In practice, the learner with low self worth struggles to achieve certain goals and does not experience success in the classroom. Teachers involved in the lives of these learners do not always have the skills to motivate and handle them in the classroom. The general aim and focus of the research study therefore is to identify the needs of educators in a primary school setting in order to accommodate the learner with low self worth in the classroom. The theoretical framework of this study is based on the Gestalt theory, focussing on the phenomenological method of awareness. The researcher made use of a qualitative research approach and the empirical data was collected by means of focus groups. The collected data was analysed by Creswell’s spiral of data analysis. In conclusion, the researcher identified that educators have a need regarding their training, parental involvement, personal and professional support, and a need for a guideline to accommodate the learner with low self worth in the class. In closing, the researcher made some suggestions regarding future training of educators, practice and possible ideas for future research based on the needs of educators identified through this study. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

A country’s education system is a vital component of the country’s success. Without an excellent education system, our social, economic and financial positioning becomes threatened. At the heart of our education system lie our educators. Good educators are the key to an excellent education system. The loss of educators to the education system is significantly more than the current influx of qualified educators into schools. A great concern is why the South African education system is losing such large quantities of qualified and experienced educators. The literature review of this study focused on the factors contributing to job (dis)satisfaction and how it impacts on educators. Various sources were used to complete the literature study. The empirical study was done by means of quantitative research by distributing questionnaires to participating schools in the Vaal Triangle District. The educators at each of these schools were asked to complete a questionnaire that focussed on the issues that may contribute to job (dis)satisfaction and were divided into different sub-sections. The results were analysed and interpreted and certain recommendations were made in terms of the direct results and conclusions raised by the empirical study. The primary objective of this study was to determine the level of job satisfaction among some educators in the Vaal Triangle schools. The researcher looked at various trends in the education system and collected data relating to the determinants of job (dis)satisfaction in the school environment. The study showed that educators within the study population were not satisfied with their working conditions and should these issues be addressed by Department of Education, it could lead to fewer educators leaving the education system to seek work elsewhere. / MBA, North-West University, Potchefstroom Campus, 2014

L'approche démocratique des CPE est reconnue pour favoriser les compétences sociales des enfants. Or, bien que les hommes ne représentent que 4 % du personnel éducateur, des études relatent que leurs approches diffèrent de celles des femmes, et que cette complémentarité peut contribuer au développement positif des enfants. La présente étude a pour objectifs: 1) d'évaluer le lien entre trois aspects des conduites éducatives démocratiques des éducateurs et des éducatrices (la qualité des consignes, le partage du contrôle et les échanges affectifs) et les compétences sociales des enfants; 2) vérifier s'il existe des différences entre les éducatrices et les éducateurs sur ces trois aspects des conduites éducatives. Les données ont été recueillies à partir de l'observation directe de 17 éducateurs et de 19 éducatrices en situation de jeu dyadique avec un garçon et une fille (62 observations au total). Les conduites éducatives sont évaluées à partir d'une grille de fréquence et les compétences sociales par le Profil Socio-Affectif (Dumas et coll., 1995).

The purpose of this study is to provide the fields of art education and museum education with gallery teaching practice that uses students’ prior knowledge of art making as the means to guide interpretation of art in the museum. This study develops touring methods that maintain the identity of the student artists in the context of adult artists’ works in the museum. This investigation is an action-based research study of how a museum educator can develop touring practice to use art objects to enable students to think reflectively on their art making. The results of this study identify the characteristics of an art museum tour that is centered on students and art making. This study demonstrates a framework for teaching in the museum that incorporates constructivist learning theory, social and active learning, a concepts-based approach to art learning, and develops student cognition. / text

The purpose of this study was to describe the competencies needed by nursing intern students as identified by their preceptors and nurse educators, who choose to work as registered nurses in intensive care units in Saudi Arabia. The research questions this study investigated were 1) what do nurse preceptors and nurse educators believe are the competencies for new graduates to allow them to work safely in an intensive care unit in Saudi Arabia, 2) what are the competencies they should possess at the end of their internships. 3) Is there a difference between nurse educators and preceptors in the perception of required or expected competencies of the nursing role in the Intensive Care Unit (ICU)? Through the Interpretive Description methodology, data were collected through interviews, the guide for which was developed based on the Canadian Association of Critical Care Nurses standards for critical care nursing practice. The data were analyzed to identify common themes. Themes for intensive care unit competencies included: 1) needed skill competencies; 2) development of knowledge application competencies; and 3) strategies for quality improvement. A notable aspect of this study was the finding that Saudi Arabia, there was agreement among participants that nursing intern students were not prepared to work in ICU immediately after their internship year. Building on participants’ responses, nursing intern students may acquire satisfactory preparation during their internship through continuous evaluation, consistent guidance, extended time period, and orientation. Consequently, it represents a significant contribution to enriching the nursing intern students’ internship outcomes as well as the literature in the context of Saudi Arabia and in advancing the nursing workforce in Intensive Care Units in Saudi Arabia.

Detta examensarbete handlar om förskollärares tankar om verbal och icke-verbal kommunikation i samlingssituationer. Syftet med studien är att visa förskollärares upplevelser av förhållandet mellan verbal och icke-verbal kommunikation under samlingssituationer i relation till den pragmatiska aspekten av barns språkutveckling. Frågeställningarna som arbetet bygger på är: Hur ser förskollärares uppfattningar ut beträffande användandet av den icke- verbala kommunikationen i samlingssituationer på förskolan? Hur ser förskollärares uppfattningar ut beträffande användandet av verbal kommunikation i samlingssituationer på förskolan? Det empiriska materialet har samlats in genom intervjuer av verksamma förskollärare och utgör tillsammans med tidigare forskning samt relevant litteratur för ämnet grunden för resultatet och analysen. Analysen har sin utgångspunkt från Maurice Merleau-Ponty utifrån fenomenologin. Studien visar att den icke-verbala kommunikationen används av pedagoger för att förstärka den verbala kommunikationen för barnen samt att detta sker både medvetet och omedvetet i samlingssituationer. / This thesis is about preschool teachers' thoughts on verbal and nonverbal communication in assembly situations. The purpose of the study is to show how preschool teachers’ look at the relationship between verbal and non-verbal communication and how the relationship is expressed for children in assembly situations on the basis of pragmatic language development. The questions, which this paper is based on, are: What are preschool teachers’ interpretations regarding the use of non-verbal communication in assembly situations in preschool? What are preschool teachers’ interpretations regarding the use of verbal communication in assembly situations in preschool? The empirical material has been gathered through interviews with active preschool teachers’ and make, in combination with previous research and relevant literature on the subject, the basis for result and analysis in this study. The analysis has its starting point in the perspectives of Merleau-Ponty and the phenomenology. The result, that the empirical material shows, is that the non-verbal communication is used to enhance the verbal communication and that this accrue both consciously and unconsciously in assembly situations.

This thesis is about the role of special educators in (pre)school and about developing democratic communication. It is based on the theory of argumentation developed by Jürgen Habermas. The aim of the study was to describe the conditions that create possibilities for deliberative communication between special educators, parents, students and colleagues in (pre)school. My overarching aim was to contribute to a more distinct description of special educators´ field of knowledge. I have used a social constructionist approach. The project has been based in the field of action research. A precondition for deliberative dialogues in (pre)schools is to start out from a communicative perspective. That means that (1) some theoretical conditions have been made apparent, (2) knowledge about these conditions have been shown to be crucial for using an aware communicative perspective in a speech act, (3) an aware communicative perspective is revealed through procedures of knowledge. These procedures were understood by and made evident to me as a result of network meeting discussions. A communicative perspective, a special educator as facilitator and procedures of knowledge are found to be crucial for collaboration using a deliberative attitude in (pre)schools. Today there is often a lack of pedagogical professionals in (pre)schools who can act as a link between authorities, organisations, professionals and parents, and who have the authority to pose challenging pedagogical questions. This can be changed if the role of special educators is, instead of teacher, defined as communicative special educators working with dialogues on different levels.

BIBLIOGRAPHY IDENTIFICATION Title of thesis: Professional kindergarten teacher morale Department: Department of Primary Education Faculty of Education, Charles University Name and surname: Monika Richtrová Field of Study: Pre-school education Leader: PaeDr. Jana Havlova Year of defense: 2012 ANNOTATION Diploma work "Professional ethics teacher in kindergarten" deals with the professionalism and the moral aspect of and personality of the teacher. In the theoretical part I try, as fully to describe the essence of morality, characterize and define terms related to morality. The research analyzes the professional morality of teachers and a comprehensive look at the possibility of legalization of the moral code of ethics teaching. Part of work is also questionnaire and interview, which relates to the issue, determined educators chomutov region. Key words: ethics, morality, personality, educator, professional ethics, the ethos ofprofessional code of ethics.

Syftet med denna studie har varit att undersöka och problematisera hur regler inverkar på den överordning pedagoger har i förhållande till elever utifrån generationsmaktordningen. Som grund för resultatet ligger kvalitativa observationer från tre fritidshem och kvalitativa intervjuer med fyra pedagoger från dessa. Det empiriska materialet analyseras med hjälp av socialkonstruktivism samt ett barnistiskt perspektiv. Dessa teorier grundar sig i antaganden om att vi socialt konstruerar vår verklighet samt att man kan se orättvisor och underordning utifrån ett ålders och maktperspektiv. Resultatet visar att fritidshemmet är en komplex arena där elever förväntas navigera mellan regler som är synliga, osynliga, föränderliga och svårtolkade. Det visar sig även att regler synliggörs genom tillrättavisningar som sker i olika situationer och på olika sätt. Under intervjuerna beskrivs elevernas motstånd mot regler, men är inte helt oproblematiskt på grund av hur pedagogerna tolkar motståndet och värderar det. En slutsats är att regler, hur de skapas och hur de upprätthålls förstärker den överordning pedagoger har på ett till viss del omotiverat sätt. Men att detta är något som kan utmanas och omförhandlas. / The purpose of this study has been to explore and problematize how rules affect the superiority educators have in relation to pupils, based on the generation power structure. As a basis for the result are qualitative observations from three recreation centers and qualitative interviews with four educators from these. The empirical material is analyzed with the help of social constructivism and a childish perspective. These theories are based on the assumption that we socially construct our reality as well as to see injustices and subordination based on an age and power perspective. The results show that the recreation centre is a complex arena where pupils are expected to navigate between rules that are visible, invisible, changeable and difficult to interpret. It also shows that rules are made visible through reprimands that take place in different situations and in different ways. During the interviews, pupils resistance to rules is described, but is not entirely unproblematic because of the way educators interpret the resistance and value it. One conclusion is that rules, how they are created and how they are maintained reinforce the superiority educators have in a partially unjustified manner. But that this is something that can be challenged and renegotiated.

ABSTRACT Using the lens of school finance reform, this thesis analyses the progress towards equity in public schooling in post-apartheid South Africa. It distinguishes between equality and equity and argues that that redress, positive discrimination or differential distribution must become part of a meaningful definition of equal education. This thesis utilises recent quantitative data and empirical methodology to explicate the patterns and typology of inequality in public schooling in one province in post-apartheid South Africa, and to deepen our understanding of the construct and application of equity within that milieu. It does this by establishing a key equity indicator, per capita expenditure, for each of the approximately 1900 schools in Gauteng in 1999 and 2002, and by carrying out various school-level analyses on this data. This approach quantifies inequity and progress towards equality, and establishes a broader set of variables and correlates with which to comprehend school finance equity. This is particularly significant because data of actual school-level expenditure as an outcome of merging various databases did not previously exist for Gauteng province, nor did an understanding of the role of private income in differentiating public schooling, particularly on the basis of fees. For the first time, the actual expenditure for each school in Gauteng is established, allowing an assessment of the variability of financing in public schooling. The disaggregated analysis illustrates that the race-based hierarchy of school finance expenditure has been replaced by a new typology of schools based on new categories of privilege and disadvantage. After eight years of post-apartheid education, an important achievement in the public schooling sector is convergence or equalisation in state expenditure. Differential distribution, a notion of equity which includes what is socially just, has been slow to develop. Moreover, while old racial patterns of distribution have shifted, private inputs into public schooling change the picture of “sameness” to one of substantial differentiation. An emerging feature is the evidence of intra-race differentiation, illustrated by the growing spread of expenditure within former African schools. There is also empirical evidence that the emerging education system in postapartheid South Africa has continued to favour the deracialising middle class, despite policy intentions which promote redress for the poor. Unequal education still continues, bur for a different set of reasons. At an empirical level, the research shows that while there has been significant progress towards same spending on average, specific type of schools have benefited more or less. There are policy and management explanations for this. Equity as differential distribution is yet to be achieved. At a methodological level, the study shows both the feasibility and utility of using disaggregated approaches and the ingredient method for fiscal research. At a conceptual level, the study shows the need to go beyond existing categories when exploring equal education, to look at the newly privileged and the newly disadvantaged. This contributes to our understanding of a more complex typology of public schooling in South Africa.