This dissertation examines the relation between embodiment and language, knowledge and memory, as explored in the poetry of South African poet Gabeba Baderoon. In her three published collections of poetry, namely, The Museum of Ordinary Life, The Dream in the Next Body and A Hundred Silences, she depicts seemingly trivial and everyday events or experiences with acute attention to detail, all of which are connected by her unique portrayal of their embodied nature. In doing so, her work illustrates that intellectual activities typically associated with the mind, such as language, knowledge and memory, in fact require the incorporation of the body. Therefore, this dissertation studies the mind-body relation represented in her work with regard to these thematic concerns, since it is a crucial aspect of her poetry and aids not only in understanding and interpreting her work, but also the discourse on embodiment in general. These concerns do, moreover, not remain on a thematic level, but are evident in her poetry itself; that is, her poems too act as a form of embodiment. Furthermore, Baderoon’s poems are able to transcend the supposed mind-body dichotomy in a way that shows much in common with phenomenology, and especially the perspective held by authors such as Maurice Merleau-Ponty. This dissertation incorporates phenomenological ideas on the body and embodiment, as these assist in interpreting Baderoon’s work, as well as for the reason that her poetry sheds new light upon the understanding of such phenomenological ideas, too. Thus, this dissertation seeks to elucidate the manner in which Gabeba Baderoon’s poetry transcends the mind-body dichotomy by means of her exceptional employment of the notion of embodiment on a thematic as well as formal level. / Thesis (MA (English))--North-West University, Potchefstroom Campus, 2012

This study focuses on self care among patients with hypertension visiting primary health care clinics in the Naledi sub-district in the North-West Province. Hypertension is one of the chronic diseases that shorten the life expectancy of many people globally and remains the most common and rapid growing cardiovascular disease, affecting 20 million people in sub-Saharan Africa. Hypertension is one of the quadruple burdens of disease associated with risky lifestyle behaviours like unhealthy diets with excessive energy intakes, physical inactivity and tobacco use. Although taking the mentioned common modif iable factors and the fact that hypertension is a manageable condition into consideration, the reality remains that the hypertension. A non-experimental, quantitative research was used to reach the aim of the study namely to identify and describe the self care abilities of patients diagnosed with hypertension, as well as explore and describe their knowledge and perceptions on hypertension. This was done by means of objectives to explore and describe self care abilities, knowledge and perceptions among patients diagnosed with hypertension; if there is an association between self care, knowledge and perception in relation to the level of education, age, income and time period and if there was association between self care and knowledge and perception of patients with hypertension visiting PHC clinics in Naledi sub-district in the North-W est Province. A literature review was first conducted for a clear understanding of self care and hypertension. Thereafter a structured questionnaire, consisting of demographical information, and questions on self care, knowledge and perception among patients with hypertension, was employed. Trained field workers assisted in data collec tion. A number of 142 questionnaires were completed by patients visiting PHC clinics. The demographic data was first analysed with results shown in the frequency table. The exploratory factor analyses were done for data reduction on self care, knowledge and perception among patients with hypertension. Descriptive statistics and Cohen effect sizes for factors on self care, knowledge and perception in relation to the level of education, age, income and other chronic illnesses of patients diagnosed with hypertension, correlational descriptive statistics between self care and knowledge and perception were done. The results revealed that patients with hypertension with low levels of education lack information with regard to hypertension. The higher the income of patients with hypertension, the better their self care abilities compared to those with low income. Patients who are English and Afrikaans speaking have more internal positive power and have better management abilities of hypertension than those who are Setswana speaking. Younger patients have more internal positive power, which declines with age. Those patients who are newly diagnosed with hypertension have more information on management abilities than those who have been diagnosed more than two years. The conclusion regarding the relationship of self care and knowledge and perception of hypertension is that the patients diagnosed with hypertension need knowledge on hypertension in order to adhere to self care abilities. The more knowledge patients have the better they will be able to adhere to self care activities. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013.

This research was conducted to determine what the nature of teachers’ educational beliefs about teaching, knowledge and learning are, whether there is a relation between their educational beliefs and the way in which they instruct, and if a relation exists, what the nature of such a relation is. Teachers’ educational beliefs about the way in which learners learn and what they are supposed to learn, have a major influence on how the teacher instructs and on how the learners achieve. Educational beliefs are a comprehensive phenomenon and include beliefs about everything. Educational beliefs generally refer to beliefs about teaching, knowledge and learning. The construct epistemological beliefs are actually also used in the literature and can be seen as the more restricted construct that only includes beliefs about knowledge and learning. Both constructs are used in this study. The phenomenon of educational beliefs is used concerning the beliefs about teaching, knowledge and learning, whilst the phenomenon of epistemological beliefs are used when concerned with the beliefs about knowledge and learning. Educational beliefs vary from naïve to sophisticated. Teachers are characterised according to their educational beliefs about teaching as more teacher–centered or more learner–centered. Teachers who are more teacher–centered have more naïve epistemological beliefs and promote superficial learning, which leads to lower academic performances. Conversely, teachers who are more learner–centered have more sophisticated epistemological beliefs that promote an in depth approach to learning, which leads to higher academic performances. The implementation of Outcomes Based Education (OBE) requires inter alia a learner–centered teaching approach and more sophisticated epistemological beliefs. These requirements of OBE poses a major challenge to teachers with more naive epistemological beliefs, because beliefs develop over years and are deeply rooted and difficult to change. With this study it was found that the participants’ epistemological beliefs could be typified as a system including more and less sophisticated epistemological beliefs, thus they did not only have naïve or sophisticated epistemological beliefs. It was also found that the participants of this study were more learner–centered than teacher–centered. Participants with more naïve epistemological beliefs were more teacher–centered compared to participants who had less naïve, thus more sophisticated epistemological beliefs that were more learner–centered. A relation was found between teachers with more naïve epistemological beliefs and a teacher–centered approach and teachers with less naïve epistemological beliefs (thus more sophisticated epistemological beliefs) and a learner–centered approach. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

This research was conducted to determine what the nature of teachers’ educational beliefs about teaching, knowledge and learning are, whether there is a relation between their educational beliefs and the way in which they instruct, and if a relation exists, what the nature of such a relation is. Teachers’ educational beliefs about the way in which learners learn and what they are supposed to learn, have a major influence on how the teacher instructs and on how the learners achieve. Educational beliefs are a comprehensive phenomenon and include beliefs about everything. Educational beliefs generally refer to beliefs about teaching, knowledge and learning. The construct epistemological beliefs are actually also used in the literature and can be seen as the more restricted construct that only includes beliefs about knowledge and learning. Both constructs are used in this study. The phenomenon of educational beliefs is used concerning the beliefs about teaching, knowledge and learning, whilst the phenomenon of epistemological beliefs are used when concerned with the beliefs about knowledge and learning. Educational beliefs vary from naïve to sophisticated. Teachers are characterised according to their educational beliefs about teaching as more teacher–centered or more learner–centered. Teachers who are more teacher–centered have more naïve epistemological beliefs and promote superficial learning, which leads to lower academic performances. Conversely, teachers who are more learner–centered have more sophisticated epistemological beliefs that promote an in depth approach to learning, which leads to higher academic performances. The implementation of Outcomes Based Education (OBE) requires inter alia a learner–centered teaching approach and more sophisticated epistemological beliefs. These requirements of OBE poses a major challenge to teachers with more naive epistemological beliefs, because beliefs develop over years and are deeply rooted and difficult to change. With this study it was found that the participants’ epistemological beliefs could be typified as a system including more and less sophisticated epistemological beliefs, thus they did not only have naïve or sophisticated epistemological beliefs. It was also found that the participants of this study were more learner–centered than teacher–centered. Participants with more naïve epistemological beliefs were more teacher–centered compared to participants who had less naïve, thus more sophisticated epistemological beliefs that were more learner–centered. A relation was found between teachers with more naïve epistemological beliefs and a teacher–centered approach and teachers with less naïve epistemological beliefs (thus more sophisticated epistemological beliefs) and a learner–centered approach. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

Magister Philosophiae - MPhil / The purpose of this study was, first, to develop an occupational therapy curriculum theory to serve as a guideline for South African occupational therapy educators wishing to expand their insight into their work. This was done and is presented on the basis of a critical review of key sources from the literature about curriculum. The occupational therapy curriculum arrived at in this manner was intended to serve as a basis for the development of a set of criteria in terms of which the ongoing viability of the existing written occupational therapy curriculum of the University of the Western Cape (UWC) could be evaluated. The set of criteria thus arrived at was then applied to three documents: the written Minimum Standards for the training of Occupational Therapists of the World Federation of Occupational Therapists (WFOT), the written Minimum Standards for the training of Occupational Therapy students of the South African Medical and Dental Council (SAMOC), and the written Occupational Therapy curriculum of the University of the Western Cape. The purpose was to identify the curricular assumptions underpinning these documents, and also to evaluate their ongoing viability as guidelines (in the case of the WFOT and SAMOC documents) or as curricula (in the case of UWC). It was found that the Minimum Standards of WFOT are essentially informed by a rationalistic philosophy, and that its ongoing viability (as a guideline for minimum standards) appears to be limited. The evaluation of the Minimum Standards of the SAMOC produced similar findings. The UWC document proved to be more eclectic, but again with academic rationalism as the dominant curriculum paradigm. However adequate it might be for the present, the longer-term viability of the document appeared questionable. After adaptation had been made to the UWC document on the basis of the developed set of criteria, its immediate viability seemed to have been enhanced, but with little effect on its longer-term viability. The excercise suggested that the process of curriculum planning, evaluation and modification can be facilitated by the application of such a set of criteria, presenting as it does a "nutshell" overview of an existing or amended curriculum. This study confirms that written occupational therapy curricula and standards provide no guarantee that curriculum intentions will be realized. Such documents merely provide the parameters within which curriculum debates can occur and in terms of which curriculum planning. implementation and evaluation can take place. As intentions have to be manifested in practice. the creation of an occupational therapy curriculum that is viable in an enduring way will require a study similar to this one but which addresses the operational curriculum.

AFRIKAANS: Die navorsing is gedoen vanuit 'n postfundamentalistiese narratiewe prakties- teologiese benadering. Die fokus van die studie was tweeledig. Die eerste was om na die stories van 'n groep meisies, wat hulself as homoseksueel gesien het en daarom gemarginaliseer is, te luister. Die tweede deel was dat deur die proses daar intervensie sou wees wat aan die meisies die kennis en die mag sou gee om hulle verhale op so 'n manier oor te vertel dat hulle die hoofrolle van hulle eie lewensdramas sal word en nie net karakters of ekstras op die verhoog van die lewe sou wees nie. Verhale van nood moet dus verruil word vir verhale van hoop. Om die verhale van die meisies beter te verstaan is daar van 'n groep interdissiplinêre helpers gebruik gemaak. Die meisies se verhale is verder ook sosiaal-konstruksionisties benader. Die meisies se verstaan van hulle konteks, die kerk, hulle vriende, homoseksualiteit, God, kerkleiers en hulle inskakeling by die kerk en hulle identiteit is ondersoek en saam met die groep gedekonstrueer. Die navorsingsverhaal is dus 'n verhaal waar daar weer opnuut gekyk is na die hantering van tieners, hulle wêreldbeeld en soeke na identiteit en aanvaarding binne 'n wêreld wat hulle nie altyd verstaan nie, en die rol van die geloofsgemeenskap in die proses. ENGLISH: The research was done from a post-foundational, narrative, and practical theological position. The focus of the study had two intentions. The first was to listen to the stories of a group of girls, who saw themselves as homosexual and because of that was marginalised. The second intention was that in the process there would be intervention in their stories. This intervention was supposed to give the girls the necessary knowledge and power to help them to tell their stories. This telling would then place the girls not as extras on the stage of their own lives but as playing the leading roles. Negative stories had thus to be exchanged for stories of hope. To get a better understanding of the stories of the girls, there was made use of an interdisciplinary team of helpers. The stories were also interpreted from a social constructionist point of view. The understanding the girls had of their context, the church, their friends, homosexuality, God, church leaders, their membership of the church and their identity was researched and deconstructed with them in a process. The research story is a story where the handling of teenagers, their world view and their search for identity and acceptance in a world that doesn’t always understand them and their involvement in the church in this process was looked at with fresh eyes. / Thesis (PhD)--University of Pretoria, 2010. / Practical Theology / unrestricted

Text in Afrikaans / Die (NG) kerk in Suid-Afrika bevind haar aan die begin van 'n nuwe millennium in 'n oorgangstydperk. Die NG Kerk se aandeel aan die sonde van apartheid hou verband met haar legitimering van die apartheidsideologie. Ten opsigte van laasgenoemde het sy 'n apartheidsteologie verkondig, ten spyte van die ernstige vermanings wat ook vanuit eie geledere gemaak is. Die lot van noodlydendes in die land hou grootliks verband met die gevolge van apartheid. Hierdie studie wys op die noodsaaklikheid dat die kerk in die konteks van noodlydendes weer haar diakonale rol moet nastreef. Die studie ondersoek die transformasiekrag van die metafoor as integrerende deel van die denk- en taalsisteem van die mens. Die bewuswees van teenstellings tussen die toegepaste en nie-toegepaste onderskeidinge binne die betekenis van die gebruikte woord is verantwoordelik vir die spanning wat daar in die metaforiese woordgebruik bestaan. Laasgenoemde bied die metafoor 'n dinamiese krag. Die prediker kan as kreatiewe metafoorskepper die metafoor in prediking aanwend. Sodoende kan gelowiges geaktiveer word om voetewassers te word en kan die diakonale kerk profetieses die bevryding van nood verkondig. Die (NG) kerk in Suid-Afrika bevind haar aan die begin van 'n nuwe millennium in 'n oorgangstydperk. Die NG Kerk se aandeel aan die sonde van apartheid hou verband met haar legitimering van die apartheidsideologie. Ten opsigte van laasgenoemde het sy 'n apartheidsteologie verkondig, ten spyte van die ernstige vermanings wat ook vanuit eie geledere gemaak is. Die lot van noodlydendes in die land hou grootliks verband met die gevolge van apartheid. Hierdie studie wys op die noodsaaklikheid dat die kerk in die konteks van noodlydendes weer haar diakonale rol moet nastreef. Die studie ondersoek die transformasiekrag van die metafoor as integrerende deel van die denk- en taalsisteem van die mens. Die bewuswees van teenstellings tussen die toegepaste en nie-toegepaste onderskeidinge binne die betekenis van die gebruikte woord is verantwoordelik vir die spanning wat daar in die metaforiese woordgebruik bestaan. Laasgenoemde bied die metafoor 'n dinamiese krag. Die prediker kan as kreatiewe metafoorskepper die metafoor in prediking aanwend. Sodoende kan gelowiges geaktiveer word om voetewassers te word en kan die diakonale kerk profetieses die bevryding van nood verkondig. / At the beginning of the new millennium, the Dutch Reformed Church in South Africa finds itself in a transitional period. The part the Dutch Reformed Church played in the sin of apartheid, can be directly ascribed to the legitimizing of the apartheid ideology. With reference to the above, the church preached an apartheid theology, in spite of serious warnings from within its own ranks. The misery of the 'suffering humanity' in our country is a direct result of apartheid. This study highlights the immense importance resting upon the Dutch Reformed Church to once again fulfil its diaconal role with reference to those who suffer. This study investigates the transformation power of the metaphor as integral part of the cognitive- and language systems of the human being. The awareness of the implied contradictions between the applied and non-applied parts in the meaning of the word creates a tension in metaphorical speech. The latter endows the metaphor with a dynamic power. The preacher may then apply creative metaphors in the sermon. He is therefore a creator of the metaphor. The effective use of the metaphor in preaching will enable him to empower his audience to be servants like Jesus. The effective use of metaphors in preaching will help to activate believers and will assist the diaconal church in relaying its prophetic message of salvation to those who suffer. Through the active conduct and unity of the church, those who suffer experience the salvation of the living Christ. This study implies that the preacher should approach the text from his own experience, combined with an existentional knowledge of the needs of the people in need, to the text. The study highlights the creative role of the preacher as creator of the metaphor, and the activation of believers in the context of those who suffer, so that the church may fulfill its diaconal role. / Practical Theology / D.Th. (Practical theology)

Text in Afrikaans / Die (NG) kerk in Suid-Afrika bevind haar aan die begin van 'n nuwe millennium in 'n oorgangstydperk. Die NG Kerk se aandeel aan die sonde van apartheid hou verband met haar legitimering van die apartheidsideologie. Ten opsigte van laasgenoemde het sy 'n apartheidsteologie verkondig, ten spyte van die ernstige vermanings wat ook vanuit eie geledere gemaak is. Die lot van noodlydendes in die land hou grootliks verband met die gevolge van apartheid. Hierdie studie wys op die noodsaaklikheid dat die kerk in die konteks van noodlydendes weer haar diakonale rol moet nastreef. Die studie ondersoek die transformasiekrag van die metafoor as integrerende deel van die denk- en taalsisteem van die mens. Die bewuswees van teenstellings tussen die toegepaste en nie-toegepaste onderskeidinge binne die betekenis van die gebruikte woord is verantwoordelik vir die spanning wat daar in die metaforiese woordgebruik bestaan. Laasgenoemde bied die metafoor 'n dinamiese krag. Die prediker kan as kreatiewe metafoorskepper die metafoor in prediking aanwend. Sodoende kan gelowiges geaktiveer word om voetewassers te word en kan die diakonale kerk profetieses die bevryding van nood verkondig. Die (NG) kerk in Suid-Afrika bevind haar aan die begin van 'n nuwe millennium in 'n oorgangstydperk. Die NG Kerk se aandeel aan die sonde van apartheid hou verband met haar legitimering van die apartheidsideologie. Ten opsigte van laasgenoemde het sy 'n apartheidsteologie verkondig, ten spyte van die ernstige vermanings wat ook vanuit eie geledere gemaak is. Die lot van noodlydendes in die land hou grootliks verband met die gevolge van apartheid. Hierdie studie wys op die noodsaaklikheid dat die kerk in die konteks van noodlydendes weer haar diakonale rol moet nastreef. Die studie ondersoek die transformasiekrag van die metafoor as integrerende deel van die denk- en taalsisteem van die mens. Die bewuswees van teenstellings tussen die toegepaste en nie-toegepaste onderskeidinge binne die betekenis van die gebruikte woord is verantwoordelik vir die spanning wat daar in die metaforiese woordgebruik bestaan. Laasgenoemde bied die metafoor 'n dinamiese krag. Die prediker kan as kreatiewe metafoorskepper die metafoor in prediking aanwend. Sodoende kan gelowiges geaktiveer word om voetewassers te word en kan die diakonale kerk profetieses die bevryding van nood verkondig. / At the beginning of the new millennium, the Dutch Reformed Church in South Africa finds itself in a transitional period. The part the Dutch Reformed Church played in the sin of apartheid, can be directly ascribed to the legitimizing of the apartheid ideology. With reference to the above, the church preached an apartheid theology, in spite of serious warnings from within its own ranks. The misery of the 'suffering humanity' in our country is a direct result of apartheid. This study highlights the immense importance resting upon the Dutch Reformed Church to once again fulfil its diaconal role with reference to those who suffer. This study investigates the transformation power of the metaphor as integral part of the cognitive- and language systems of the human being. The awareness of the implied contradictions between the applied and non-applied parts in the meaning of the word creates a tension in metaphorical speech. The latter endows the metaphor with a dynamic power. The preacher may then apply creative metaphors in the sermon. He is therefore a creator of the metaphor. The effective use of the metaphor in preaching will enable him to empower his audience to be servants like Jesus. The effective use of metaphors in preaching will help to activate believers and will assist the diaconal church in relaying its prophetic message of salvation to those who suffer. Through the active conduct and unity of the church, those who suffer experience the salvation of the living Christ. This study implies that the preacher should approach the text from his own experience, combined with an existentional knowledge of the needs of the people in need, to the text. The study highlights the creative role of the preacher as creator of the metaphor, and the activation of believers in the context of those who suffer, so that the church may fulfill its diaconal role. / Philosophy, Practical and Systematic Theology / D.Th. (Practical theology)

A recent Report Card on Physical Activity and Health in South African Children and Youth 2010 states that at least four major factors place young children at risk: tobacco use, poor diet, lack of physical activity and facing weight challenges, this then including being overweight, underweight, obese or stunted for one’s age. One of the areas for action and intervention mentioned in the report card is training of teachers. The aim of this study was to increase knowledge, skill and competence in school teachers (care givers) when dealing with underweight in school children. A training program (train-the-trainer) was designed by the researcher. Under nutrition (underweight) is implicated in more than half of all child deaths worldwide. 25.33% of respondents in this study showed signs of underweight highlighting the importance of such training in schools. Using the above statistical data the research embarked on the development, implementation and evaluation of a training program for care givers on underweight prevalence in children in South African schools. The intervention research model of Thomas and Rothman was used in the design and development of the training program. A descriptive design with a quasi-experiment one group pre-test-post test was used in this study. A non parametric statistical test was utilized as data was measured on an ordinal scale (Wilcoxon signed rank test). The care giver training program was implemented over nine weeks consisting of one and a half hour sessions held once weekly. All Foundation Phase teachers were involved in the training (18 Care Givers). The program was implemented with grade one learners at a traditional primary school in Pretoria with a mixed demography and age groups varying between 6 and 8 years of age. Hundred and fifty learners participated in the pre and post test wherein a non probability sampling method was used. The study found that the training program for care givers had a statistically significant effect on underweight prevalence in young children. FMEA profiling in this study confirmed that enhancing care giver knowledge, skill and competence contributes significantly to the changes experienced in children’s underweight status. BMI levels changed significantly. The percentage underweight children dropped from 25.33% to 15, 33% over time. It is recommended that this intervention program be implemented and facilitated by teachers (care givers) forming part of a multi-disciplinary education approach in many South African schools. AFRIKAANS : ‘n Onlangse verslag getiteld “Report Card on Physical Activity and Health in South African Children and Youth 2010” dui aan dat daar ten minste vier hooffaktore is wat jong kinders se gesondheid aan gesondheidsrisiko’s blootstel. Die faktore sluit in rook, ongesonde eetstyl en dieet, gebrekkige deelname aan fisieke aktiwiteit en gewigsuitdagings. Gewigsuitdagings waarvoor Suid Afrikaanse jeug te staan kom sluit in oorgewigvoorkoms, ondergewigvoorkoms, obesiteit en of groeibeperking (stunting). Een van die areas wat in die verslag as voorkoming vir hierdie gewigsuitdagings voorgestel word is opleiding aan opvoeders. Die doel van die studie was dan om kennis, vaardigheid en bekwaamheidsvlakke in onderwysers te verbeter wanneer hulle met ondergewig kinders in hulle sorg werk te bewerkstellig d.m.v ‘n indiensopleidingsprogram (Train-the–trainer). Tans dra ondergewigvoorkoms by tot meer as die helfte van alle sterftes onder kinders wêrelwyd. In hierdie studie is bevind dat soveel as 25.33% van die kinders in die studie tekens van ondergewig getoon het. Dit beklemtoon die belangrikheid van ‘n opleidingsprogram aan die opvoeders van hierdie kinders. Statistiese data soos hier bo genoem is deur die navorser aangewend in die ontwikkeling, implementering en evaluering van die opleidingsprogram aan opvoeders van ondergewig kinders in die skool. Die intervensie navorsingsmodel van Thomas and Rothman is gebruik in die ontwerp en ontwikkeling van die opleidingsprogram. ‘n Beskrywende ontwerp met kwasi-eksperimente, een groep voortoets-natoets is in die studie gebruik. Nie parametriese statistiese toetsing is aangewend en data is gemeet aan die hand van ‘n ordinale skaal (Wilcoxon signed rank toets). Die opleidingsprogram aan opvoeders is oor ‘n tydperk van nege weke geïmplimenteer. Elke opleidingsessie was een en ‘n half uur lank en een maal per week aangebied. Alle grondsalgfase opvoeders was in die opleiding betrokke (n=18). Die program is getoets op graad een leerders wat skoolgaan in ‘n tradisionele laerskool in Pretoria met ‘n gemengde demografie en ouderdomsgroepe het gewissel tussen ses en agt jaar oud. Een honderd en vyftig leerders het aan die voor en natoetsing deelgeneem en ‘n nie waarskynlike metode van insluiting is gebruik. Die studie het bevind dat die opleidingsprogram aan opvoeders van ondergewig kinders in die skool ‘n beduidende invloed gehad het op die voorkoms van ondergewig. FMEA profiele gedoen in die studie het bevestig dat die verbetering van opvoeder kennis, vaardigheid en bekwaamheidsvlakke beduidend bygedra het tot die verandering in die ondergewig status van die kinders. LMI tellings het gedaal vanaf 25, 33% tot slegs 15, 33% oor verloop van tyd. Die navorser is van mening dat hierdie voorkomingsprogram in werking gestel behoort te word en deur opvoeders in die skool gefasiliteer word; om sodoende deel te word van ‘n multi-dissiplinêre onderwysbenadering in Suid Afrikaanse skole. / Dissertation (MA)--University of Pretoria, 2013. / Biokinetics, Sport and Leisure Sciences / unrestricted

Metacognition is commonly understood in the context of the learners and not their teachers. Extant literature focusing on how Mathematics teachers apply their metacognitive skills in the classroom, clearly distinguishes between teaching with metacognition (TwM) referring to teachers thinking about their own thinking and teaching for metacognition (TfM) which refers to teachers creating opportunities for learners to reflect on their thinking. However, in both of these cases, thinking requires a language, in particular appropriate mathematical language to communicate the thinking by both teacher and learners in the Mathematics classroom. In this qualitative study, which forms part of a bigger project within SANPAD (South Africa Netherlands Research Programme on Alternatives in Development), the metacognitive skills and mathematical language used by Mathematics teachers who teach at two township schools were interrogated using the design-based research approach with lesson study. Data collection instruments included individual interviews and a trigonometric assessment task. Lessons were also observed and video-taped to be viewed and discussed during focus group discussions in which the teachers, together with five Mathematics lecturers, participated. The merging of the design-based research approach with lesson study brought about teacher-lecturer collaboration, referred to in this study as the Mathematics Educators’ Reflective Inquiry (ME’RI) group, and enabled the design of a hypothetical teaching and learning trajectory (HTLT) for the teaching of trigonometric functions. A metacognitive performance profile for the two grade 10 teachers was also developed. The Framework for Analysing Mathematics Teaching for the Advancement of Metacognition (FAMTAM) from Ader (2013) and the Teacher Metacognitive Framework (TMF) from Artzt and Armour-Thomas (2002) were adjusted and merged to develop a new framework, the Metacognitive Teaching for Metacognition Framework (MTMF) to analyse the metacognitive skills used by mathematics teachers TwM as well as TfM. Without oversimplifying the magnitude of these concepts, the findings suggest a simple mathematical equation: metacognitive skills + enhanced mathematical language = conceptualization skills. The findings also suggest that both TwM and TfM are required for effective mathematics instruction. Lastly the findings suggest that the ME’RI group holds promise to enhance the use of the metacognitive skills and mathematical language of Mathematics teachers in Mathematics classrooms. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2014