysis, conclusions and recommendations is that elements from both learning theories described in the model can be successfully used to teach ISCED students how to integrate computer technology into their teaching. Current teaching and learning practices at ISCED are predominantly behaviourist in method and outcomes since the ICT teachers at ISCED use mainly the lecture method for teaching. For formative assessment, the present teachers use question and answer methods. For summative assessment, they use multiple-choice questions, schedules that require students to insert information into blank spaces, projects, and essay-type questions. In contrast to this, they use learner-centred constructivist forms of teaching such as projects, group work and verbal expression of appreciation to encourage learner performance. The teaching of the Computers in Education course at ISCED may therefore be said to combine both behaviourist and constructivist methods of teaching. / Dissertation (MEd (Computer Integrated Education))--University of Pretoria, 2007. / Curriculum Studies / MEd / unrestricted

How authors and scholars have approached leadership studies – in terms of their thinking, defining and studying – has changed remarkably over time. According to literature, this is predominantly due to greater optimism about the field and greater methodological diversity being employed to better understand complex, embedded phenomena. As a result, there has been a significant rise in the use of qualitative research approaches to the study of leadership. Numerous definitions, classifications, explanations and theories about leadership, exist in the contemporary literature. However, despite the vast array of literature, the challenge of failing leadership persists. Challenges, such as the speed of technological advancements, social, and economic change are ever-present, while the impact of COVID-19 is, as yet, uncertain. Despite these challenges, can companies compete successfully in the marketplaces they operate in while also remaining ethical and engaged with the challenges of the broader business and social environment? To answer this question, this study has undertaken qualitative research on the bouquet of trait, situational and value-based leadership theory, in order to re-assess both established and developing theories. The predominant aim is to describe, explain and analyse available literature in an attempt to ascertain academic guidance on how it might be possible to enable leaders and society to mitigate leadership challenges by proposing a conceptual framework that could support leadership theory and, in so doing, take an academic stance in providing better answers or guidance to the failures currently being experienced. Several authors have noted that leadership makes a difference with resulting impacts on many which implies that to make the world a better place, leadership has two contradictory elements; good and bad. These elements are reflected in today’s connected world where the media, either showers praise on leaders or writes articles deriding their incompetence and abuse of their roles at all levels The proposed conceptual framework of this study endeavours to enable society and leaders, practically and at an individual level, to evaluate leadership issues and link leadership frameworks to their everyday lives and, in so doing, aid in mitigating the challenges being faced. / Business Management / D.B.L.

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)