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Billike arbeidspraktyk vir opvoeders in Suid-Afrikaanse openbare skole / deur Louis Jacobus van StadenVan Staden, Louis Jacobus January 2006 (has links)
Unfair labour practice formed part of South Africa's history throughout
the years. There was not enough legislation to protect all races
against unfair labour practice. The dramatic political, governmental
and social changes over the last decade ensured that South Africa
put new legislation in place to ensure fair labour practice for all races
in South Africa.
This legislation is also implemented in the South Africa education
system to ensure fairness. The Employment of Educators Act and
the South African Schools Act devised legislation to protects the
rights of both the learner and the educator in the education system of
South-Africa.
The aim of this research was to determine whether there is sufficient
legislation to protect the rights of the educator, in which manner unfair
labour practice exists against educators, to what extent unfair labour
practice influences motivation and productivity of educators and what
the perceptions of educators are regarding unfair practice by the
department. This has been done according to a literature study, as
well as an analysis of legislation relevant to the educator, and any
other legislation pertaining to the regulation of labour practice in
South Africa.
The essence of fair labour practice is discussed and validated by
certain court cases which exposed unfair labour practice in South
Africa. These court cases are analysed and discussed to explain the
relevant aspects of the essence.
Interviews were conducted with educators, and questionnaires were
distributed to selected schools, then analysed to obtain their views on
availability of relevant legislation, knowledge and perceptions on
legislation, viewpoint on injustice, viewpoint of educator's motivation
and productivity and possible solutions to limit injustice. It was then
possible to compile certain recommendations and conclusions out of
the information derived from the questionnaires and interviews.
The general impression of the results was that there is a negative
attitude from educators towards the department. Educators feel that
the Department of Education does not protect them adequately.
These educators belief that they are treated unfairly by the
department. The majority of educators feel that the department does
not have enough knowledge of the relevant legislation and this
contributes to unfair action against educators. This unfair labour
practice does influence the motivation and productivity of educators in
the public schools of South Africa. A large number of educators feel
that they are treated unfairly regarding the workload and the
distribution of tasks in the schools. The unmanageable large classes
and restriction of powers of the educator regarding discipline lead to
negativity and a loss of productivity.
When the Department of Education starts paying attention to the
complaints by educators and liaise with schools timeously, it would
ensure a fairer education system and educators would be more
motivated and thus more productive. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
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Billike arbeidspraktyk vir opvoeders in Suid-Afrikaanse openbare skole / deur Louis Jacobus van StadenVan Staden, Louis Jacobus January 2006 (has links)
Unfair labour practice formed part of South Africa's history throughout
the years. There was not enough legislation to protect all races
against unfair labour practice. The dramatic political, governmental
and social changes over the last decade ensured that South Africa
put new legislation in place to ensure fair labour practice for all races
in South Africa.
This legislation is also implemented in the South Africa education
system to ensure fairness. The Employment of Educators Act and
the South African Schools Act devised legislation to protects the
rights of both the learner and the educator in the education system of
South-Africa.
The aim of this research was to determine whether there is sufficient
legislation to protect the rights of the educator, in which manner unfair
labour practice exists against educators, to what extent unfair labour
practice influences motivation and productivity of educators and what
the perceptions of educators are regarding unfair practice by the
department. This has been done according to a literature study, as
well as an analysis of legislation relevant to the educator, and any
other legislation pertaining to the regulation of labour practice in
South Africa.
The essence of fair labour practice is discussed and validated by
certain court cases which exposed unfair labour practice in South
Africa. These court cases are analysed and discussed to explain the
relevant aspects of the essence.
Interviews were conducted with educators, and questionnaires were
distributed to selected schools, then analysed to obtain their views on
availability of relevant legislation, knowledge and perceptions on
legislation, viewpoint on injustice, viewpoint of educator's motivation
and productivity and possible solutions to limit injustice. It was then
possible to compile certain recommendations and conclusions out of
the information derived from the questionnaires and interviews.
The general impression of the results was that there is a negative
attitude from educators towards the department. Educators feel that
the Department of Education does not protect them adequately.
These educators belief that they are treated unfairly by the
department. The majority of educators feel that the department does
not have enough knowledge of the relevant legislation and this
contributes to unfair action against educators. This unfair labour
practice does influence the motivation and productivity of educators in
the public schools of South Africa. A large number of educators feel
that they are treated unfairly regarding the workload and the
distribution of tasks in the schools. The unmanageable large classes
and restriction of powers of the educator regarding discipline lead to
negativity and a loss of productivity.
When the Department of Education starts paying attention to the
complaints by educators and liaise with schools timeously, it would
ensure a fairer education system and educators would be more
motivated and thus more productive. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
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Regmatige dissiplinere maatreels in die klaskamer : n' gevallestudieMuller, Catherina Johanna Petronella 11 1900 (has links)
The way in which educators’ competency to enforce disciplinary measures in the classroom
is influenced by learners’ fundamental rights is investigated in this study. An in-depth
literature study was conducted, and questionnaires and semi-structured interviews were
used to collect data at five rural high schools in the Southern Cape. The research findings
indicate that participants’ understanding of the stipulations of important relevant acts and
government notices is insufficient to manage problem situations regarding discipline with
confidence. There is undoubtedly a need for information sessions and/or workshops that not
only convey information on a theoretical level, but apply the stipulations of relevant legal
sources and the principles of effective classroom management to educators’ daily
classroom situations in a practical and functional way. A positive approach to discipline and
restorative disciplinary measures that are based on respect and the positive development of
learners are upheld, and various important principles that will promote more effective
classroom management are suggested. / Teacher Education / M. Ed. (Onderwysbestuur)
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Regmatige dissiplinere maatreels in die klaskamer : n' gevallestudieMuller, Catherina Johanna Petronella 11 1900 (has links)
The way in which educators’ competency to enforce disciplinary measures in the classroom
is influenced by learners’ fundamental rights is investigated in this study. An in-depth
literature study was conducted, and questionnaires and semi-structured interviews were
used to collect data at five rural high schools in the Southern Cape. The research findings
indicate that participants’ understanding of the stipulations of important relevant acts and
government notices is insufficient to manage problem situations regarding discipline with
confidence. There is undoubtedly a need for information sessions and/or workshops that not
only convey information on a theoretical level, but apply the stipulations of relevant legal
sources and the principles of effective classroom management to educators’ daily
classroom situations in a practical and functional way. A positive approach to discipline and
restorative disciplinary measures that are based on respect and the positive development of
learners are upheld, and various important principles that will promote more effective
classroom management are suggested. / Teacher Education / M. Ed. (Onderwysbestuur)
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Pedagogo specialiųjų kompetencijų ypatumai, ugdant specialiųjų poreikių turinčius vaikus / Peculiarities of the educator's special competence while educating children with special needsPaukštienė, Genutė 24 September 2008 (has links)
Pastarųjų metų pasikeitimai visos Lietuvos valstybės gyvenime diktuoja naujus ir ganėtinai aukštus reikalavimus pedagogo kompetencijai. Perėmus europinę patirtį ugdyti neįgaliuosius kartu su normalios raidos bendraamžiais, pedagogams iškyla poreikis įgyti papildomos kompetencijos, ugdyti ypatingus, išskirtinius, t.y. (SP)specialiųjų poreikių turinčius vaikus. / The recent changes of in Lithuanija diktate neww and rather high requirements for the edukator's competence.Having absorbed the European experience of educating disabled children together with normally developed children of the same age, educators feel the need to gain additional competence how to edukate special, extraordinary children,i.e. children with special needs (SN children).
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The impact of educators' emotional intelligence on their roles as managers of change / June Monica PalmerPalmer, June Monica January 2008 (has links)
The purpose of this study was to investigate the impact of Emotional Intelligence (EI) on the educator's role as a manager of change. The study explored the role of the educator as manager of change, to what extent EI contributes to workplace success and how change impacts disadvantaged, mixed and ex-Model C schools. The ultimate purpose was to develop a possible framework to assist educators to manage the process of change in an emotionally intelligent way. In developing such a framework, the focus was on the following aspects: To present an overview of the educator as manager of change. To delineate EI as important contributor to workplace success. To explore the change management process in disadvantaged, mixed and ex-Model C secondary schools in the Gauteng Province and the Eastern Cape Province. The literature study revealed that the emotional well-being of the educator and the learner is increasingly recognised as an important predictor of success in school, family and work life. Furthermore, EI is widely accepted as foundational to getting along with others in the workplace, as well as being a primary managerial and leadership competency. EI is also believed by many to be the determinant of who advances most quickly in an organization, and EI skills may be particularly useful when the organization is undergoing change. Emotionally intelligent managers are therefore better able to cope with the inevitability of change within the organization, tolerate uncertainty, build employee commitment, motivate others, communicate effectively, manage conflict, reduce employees' anxiety and thus enhance performance. The empirical study consisted of a structured questionnaire distributed to a sample population of educators and learners in the Gauteng Province and the Eastern Cape Province. It was aimed at gathering information about the process of change in six secondary schools and how educators and learners cope with change. Semi-structured interviews were also conducted with members of the School Management Team (SMT) and the School Governing Body (SGB) members at each school. The main findings of the empirical investigation revealed that educators and learners lack the tools to deal with change in school and in their everyday lives effectively. An EI competency framework for change was proposed to assist educators to deal with change in an emotionally intelligent way. The framework was structured to provide Gauteng and Eastern Cape schools with a usable tool for implementing EI so that they may cope effectively with change. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2008.
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A alfabetiza??o e o letramento na vis?o de uma professora do 2? ano do Ensino Fundamental / The alphabetizing and the lettering under the vision of a teacher in the 2nd year of the fundamental schoolVaz, Lidia Silva Vaz e 07 February 2012 (has links)
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Previous issue date: 2012-02-07 / This present research discusses the pedagogic practices used by a certain teacher from the 2nd year in the process of the development of the written language in a particular school in Hortolandia, a city pertaining to the large Campinas in the State of Sao Paulo. Using the autoscopic procedure, consisting in shooting the teacher s presentation and then showing her the recorded video scenes so that she could comment about her practices, this paper analyzed a relationship between alphabetizing and the lettering in those pedagogic practices. The data collected were organized in seven clusters of meaning, exploring the meaning and the senses produced by the teacher in relation to the classroom setting. They were: Interaction among the students, Interaction among the teacher and the students, Affection, Resources and Didactic Strategies, The use of a text in the classroom, The teacher s concerns in relation to the students and Remembrances of the teacher. Results point that in order to the teachers work in a perspective of articulation between alphabetizing and lettering they must valorize the interactions in the schoolrooms. These interactions take place between the teacher and the students and among the students themselves, and the mediation is supposed to take a fundamental aspect of learning. The question of affectivity, out of the mediation, is revealed as an important component in the articulation between alphabetizing and lettering. In this context, the importance of interventions, motivation, the usage of commendation, encouragement of affective motivations, which cooperate in promoting learning and the development of the being, must be considered. Adding to that, the articulation between alphabetizing and lettering is revealed to the teacher in the selection and usage of resources and didactic strategy used by her for turning the context of the class more dynamic and the learning of the language more livid in an alphabetizing environment. From these resources, there is a prominence for the use of the text. This, as a starting point in the work with the language, brings greater meaning to the learning. So the teacher chooses to use texts that make part of the student s context. She still works with the text so that the student understand the process of deciphering, and so valorizing both the specific aspects of the alphabetizing and the lettering, which are fundamental for learning a written language and not just one or another. Data also reveal that the remembrances of the teacher in her process of alphabetizing as student herself and even experiences lived along her way have strong influences in her/his pedagogic practice nowadays. These are experiences that give meaning to their pedagogic making. / A presente pesquisa discute as pr?ticas pedag?gicas utilizadas por uma professora do 2? ano no processo de desenvolvimento da l?ngua escrita em uma escola particular de Hortol?ndia, cidade pertencente ? Regi?o Metropolitana de Campinas, no Estado de S?o Paulo. Utilizando o procedimento da autoscopia, que consiste em filmar a aula da professora e depois apresentar a ela as cenas videogravadas para que comente sobre sua pr?tica, o trabalho analisou a rela??o entre alfabetiza??o e letramento em tais pr?ticas pedag?gicas. Os dados coletados foram organizados em sete n?cleos de significa??o, que exploraram os significados e os sentidos produzidos pela professora em rela??o ?s pr?ticas da sala de aula. Foram eles: Intera??o entre alunos, Intera??o entre professora e alunos, Afetividade, Recursos e estrat?gias did?ticas, Uso do texto na sala de aula, Preocupa??es do professor em rela??o aos alunos e Lembran?as da professora. Os resultados apontaram que para a professora, trabalhar na perspectiva da articula??o entre alfabetiza??o e letramento significa valorizar as intera??es em sala de aula. Estas intera??es acontecem entre professora e alunos e entre alunos, sendo a media??o assumida como aspecto fundamental da aprendizagem. A quest?o da afetividade, por conta da media??o, ? revelada como componente importante na articula??o entre alfabetiza??o e letramento. Nesse contexto, considera-se a import?ncia das interven??es, da motiva??o, do uso do elogio e do incentivo, das manifesta??es afetivas que cooperam para a promo??o da aprendizagem e o desenvolvimento do indiv?duo. Ainda para a professora, a articula??o entre alfabetiza??o e letramento ? revelada na sele??o e utiliza??o dos recursos e estrat?gias did?ticas utilizados por ela a fim de tornar o contexto da aula mais din?mico e a aprendizagem da l?ngua mais viva em um ambiente alfabetizador. Desses recursos, h? um destaque para o uso do texto. Este, como ponto de partida no trabalho com a l?ngua, traz maior significado ? aprendizagem, assim, opta por usar textos que fazem parte do contexto do aluno. Ainda com o texto trabalha para que o aluno compreenda o processo de decifra??o valorizando tanto os aspectos espec?ficos da alfabetiza??o quanto do letramento, que s?o elementos fundamentais para a aprendizagem da l?ngua escrita e n?o apenas um ou outro. Os dados revelaram tamb?m que, para a professora, as lembran?as do seu processo de alfabetiza??o como aluna e at? mesmo experi?ncias vivenciadas ao longo de sua trajet?ria, t?m fortes influ?ncias em sua pr?tica pedag?gica atual. S?o estas experi?ncias que d?o base para o seu fazer pedag?gico.
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The impact of educators' emotional intelligence on their roles as managers of change / June Monica PalmerPalmer, June Monica January 2008 (has links)
The purpose of this study was to investigate the impact of Emotional Intelligence (EI) on the educator's role as a manager of change. The study explored the role of the educator as manager of change, to what extent EI contributes to workplace success and how change impacts disadvantaged, mixed and ex-Model C schools. The ultimate purpose was to develop a possible framework to assist educators to manage the process of change in an emotionally intelligent way. In developing such a framework, the focus was on the following aspects: To present an overview of the educator as manager of change. To delineate EI as important contributor to workplace success. To explore the change management process in disadvantaged, mixed and ex-Model C secondary schools in the Gauteng Province and the Eastern Cape Province. The literature study revealed that the emotional well-being of the educator and the learner is increasingly recognised as an important predictor of success in school, family and work life. Furthermore, EI is widely accepted as foundational to getting along with others in the workplace, as well as being a primary managerial and leadership competency. EI is also believed by many to be the determinant of who advances most quickly in an organization, and EI skills may be particularly useful when the organization is undergoing change. Emotionally intelligent managers are therefore better able to cope with the inevitability of change within the organization, tolerate uncertainty, build employee commitment, motivate others, communicate effectively, manage conflict, reduce employees' anxiety and thus enhance performance. The empirical study consisted of a structured questionnaire distributed to a sample population of educators and learners in the Gauteng Province and the Eastern Cape Province. It was aimed at gathering information about the process of change in six secondary schools and how educators and learners cope with change. Semi-structured interviews were also conducted with members of the School Management Team (SMT) and the School Governing Body (SGB) members at each school. The main findings of the empirical investigation revealed that educators and learners lack the tools to deal with change in school and in their everyday lives effectively. An EI competency framework for change was proposed to assist educators to deal with change in an emotionally intelligent way. The framework was structured to provide Gauteng and Eastern Cape schools with a usable tool for implementing EI so that they may cope effectively with change. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2008.
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Anmälningspliktens skuggsida : en essä om att hantera orosanmälningar på förskolan i praktikenBasinska, Anna Maria January 2013 (has links)
I min uppsatts kommer jag att utgå från en berättelse som beskriver ett fall av orosanmälan som jag upplevde i mitt arbete på förskolan. Anmälan grundades på barnets berättelse och resulterade i ett samtal på ett kriscentrum i närvaro av polis, psykolog och åklagare, utan föräldrars vetskap. Jag valde essäform för min uppsats därför att den skrivformen bjuder på ett reflekterande tillvägagångssätt och lämpar sig för mitt känsliga ämne. Genom att gestalta anmälningspliktens skuggsidor vill jag försöka bringa förståelse för den väldigt känslosamma företeelsen. Jag kommer att belysa vad anmälningsplikten går ut på samt undersöka vilka är mina skyldigheter som pedagog vid anmälningar. Jag kommer att reflektera kring barnets utsatta position, föräldrars samt de anmälande pedagogernas svåra läge. Min uppsats genomsyras av tanken att anmälningsplikten kan te sig som en hård lag men ändå en lag som skall följas utan förbehåll. Pedagogens eget omdöme bör inte förekomma vid orosanmälan. Anmälan görs för barnets skull och inte mot familjen. / My essay starts by describing a case of a "declaration of concern" regarding a child that I experienced in my work at a preschool. The duty to make a notification was based on the child's story and led to a meeting at a crisis center. The meeting involved the presence of police, psychologists and prosecutors, without parental knowledge. I chose the essay form for this subject because this writing form offers a reflective approach which is suitable for such a sensitive topic. By describing the negative aspects associated with this duty of notification I want to try to bring some understanding of the very emotional issues associated with a notification. I will highlight what the notification requirement is about and examine what - my obligations are as a teacher in making a declaration of concern leading to a notification to the relevant local authorities and government agencies. I will reflect on the child's vulnerable position as well as the difficult position of parents and notifying teachers. The pervading idea in the essay is that the obligation to report your concern may seem like a hard law but a law that has to be followed without reservation. The teacher´s own opinion or judgment is irrelevant in a declaration of concern and subsequent notification. Registration of the concern is done for the child's sake and not the sake of the family.
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The impact of educators' emotional intelligence on their roles as managers of change / June Monica PalmerPalmer, June Monica January 2008 (has links)
The purpose of this study was to investigate the impact of Emotional Intelligence (EI) on the educator's role as a manager of change. The study explored the role of the educator as manager of change, to what extent EI contributes to workplace success and how change impacts disadvantaged, mixed and ex-Model C schools. The ultimate purpose was to develop a possible framework to assist educators to manage the process of change in an emotionally intelligent way. In developing such a framework, the focus was on the following aspects: To present an overview of the educator as manager of change. To delineate EI as important contributor to workplace success. To explore the change management process in disadvantaged, mixed and ex-Model C secondary schools in the Gauteng Province and the Eastern Cape Province. The literature study revealed that the emotional well-being of the educator and the learner is increasingly recognised as an important predictor of success in school, family and work life. Furthermore, EI is widely accepted as foundational to getting along with others in the workplace, as well as being a primary managerial and leadership competency. EI is also believed by many to be the determinant of who advances most quickly in an organization, and EI skills may be particularly useful when the organization is undergoing change. Emotionally intelligent managers are therefore better able to cope with the inevitability of change within the organization, tolerate uncertainty, build employee commitment, motivate others, communicate effectively, manage conflict, reduce employees' anxiety and thus enhance performance. The empirical study consisted of a structured questionnaire distributed to a sample population of educators and learners in the Gauteng Province and the Eastern Cape Province. It was aimed at gathering information about the process of change in six secondary schools and how educators and learners cope with change. Semi-structured interviews were also conducted with members of the School Management Team (SMT) and the School Governing Body (SGB) members at each school. The main findings of the empirical investigation revealed that educators and learners lack the tools to deal with change in school and in their everyday lives effectively. An EI competency framework for change was proposed to assist educators to deal with change in an emotionally intelligent way. The framework was structured to provide Gauteng and Eastern Cape schools with a usable tool for implementing EI so that they may cope effectively with change. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2008.
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