1. INTRODUCTION: This research was undertaken out of a conviction that the training of teachers in the use of the computer as a teaching aid should be a priority in any teacher-training programme. This conviction was strengthened by a study of the literature on computer-based education, as well as by interviews with experts in this field during a study tour undertaken in the United Kingdom in 1983. HSRC research, having been done on a continuing base since 1980, also indicated that computer-based education should receive high priority in the Republic of South Africa. 2. STATEMENT OF THE PROBLEM: This research attempts to answer the following questions: What training should be given to prospective teachers in their pre-service training to make them competent in the use of the computer as a teaching aid? What competencies should the teacher have in the future with regard to the use of the computer as a teaching aid? Could these competencies be integrated with the present curriculum, and could this curriculum be implemented in a model for the training of teachers? 3. AIM OF THE RESEARCH: Owing to the near absence of teacher-training programmes in computer-based education, the aim of this research is to identify the competencies necessary for a teacher to be able to use the computer efficiently as a teaching aid, to incorporate these competencies in a curriculum for computer-based education and to develop a teacher-training model. 4. HYPOTHESES: The following hypotheses to be accepted or rejected as a result of of the research, were set up: - There is a need for the training of teachers in computer based education in the RSA, the content for this training exists and there are certain competencies which every trained teacher should have. - Content and competencies can be integrated into a competency-based teacher-training model. - Content and competencies can be integrated into the existing curricula for teacher training. 5. METHOD AND PROGRAMME OF RESEARCH: A thorough study of recent literature, i.e. books, articles and conference proceedings, was made. This formed the basis for the development of a theory on a teacher-training model in computer based education. From this theory a teacher-training model in computer-based education was deduced. In chapter one the problem, aims and hypotheses are formulated, as well as the research programme. A thorough situation analysis, both from a computer-based education perspective and from a teacher-training viewpoint, is made in chapter two. Relevant terms are defined, and the relationship between computer-based education and the didactic principles analysed. It is shown that the computer can be used in a variety of teaching and learning modes, for instance drill and practice, tutorial, dialogue, simulation, games, evaluation, etc. The place of the computer in the teaching situation is analysed, as well as its potential and limitations as a teaching aid. In chapter three the goals and aims of a teacher-training programme in computer-based education are discussed. A general goal is formulated for two courses, namely a basic general course for all education students, and a course for students wanting to specialize in computer-based education. These genera1 goals are analysed into more specific aims, which in turn form the basis for the selection of course, content and the formulation of competencies in chapter four. This is followed in chapter five by a competency-based teacher-training model, and the research is concluded in chapter six with a summary and some recommendations. 6. FINDINGS FROM THE RESEARCH: 6.1 FINDINGS WITH REGARD TO THE HYPOTHESES: All the hypotheses stated in paragraph 4 of this summary can be accepted on the results of this research. A definite need for the training of teachers in computer-based education is revealed, the content for this training, and the competencies required are described. Content and competencies can be integrated into a competency-based teacher-training model, and can also be integrated into the existing curricula for teacher training. 6.2 FINDINGS WITH REGARD TO THE RESEARCH PROBLEM AND THE AIMS OF THE RESEARCH: To answer the questions put in the formulation of the research problem, competencies had to be identified, a curriculum, as well as a competency-based training model, had to be designed. These were all achieved. It can therefore be concluded that the aims of the research were realised. 6.3 FINDINGS FROM THE LITERATURE: The world is on the threshold of a new era, the information era, which will replace the industrial era. It is in line with God's cultural command that the computer should be studied and used in order to help to accomplish God's plan for man. In a number of countries, for instance the United States of America, the United Kingdom and France, strategies have been implemented to promote computer-based education. There are a number of isolated, but well established efforts to implement computer-based education in the RSA. The Human Sciences Research Council is actively involved in research on computer-based education. Computers will become cheaper, more powerful and user-friendly, and will therefore play an ever-increasing role in the everyday life of each individual. A number of serious problems exist in connection with the implementation of computer-based education, for instance the present weak economic climate, black education explosion and the drive toward equality in standards of education in the RSA. From a computer perspective the greatest problems are the backlog in courseware (lesson material) suitable for South African schools, the incompatibility of South African curricula and imported programme packages, and practical problems in the development of courseware. From a teaching perspective, the following conclusions may be reached: - Several computer configurations, from mainframe to micro-computer, are suitable for teaching situations. - Several instructional modes are available in computer-based education, which makes it a very powerful teaching aid. - The computer can play an important role in problem solving strategies. - The simulation mode of computer-based education makes it possible to include projects in the curriculum which would otherwise be too costly, too dangerous or too long to include. - Computer-based education can make drill and practice situations less frustrating for all involved. - Computer-based education can be used effectively in evaluation. - The computer, as a new teaching aid, is in harmony with the existing didactic principles like motivation, individualisation, socialisation, mastery, etc. 7. RECOMMENDATIONS ARISING FROM THE RESEARCH: 7.1 Recommendations with regard to teacher training are the following: - all authorities concerned with teacher training should start as soon as possible with the training of teachers in computer-based education. - Training for students in preparation for secondary education should receive priority. - An interest group for computer-based education should be formed in each region. These groups can discuss problems and progress at meetings, newsletters can be sent to members, and other activities can be embarked upon to enhance the state-of-the-art of computer-based education. - The various education authorities should give serious thought to a strategy for in-service training in computer-based education. - Dialogue between the teacher training institutions and the computer industry, that is manufacturers and distributors of hardware and software, should be encouraged. Such dialogue is essential in view of the rapid changes taking place in the field of micro-electronics. - Training programmes should be reviewed at short intervals, due to the dynamic nature of this field. -Training programmes and courseware development-programmes should go hand in hand, because of the serious shortage of suitable courseware for the South African situation. - Lecturing staff at all training institutions, but especially those at which teachers are trained, should be involved, on a voluntary basis, in computer-based education projects. - Methods should be devised to encourage lecturing staff at training institutions to become involved in the development of courseware for their students, otherwise they are bound to continue in the traditional way of lecturing, and of writing research papers and textbooks. 7.2 Recommendations with regard to teaching practice are the following: - Education authorities must provide broad guidelines to schools with regard to computer-based education. At present every educational institution which becomes involved in computer-based education does so on its own initiative - there is no co-operation between different institutions. - Schools and other educational institutions should form computer-based education clubs or interest groups. - The implementation of computer-based education should be done with tact and without force, especially as far as practising teachers are concerned. - The computer can be used initially to lessen the teacher's administrative workload. - The enthusiastic and capable teacher who is interested in computer-based education should receive all help and encouragement possible. If possible, he should be freed from, extra-mural activities and be assigned to computer-based education only. - Schools and other educational institutions should actively support any action emanating from the authorities with regard to computer-based education. - Schools and other educational institutions should encourage computer literacy amongst their students through the formation of computer clubs. Recommendations with regard to further research are: - Research should be conducted on the training of teachers for computer-based education in the various educational systems for black and coloured people. This is necessary because of the vast differences in the initial situation and cultural background between the various groups. - Research should be done on the feasibility of a national strategy for the training of teachers in computer-based education, the introduction of computers into schools and the encouragement of computer literacy in general. - Research should be done on the development of a similar model for the training of teachers for primary education. - This model - and others - should be evaluated in practice. - The role and function of computer-based education in all the different subjects should be researched. - Research should be done with regard to the effect on the general public of a national strategy for computer-based education. - Continuous research should be done on how the computer can be used to 1mprove teaching. New developments in the field of hardware and courseware necessitate this. It is clear that the field of computer-based education is a dynamic, developing field, which is continually stimulating research. / Proefskrif (DEd)--PU vir CHO, 1985

1. INTRODUCTION: This research was undertaken out of a conviction that the training of teachers in the use of the computer as a teaching aid should be a priority in any teacher-training programme. This conviction was strengthened by a study of the literature on computer-based education, as well as by interviews with experts in this field during a study tour undertaken in the United Kingdom in 1983. HSRC research, having been done on a continuing base since 1980, also indicated that computer-based education should receive high priority in the Republic of South Africa. 2. STATEMENT OF THE PROBLEM: This research attempts to answer the following questions: What training should be given to prospective teachers in their pre-service training to make them competent in the use of the computer as a teaching aid? What competencies should the teacher have in the future with regard to the use of the computer as a teaching aid? Could these competencies be integrated with the present curriculum, and could this curriculum be implemented in a model for the training of teachers? 3. AIM OF THE RESEARCH: Owing to the near absence of teacher-training programmes in computer-based education, the aim of this research is to identify the competencies necessary for a teacher to be able to use the computer efficiently as a teaching aid, to incorporate these competencies in a curriculum for computer-based education and to develop a teacher-training model. 4. HYPOTHESES: The following hypotheses to be accepted or rejected as a result of of the research, were set up: - There is a need for the training of teachers in computer based education in the RSA, the content for this training exists and there are certain competencies which every trained teacher should have. - Content and competencies can be integrated into a competency-based teacher-training model. - Content and competencies can be integrated into the existing curricula for teacher training. 5. METHOD AND PROGRAMME OF RESEARCH: A thorough study of recent literature, i.e. books, articles and conference proceedings, was made. This formed the basis for the development of a theory on a teacher-training model in computer based education. From this theory a teacher-training model in computer-based education was deduced. In chapter one the problem, aims and hypotheses are formulated, as well as the research programme. A thorough situation analysis, both from a computer-based education perspective and from a teacher-training viewpoint, is made in chapter two. Relevant terms are defined, and the relationship between computer-based education and the didactic principles analysed. It is shown that the computer can be used in a variety of teaching and learning modes, for instance drill and practice, tutorial, dialogue, simulation, games, evaluation, etc. The place of the computer in the teaching situation is analysed, as well as its potential and limitations as a teaching aid. In chapter three the goals and aims of a teacher-training programme in computer-based education are discussed. A general goal is formulated for two courses, namely a basic general course for all education students, and a course for students wanting to specialize in computer-based education. These genera1 goals are analysed into more specific aims, which in turn form the basis for the selection of course, content and the formulation of competencies in chapter four. This is followed in chapter five by a competency-based teacher-training model, and the research is concluded in chapter six with a summary and some recommendations. 6. FINDINGS FROM THE RESEARCH: 6.1 FINDINGS WITH REGARD TO THE HYPOTHESES: All the hypotheses stated in paragraph 4 of this summary can be accepted on the results of this research. A definite need for the training of teachers in computer-based education is revealed, the content for this training, and the competencies required are described. Content and competencies can be integrated into a competency-based teacher-training model, and can also be integrated into the existing curricula for teacher training. 6.2 FINDINGS WITH REGARD TO THE RESEARCH PROBLEM AND THE AIMS OF THE RESEARCH: To answer the questions put in the formulation of the research problem, competencies had to be identified, a curriculum, as well as a competency-based training model, had to be designed. These were all achieved. It can therefore be concluded that the aims of the research were realised. 6.3 FINDINGS FROM THE LITERATURE: The world is on the threshold of a new era, the information era, which will replace the industrial era. It is in line with God's cultural command that the computer should be studied and used in order to help to accomplish God's plan for man. In a number of countries, for instance the United States of America, the United Kingdom and France, strategies have been implemented to promote computer-based education. There are a number of isolated, but well established efforts to implement computer-based education in the RSA. The Human Sciences Research Council is actively involved in research on computer-based education. Computers will become cheaper, more powerful and user-friendly, and will therefore play an ever-increasing role in the everyday life of each individual. A number of serious problems exist in connection with the implementation of computer-based education, for instance the present weak economic climate, black education explosion and the drive toward equality in standards of education in the RSA. From a computer perspective the greatest problems are the backlog in courseware (lesson material) suitable for South African schools, the incompatibility of South African curricula and imported programme packages, and practical problems in the development of courseware. From a teaching perspective, the following conclusions may be reached: - Several computer configurations, from mainframe to micro-computer, are suitable for teaching situations. - Several instructional modes are available in computer-based education, which makes it a very powerful teaching aid. - The computer can play an important role in problem solving strategies. - The simulation mode of computer-based education makes it possible to include projects in the curriculum which would otherwise be too costly, too dangerous or too long to include. - Computer-based education can make drill and practice situations less frustrating for all involved. - Computer-based education can be used effectively in evaluation. - The computer, as a new teaching aid, is in harmony with the existing didactic principles like motivation, individualisation, socialisation, mastery, etc. 7. RECOMMENDATIONS ARISING FROM THE RESEARCH: 7.1 Recommendations with regard to teacher training are the following: - all authorities concerned with teacher training should start as soon as possible with the training of teachers in computer-based education. - Training for students in preparation for secondary education should receive priority. - An interest group for computer-based education should be formed in each region. These groups can discuss problems and progress at meetings, newsletters can be sent to members, and other activities can be embarked upon to enhance the state-of-the-art of computer-based education. - The various education authorities should give serious thought to a strategy for in-service training in computer-based education. - Dialogue between the teacher training institutions and the computer industry, that is manufacturers and distributors of hardware and software, should be encouraged. Such dialogue is essential in view of the rapid changes taking place in the field of micro-electronics. - Training programmes should be reviewed at short intervals, due to the dynamic nature of this field. -Training programmes and courseware development-programmes should go hand in hand, because of the serious shortage of suitable courseware for the South African situation. - Lecturing staff at all training institutions, but especially those at which teachers are trained, should be involved, on a voluntary basis, in computer-based education projects. - Methods should be devised to encourage lecturing staff at training institutions to become involved in the development of courseware for their students, otherwise they are bound to continue in the traditional way of lecturing, and of writing research papers and textbooks. 7.2 Recommendations with regard to teaching practice are the following: - Education authorities must provide broad guidelines to schools with regard to computer-based education. At present every educational institution which becomes involved in computer-based education does so on its own initiative - there is no co-operation between different institutions. - Schools and other educational institutions should form computer-based education clubs or interest groups. - The implementation of computer-based education should be done with tact and without force, especially as far as practising teachers are concerned. - The computer can be used initially to lessen the teacher's administrative workload. - The enthusiastic and capable teacher who is interested in computer-based education should receive all help and encouragement possible. If possible, he should be freed from, extra-mural activities and be assigned to computer-based education only. - Schools and other educational institutions should actively support any action emanating from the authorities with regard to computer-based education. - Schools and other educational institutions should encourage computer literacy amongst their students through the formation of computer clubs. Recommendations with regard to further research are: - Research should be conducted on the training of teachers for computer-based education in the various educational systems for black and coloured people. This is necessary because of the vast differences in the initial situation and cultural background between the various groups. - Research should be done on the feasibility of a national strategy for the training of teachers in computer-based education, the introduction of computers into schools and the encouragement of computer literacy in general. - Research should be done on the development of a similar model for the training of teachers for primary education. - This model - and others - should be evaluated in practice. - The role and function of computer-based education in all the different subjects should be researched. - Research should be done with regard to the effect on the general public of a national strategy for computer-based education. - Continuous research should be done on how the computer can be used to 1mprove teaching. New developments in the field of hardware and courseware necessitate this. It is clear that the field of computer-based education is a dynamic, developing field, which is continually stimulating research. / Proefskrif (DEd)--PU vir CHO, 1985

The heterogeneous population in South Africa when coupled with the political trend set by the government of the day is of the utmost importance to the country and its people. The strive towards an educational system in which inhabitants. can achieve their potential, economic growth can be promoted, the quality of living can be improved and equal standards of education can become reality, cannot be realized without enough, well trained and talented teachers. According to the HSRC-investigation into Education (1981), one of the most urgent problems in black education is the critical shortage of professional and efficient teachers. This aspect has thus to do with both the quantity and quality of the teachers. The population explosion in the black communities and the resulting increase in the number of scholars demanding education are reasons for great concern. The number of black teachers being trained, must increase tremendously to cope with the growing demand. The standard of education is determined by two factors namely the quality of the person being trained and the quality of his training. To train and supply new teachers one has to reckon with both the qualitative and quantitative aspects. In supplying enough, new teachers, quality should however never be sacrificed for quantity. A balance between the two is necessary to ensure that good education will be provided for the increasing number of black children. The following aims have been formulated for this research * An evaluation of teacher training amongst blacks as it developed from the earliest times in order to determine causes for present problems. * An evaluation of present educational opportunities for black teachers to determine deficiencies. * Stipulation of directives and measures to combat the expected shortage of professionally, trained teachers. In addition to the formulation of aims the following have also received consideration in Chapter one * research methodology : the methods that have been employed in the course of the research are a study of relevant literature, the method of fundamental contemplation and the historically descriptive method * delimitation of areas and explanation of certain concepts * the structure of the research. Following the exhaustive study of the literature, Chapter two deals with the historic course of events in black teacher training from traditional times till 1978. The juridical basis and management of teacher training as a responsibility of the Department of Education and Training is discussed in Chapter three. Aspects of policy and management of education in general and teacher training specifically are also explained. The HSRC-investigation into Education (1981) is discussed as well as the Government's reaction and implementation of some of the recommendations. Chapter four deals with present training opportunities for black teachers at colleges of education. Although the initial training of teachers is emphasized, further training and in-service training is also discussed. The structures of the different teachers' diplomas namely the Pre-Primary Teachers Diploma (PPTD), Junior Primary Teachers Diploma (JPTD), Senior Primary Teachers Diploma (SPTD), Secondary Teachers Diploma (STD) and the STD Technical courses as well as the examining, certifying and requirements for enrolment are discussed. In Chapter five an evaluation is done of teacher training. Certain criteria with which an institution for teacher training should comply, are laid down. In this evaluation certain problem areas in black education are identified, and possible solutions are given to combat and overcome these problems. The summation, conclusion and recommendations end the thesis in Chapter six. Recommendations for further research are also made in this chapter. / Thesis (MEd)--PU vir CHO, 1988

The heterogeneous population in South Africa when coupled with the political trend set by the government of the day is of the utmost importance to the country and its people. The strive towards an educational system in which inhabitants. can achieve their potential, economic growth can be promoted, the quality of living can be improved and equal standards of education can become reality, cannot be realized without enough, well trained and talented teachers. According to the HSRC-investigation into Education (1981), one of the most urgent problems in black education is the critical shortage of professional and efficient teachers. This aspect has thus to do with both the quantity and quality of the teachers. The population explosion in the black communities and the resulting increase in the number of scholars demanding education are reasons for great concern. The number of black teachers being trained, must increase tremendously to cope with the growing demand. The standard of education is determined by two factors namely the quality of the person being trained and the quality of his training. To train and supply new teachers one has to reckon with both the qualitative and quantitative aspects. In supplying enough, new teachers, quality should however never be sacrificed for quantity. A balance between the two is necessary to ensure that good education will be provided for the increasing number of black children. The following aims have been formulated for this research * An evaluation of teacher training amongst blacks as it developed from the earliest times in order to determine causes for present problems. * An evaluation of present educational opportunities for black teachers to determine deficiencies. * Stipulation of directives and measures to combat the expected shortage of professionally, trained teachers. In addition to the formulation of aims the following have also received consideration in Chapter one * research methodology : the methods that have been employed in the course of the research are a study of relevant literature, the method of fundamental contemplation and the historically descriptive method * delimitation of areas and explanation of certain concepts * the structure of the research. Following the exhaustive study of the literature, Chapter two deals with the historic course of events in black teacher training from traditional times till 1978. The juridical basis and management of teacher training as a responsibility of the Department of Education and Training is discussed in Chapter three. Aspects of policy and management of education in general and teacher training specifically are also explained. The HSRC-investigation into Education (1981) is discussed as well as the Government's reaction and implementation of some of the recommendations. Chapter four deals with present training opportunities for black teachers at colleges of education. Although the initial training of teachers is emphasized, further training and in-service training is also discussed. The structures of the different teachers' diplomas namely the Pre-Primary Teachers Diploma (PPTD), Junior Primary Teachers Diploma (JPTD), Senior Primary Teachers Diploma (SPTD), Secondary Teachers Diploma (STD) and the STD Technical courses as well as the examining, certifying and requirements for enrolment are discussed. In Chapter five an evaluation is done of teacher training. Certain criteria with which an institution for teacher training should comply, are laid down. In this evaluation certain problem areas in black education are identified, and possible solutions are given to combat and overcome these problems. The summation, conclusion and recommendations end the thesis in Chapter six. Recommendations for further research are also made in this chapter. / Thesis (MEd)--PU vir CHO, 1988

The performance of the teacher is one of the most critical factors among the variables within the responsibilities of the schools. It is a truism to state that the potential for teachers to influence pupil learning is very high. Teachers, therefore, bearing in mind such factors as the relative influence of parents, siblings, friends, neighbours, the media etc. are in the best position to optimise the pupils' capabilities for learning. Improving teaching, taking into consideration the very substantial clichés on technology, the knowledge explosion, the problem of ascertaining the tangibility of teaching within a specified period and the variances in teacher and pupil characteristics is a difficult, very complicated and demanding task. The overall importance of the teacher's performance constitutes, therefore, a strong reason to meet the challenge of the changing times. It is difficult to provide good teacher training -to build on this basis is not a simple task. In-service training in an already complex situation has become so important that it brings additional facets to programmes of staff development. Specialised subject approaches which demand specialised training, demand that teachers ought to relate even better to their own content areas and specialised departments. As a consequence, broadly speaking, generic training for teachers fails to provide help with their specialised concerns, especially as regards methodology. Official in-service training programmes often do not solve the more intimate problems of teachers, viz. discipline, internal content problems, effective presentation means of imparting knowledge, current up-to-date information, curriculum development, new approaches and developments in classroom practice, substantive immediate problems and needs that want clarification etc. What generally goes along with these more personal and intimate concerns is the fact that the teacher is looking for reassurances and affirmation that his teaching is effective and perhaps meritworthy in his own eyes. In-service training has become an established facet in all walks of life. The importance, however, is not so much in-service training but renewal. In this respect it is not so much the concept of overhauling knowledge. but rather harnessing and directing teachers' abilities through shared experiences and information, by providing new information, assessing it by fresh or new viewpoints and to stimulate each other to look at different approaches to old or freshly experienced problems. These facets can be reduced to on-going or continuing or adult or informal or non-formal education. A dualway communication between members of the teaching profession is necessary to fulfil the needs of renewal or continuing education. This fulfilment has been embodied in the concert in what is nowadays called 'teachers' centres'. The possessive form denotes that it belongs to teachers -from teachers for teachers by teachers. An informal training ground is established to strengthen the ability of teachers to help them meet their professional, personal and school objectives. It provides the additional support and assurances which the traditional formal in-service courses cannot normally supply. The uniqueness and force of teachers' centres lie therein that the practicing teachers themselves identify problem areas and co-ordinate with the centres to arrange whatever is necessary to bridge these problems. The basic philosophy underlying a teachers' centre is to remove boundaries between all educational institutions and those who practise teaching. These boundaries tend to lead to inflexibility and unnatural attitudes in a field where understanding, mutual acceptance of differences in leaching approaches and awareness of the contribution each can make to better teaching practices, are desirable. There are no reliable definitions of teachers' centres. The possessive form 'teachers' centres' implies that it implicates, from the roots upwards, everyone who is directly concerned with teaching. This in turn implies that whatever is presented at a teachers' centre has been identified either as a need, a problem area or as a renewal in the educational field as well as desire to improve on existing abilities or provide for a lack or shortcoming in knowledge, methodology, etc. by the practicing teachers themselves. This act of 'renewal' takes place informally, in an atmosphere where the abstract fear of officialdom is negated by a sense of acceptance together with a spirit of communicativeness, charitability, professional conviction and in a supportive learning environment. As in any organisation there has to be a structured system to meet and execute its requirements and objectives. Although most teachers are not neophytes and they realise through experience and recognise that they have considerable knowledge and expertise about their work, clear purposes for the operation of the teachers' centre should be set and parameters established to meet and conform to local and departmental goals and objectives. In fact, there has to be a structured approach to allow teachers' centres to become a life-giving source to teachers. The benefits to the teachers for their investment of, time, ideas, energy, sharing of expertise in a wide and varying field depend upon the strength of the centre. There has to be programmed planning. Teachers' centres can only justify their existence through the services they render. Activities or programmes are planned around teachers' expressed interests and perceptions of their own and others' staff developmental needs. Teachers work collaboratively on a common need or interest they have identified or have been led to identify. This collaboration is very important for the development of new attitudes to own resourcefulness and expertise. If teachers are given enough time and support they are in the best position to realise and to accept their own needs and seek help in solving them. In essence the teachers' centre is a support system for teachers who lean on the elements of the system Which traditional in-service training generally does not offer. Teachers' centres can effectively respond to teachers' individualised needs which are not easily accommodated in university, college or in-service based programmes. But, quality programmes do not just happen, but are the result of a many-faceted and deliberate process of programme development. The programme should be a learning exchange and the needs that are established should be largely community needs and grow out of the local talent as far as possible. Discovering needs and establishing them are as essential for planning a dynamic programme as finding someone who can verbalise and concretise the need and present it in such a manner that the teachers can relate to each other. To establish a need is also to establish a talent for fulfilling it. Various ways of discerning and establishing needs are available, viz. formal means, e. g. correspondence, or informal means, e. g. personal contact arranged in a relaxed atmosphere. Through personal contact the teachers can be guided to articulate their needs. Once a contact has been firmly established, maintained and followed up, it leads to the achievement of personal and professional goals, for career advancement and improved performance in classroom practice. All in all, the teachers' centre is more than the normal organisation; it is a network of professionally qualified teachers and others devoted to the educational task, either by discerning needs or by giving their talents. The manner in which it is done conveys the true identity of the centre. Contrary to the popular belief, the centre is not necessarily a place, but people. Wherever a programme on educational matters is administered and co-ordinated by the teachers' centre on the conditions outlined above, as such the teachers' centre concept is functioning, no matter whether it is in the building which houses the offices of the entire head, staff and resources or in a small rural school building. The teachers' centre per se is a concept and attributable to the philosophy underlying all teachers' centres. Although teachers' centres are unique in their own right as to their structure, performance and execution, they are recognised by the philosophy they reflect: * to fulfil the immediate and actual professional needs of practicing teachers by any means which are viable; * to provide and encourage interaction between teachers from all walks of the educational field. i.e. from beginner-teachers to educationalists in academic positions and others holding executive statuses In the organisatlon of education departments: * to strengthen the liaison between the various educational institutions, i.e. from pre-primary to tertiary educational institutions; * to delve into and to exploit the enormous expectancy and experience represented by the teaching corps; * to create a neutral arena where teachers feel free from officialdom, where a spirit of acceptance and sharing exists, where goodwill and professional conviction are prevalent, and where ideas, advice and ideals are shared in the establishment of sound classroom practices in various subject disciplines. The concept of the teachers' centre is still relatively new. The danger which exists is that teachers may consider the centre as a panacea for all their problems which is not the case. Without stifling anything that comes in. the need for filtering requests is a very pertinent one. Whenever people are concerned with their profession and are earnest in their task delineation, there is no such thing as an unimportant question or a superficial request. Every question or request sent in must be researched carefully. Surface statements of requests may conceal very substantive problems because they were initially ineptly phrased or formulated. Rephrasing a request or letting a neutral subject workgroup consider it may cast new light on it or reveal new dimensions. Assessing the needs of practicing teachers is a major priority, but on the same level, presenting programmes to accommodate these needs, is another major function of the centre. The integration of theory and practice strengthens the teachers' ability. Teaching competence in general or specialised areas of interest are improved when co-operating teachers, colleagues from colleges of education and university lecturers have the opportunity to share their knowledge and skills in these areas. This co-operation may lead to such matters as pre-service requirements, informal, non-formal, continuing education, curriculum development, evaluation procedures and the refinement of educational matters in general. Working together to derive workable solutions to both theory and practice, the constant exchange and debate of theories, ideas, strategies, implementation of various educational resources, etc., may enable both sides of the profession (theorists and practitioners) to understand each other better, provided educational biases are set aside. In the midst of all this is the person responsible for giving substance to an organisation to fulfil all the requirements stated above. Vere de Vault, et al. (1979:166) states that the warden (head of the centre) has a major influence on the nature of the centre as every centre has its own character "... while at the same time maintaining certain thematic consistencies with other centres across the country". It was found during the research that many sources support the opinion that the head of a centre determines the configuration of his centre. No one has made a clear distinction of what the tasks of such a head entail. In fact, no source has even attempted to formulate a defInition of a centre, or what is required of the person (warden, director, supervisor, administrator, head) who is to organise, administer and conduct such a centre. Some even make it quite clear that no attempt should even be made to try lo de fine a teachers' centre or the person who is to head it. Such attempts would reduce the centre to something which could lose its appeal for teachers. In the investigation to determine and to delineate to a certain extent the various tasks a head of a teachers' centre must perform. one fact has become crystal clear. There are certain 'thematic consistencies' among the various centres across the world and in the RSA. Yet, each centre has a character of its own and has certain individual traits that makes it uniquely different from any other centre. This difference is ascribed to the head of the centre who conducts it in accordance with his own individual managerial style, the demographical insight he has of his region and teachers and his personal dealings with the teacher contact groups he has succeeded in establishing to advise him in his task. A questionnaire was sent out to the teachers' centres in the RSA. A study of their replies has revealed a picture of the manner in which the respective heads of centres manage their centres. Although a clear line can be drawn through the already universally established concepts of good managementship, each centre head also revealed his particular approach and individual style. At the same time, however, it was possible to find similarities which have been taken up in a diagrammatical representation of the head’s task. The suggested guidelines are in no manner prescriptive. It gives a global insight into what has been revealed by a study of the relevant literature and the empirical investigation that the management of a teachers' centre is a very complex and intricate operation that entails many factors. Amongst these are the teachers with whom the centre head has to work. Short descriptions of the three major types of teachers are given. viz. the committed, the apathetic and the teacher with a stressful personality. Some of their characteristics are outlined. Descriptions of eight managerial styles are given which should be applicable to a teachers' centre. The four main managerial functions which can be considered to be universal planning, organisation, control, leadership are explained. Each has in essence various built-in characteristics. e.g. communication, motivation, style of leadership, delegation, decision-making, etc. Particular emphasis was placed on the creation of an 'ethos' of an organisation's culture. In no way, however, either in the guidelines revealed or in the diagram presented, has any attempt been made to be prescriptive. This would have been a futile exercise. Suggestions for further research on teachers' centres and for teaching in general have been made in the last chapter. The research has to be followed up for it has already been claimed by a number of sources that the teachers' centres have definitely brought about a change in the professional growth and attitude of teachers towards their work. No empirical evidence exists to support these claims. Most important of all has been the researcher's viewpoint that the head of a centre must hold certain Christian values, not because of the Education Act. No 39 of 1967, but because of the moral implications of human relationships in the organisation. Garnering or generating knowledge is not a final requirement. The qualities, norms, and spiritual welfare take precedence over all other human activities. The Christian teacher must inculcate Christian values in the child or procreate the Christian values already instilled by Christian parents. The head of the centre's educational objective is adjusted to the Scriptural view of the origin, nature and ultimate destination of man. / Proefskrif (DEd)--PU vir CHO, 1984

The performance of the teacher is one of the most critical factors among the variables within the responsibilities of the schools. It is a truism to state that the potential for teachers to influence pupil learning is very high. Teachers, therefore, bearing in mind such factors as the relative influence of parents, siblings, friends, neighbours, the media etc. are in the best position to optimise the pupils' capabilities for learning. Improving teaching, taking into consideration the very substantial clichés on technology, the knowledge explosion, the problem of ascertaining the tangibility of teaching within a specified period and the variances in teacher and pupil characteristics is a difficult, very complicated and demanding task. The overall importance of the teacher's performance constitutes, therefore, a strong reason to meet the challenge of the changing times. It is difficult to provide good teacher training -to build on this basis is not a simple task. In-service training in an already complex situation has become so important that it brings additional facets to programmes of staff development. Specialised subject approaches which demand specialised training, demand that teachers ought to relate even better to their own content areas and specialised departments. As a consequence, broadly speaking, generic training for teachers fails to provide help with their specialised concerns, especially as regards methodology. Official in-service training programmes often do not solve the more intimate problems of teachers, viz. discipline, internal content problems, effective presentation means of imparting knowledge, current up-to-date information, curriculum development, new approaches and developments in classroom practice, substantive immediate problems and needs that want clarification etc. What generally goes along with these more personal and intimate concerns is the fact that the teacher is looking for reassurances and affirmation that his teaching is effective and perhaps meritworthy in his own eyes. In-service training has become an established facet in all walks of life. The importance, however, is not so much in-service training but renewal. In this respect it is not so much the concept of overhauling knowledge. but rather harnessing and directing teachers' abilities through shared experiences and information, by providing new information, assessing it by fresh or new viewpoints and to stimulate each other to look at different approaches to old or freshly experienced problems. These facets can be reduced to on-going or continuing or adult or informal or non-formal education. A dualway communication between members of the teaching profession is necessary to fulfil the needs of renewal or continuing education. This fulfilment has been embodied in the concert in what is nowadays called 'teachers' centres'. The possessive form denotes that it belongs to teachers -from teachers for teachers by teachers. An informal training ground is established to strengthen the ability of teachers to help them meet their professional, personal and school objectives. It provides the additional support and assurances which the traditional formal in-service courses cannot normally supply. The uniqueness and force of teachers' centres lie therein that the practicing teachers themselves identify problem areas and co-ordinate with the centres to arrange whatever is necessary to bridge these problems. The basic philosophy underlying a teachers' centre is to remove boundaries between all educational institutions and those who practise teaching. These boundaries tend to lead to inflexibility and unnatural attitudes in a field where understanding, mutual acceptance of differences in leaching approaches and awareness of the contribution each can make to better teaching practices, are desirable. There are no reliable definitions of teachers' centres. The possessive form 'teachers' centres' implies that it implicates, from the roots upwards, everyone who is directly concerned with teaching. This in turn implies that whatever is presented at a teachers' centre has been identified either as a need, a problem area or as a renewal in the educational field as well as desire to improve on existing abilities or provide for a lack or shortcoming in knowledge, methodology, etc. by the practicing teachers themselves. This act of 'renewal' takes place informally, in an atmosphere where the abstract fear of officialdom is negated by a sense of acceptance together with a spirit of communicativeness, charitability, professional conviction and in a supportive learning environment. As in any organisation there has to be a structured system to meet and execute its requirements and objectives. Although most teachers are not neophytes and they realise through experience and recognise that they have considerable knowledge and expertise about their work, clear purposes for the operation of the teachers' centre should be set and parameters established to meet and conform to local and departmental goals and objectives. In fact, there has to be a structured approach to allow teachers' centres to become a life-giving source to teachers. The benefits to the teachers for their investment of, time, ideas, energy, sharing of expertise in a wide and varying field depend upon the strength of the centre. There has to be programmed planning. Teachers' centres can only justify their existence through the services they render. Activities or programmes are planned around teachers' expressed interests and perceptions of their own and others' staff developmental needs. Teachers work collaboratively on a common need or interest they have identified or have been led to identify. This collaboration is very important for the development of new attitudes to own resourcefulness and expertise. If teachers are given enough time and support they are in the best position to realise and to accept their own needs and seek help in solving them. In essence the teachers' centre is a support system for teachers who lean on the elements of the system Which traditional in-service training generally does not offer. Teachers' centres can effectively respond to teachers' individualised needs which are not easily accommodated in university, college or in-service based programmes. But, quality programmes do not just happen, but are the result of a many-faceted and deliberate process of programme development. The programme should be a learning exchange and the needs that are established should be largely community needs and grow out of the local talent as far as possible. Discovering needs and establishing them are as essential for planning a dynamic programme as finding someone who can verbalise and concretise the need and present it in such a manner that the teachers can relate to each other. To establish a need is also to establish a talent for fulfilling it. Various ways of discerning and establishing needs are available, viz. formal means, e. g. correspondence, or informal means, e. g. personal contact arranged in a relaxed atmosphere. Through personal contact the teachers can be guided to articulate their needs. Once a contact has been firmly established, maintained and followed up, it leads to the achievement of personal and professional goals, for career advancement and improved performance in classroom practice. All in all, the teachers' centre is more than the normal organisation; it is a network of professionally qualified teachers and others devoted to the educational task, either by discerning needs or by giving their talents. The manner in which it is done conveys the true identity of the centre. Contrary to the popular belief, the centre is not necessarily a place, but people. Wherever a programme on educational matters is administered and co-ordinated by the teachers' centre on the conditions outlined above, as such the teachers' centre concept is functioning, no matter whether it is in the building which houses the offices of the entire head, staff and resources or in a small rural school building. The teachers' centre per se is a concept and attributable to the philosophy underlying all teachers' centres. Although teachers' centres are unique in their own right as to their structure, performance and execution, they are recognised by the philosophy they reflect: * to fulfil the immediate and actual professional needs of practicing teachers by any means which are viable; * to provide and encourage interaction between teachers from all walks of the educational field. i.e. from beginner-teachers to educationalists in academic positions and others holding executive statuses In the organisatlon of education departments: * to strengthen the liaison between the various educational institutions, i.e. from pre-primary to tertiary educational institutions; * to delve into and to exploit the enormous expectancy and experience represented by the teaching corps; * to create a neutral arena where teachers feel free from officialdom, where a spirit of acceptance and sharing exists, where goodwill and professional conviction are prevalent, and where ideas, advice and ideals are shared in the establishment of sound classroom practices in various subject disciplines. The concept of the teachers' centre is still relatively new. The danger which exists is that teachers may consider the centre as a panacea for all their problems which is not the case. Without stifling anything that comes in. the need for filtering requests is a very pertinent one. Whenever people are concerned with their profession and are earnest in their task delineation, there is no such thing as an unimportant question or a superficial request. Every question or request sent in must be researched carefully. Surface statements of requests may conceal very substantive problems because they were initially ineptly phrased or formulated. Rephrasing a request or letting a neutral subject workgroup consider it may cast new light on it or reveal new dimensions. Assessing the needs of practicing teachers is a major priority, but on the same level, presenting programmes to accommodate these needs, is another major function of the centre. The integration of theory and practice strengthens the teachers' ability. Teaching competence in general or specialised areas of interest are improved when co-operating teachers, colleagues from colleges of education and university lecturers have the opportunity to share their knowledge and skills in these areas. This co-operation may lead to such matters as pre-service requirements, informal, non-formal, continuing education, curriculum development, evaluation procedures and the refinement of educational matters in general. Working together to derive workable solutions to both theory and practice, the constant exchange and debate of theories, ideas, strategies, implementation of various educational resources, etc., may enable both sides of the profession (theorists and practitioners) to understand each other better, provided educational biases are set aside. In the midst of all this is the person responsible for giving substance to an organisation to fulfil all the requirements stated above. Vere de Vault, et al. (1979:166) states that the warden (head of the centre) has a major influence on the nature of the centre as every centre has its own character "... while at the same time maintaining certain thematic consistencies with other centres across the country". It was found during the research that many sources support the opinion that the head of a centre determines the configuration of his centre. No one has made a clear distinction of what the tasks of such a head entail. In fact, no source has even attempted to formulate a defInition of a centre, or what is required of the person (warden, director, supervisor, administrator, head) who is to organise, administer and conduct such a centre. Some even make it quite clear that no attempt should even be made to try lo de fine a teachers' centre or the person who is to head it. Such attempts would reduce the centre to something which could lose its appeal for teachers. In the investigation to determine and to delineate to a certain extent the various tasks a head of a teachers' centre must perform. one fact has become crystal clear. There are certain 'thematic consistencies' among the various centres across the world and in the RSA. Yet, each centre has a character of its own and has certain individual traits that makes it uniquely different from any other centre. This difference is ascribed to the head of the centre who conducts it in accordance with his own individual managerial style, the demographical insight he has of his region and teachers and his personal dealings with the teacher contact groups he has succeeded in establishing to advise him in his task. A questionnaire was sent out to the teachers' centres in the RSA. A study of their replies has revealed a picture of the manner in which the respective heads of centres manage their centres. Although a clear line can be drawn through the already universally established concepts of good managementship, each centre head also revealed his particular approach and individual style. At the same time, however, it was possible to find similarities which have been taken up in a diagrammatical representation of the head’s task. The suggested guidelines are in no manner prescriptive. It gives a global insight into what has been revealed by a study of the relevant literature and the empirical investigation that the management of a teachers' centre is a very complex and intricate operation that entails many factors. Amongst these are the teachers with whom the centre head has to work. Short descriptions of the three major types of teachers are given. viz. the committed, the apathetic and the teacher with a stressful personality. Some of their characteristics are outlined. Descriptions of eight managerial styles are given which should be applicable to a teachers' centre. The four main managerial functions which can be considered to be universal planning, organisation, control, leadership are explained. Each has in essence various built-in characteristics. e.g. communication, motivation, style of leadership, delegation, decision-making, etc. Particular emphasis was placed on the creation of an 'ethos' of an organisation's culture. In no way, however, either in the guidelines revealed or in the diagram presented, has any attempt been made to be prescriptive. This would have been a futile exercise. Suggestions for further research on teachers' centres and for teaching in general have been made in the last chapter. The research has to be followed up for it has already been claimed by a number of sources that the teachers' centres have definitely brought about a change in the professional growth and attitude of teachers towards their work. No empirical evidence exists to support these claims. Most important of all has been the researcher's viewpoint that the head of a centre must hold certain Christian values, not because of the Education Act. No 39 of 1967, but because of the moral implications of human relationships in the organisation. Garnering or generating knowledge is not a final requirement. The qualities, norms, and spiritual welfare take precedence over all other human activities. The Christian teacher must inculcate Christian values in the child or procreate the Christian values already instilled by Christian parents. The head of the centre's educational objective is adjusted to the Scriptural view of the origin, nature and ultimate destination of man. / Proefskrif (DEd)--PU vir CHO, 1984

The aim of this study was to determine the influence of non-cognitive factors on the academic achievement of student teachers. Two methods of enquiry were used to investigate the influence of non-cognitive factors on students. (i) A study of the literature was made to establish the different views on the relative influence of cognitive and non-cognitive factors on academic achievement. (ii) An empirical method was used to determine the influence of different independent variables (non-cognitive factors) on the academic achievement of student teachers. An ex post facto approach was used. The experimental group was the 1981-intake of first year students at the PU for CHE who completed their studies at the end of 1984. The measuring instruments used, were the standard 10--exams, the 19 Field Interest Inventory and the PHSF Relations Questionnaire. With the aid of these psychometric tests an attempt was made to predict academic achievement. The validity and reliability of each of the measuring instruments are covered in this study and it was found that they are valid and reliable in all cases. The literature indicates that both cognitive and non-cognitive factors play an important role in academic success. Fran the literature extracts were taken to explain intelligence and aptitude. The discussion of the influence of certain non-cognitive factors on academic success includes the following important aspects: study habits, study methods, study skills, study guidance, study attitude, achievement motivation, personality factors, interest, emotionality, self-concept, age, sex, extra mural activities, physical factors and the environment of the student. According to the empirical study the following findings are of importance: With 34 independent variables the contribution to R2 was 51,5%. Then a selection of variables was made. Fifteen independent variables were used. These 15 variables contributed 35,3% to R2. The eleven best variables which were determined by means of the Cp-criterium, contributed 58,5%, to R2. These variables were: (i) The 19 Field Interest Inventory (a) Fine arts (b) Clerical (c) Performing arts (d) Numerical (e) Practical-Female (f) Service (ii) The PHSF Relations Questionnaire (a) Self-esteem (b) Self-control (c) Health (d) Sociability G (e) Moral sense The empirical study makes it quite clear that all the independent variables (non-cognitive factors) have an influence on the academic achievement of student teachers. As it has been determined in this investigation that non-cognitive factors have an influence on academic achievement, the conclusion is reached that students who are subject to positive non-cognitive factors achieve better academic success than those students who work under negative non-cognitive circumstances. / Thesis (MEd)--PU vir CHO, 1986

It was the purpose of this study to evaluate teacher training in physical education in the Junior Primary course in the various teachers training colleges in the Republic of South Africa and South West Africa. Such a study required descriptive research. A literature study of the development of the child in the junior primary school classes (between the the ages of six and nine years) was conducted. This developmental scheme is discussed under the headings of the physical, perceptual-motor, emotional, social and cognitive development of the child. Many researchers have pointed out that the importance of movement in the child's early learning experiences cannot be over emphasized. Lack of a movement repertoire during childhood can have serious ramifications, for it is through participation in locomotor skills that much of the social and emotional development of childhood is shaped. The preliminary stages of all fundamental motor skills are commonly established before the sixth year. It has been determined that the progression from level to level in these patterns depends on ample opportunity for practice under guidance. A survey was conducted in which the questionnaire method was mainly used. This produced the following results. Physical education is presented as a subject in the junior primary curriculum by all the teachers training colleges. The syllabuses of physical education as a subject in the junior primary course vary widely. Also, in some cases it is a compulsory and in others a specialisation subject. This lack of uniformity among the various teachers training colleges also applies to the duration of training, amount of periods allocated, as well as the content of the course. It is recommended that physical education be implied as a compulsory subject of the junior primary course of all teacher training colleges in the Republic of South Africa and South West Africa. The duration of training should be three years, with a minimum of forty training hours per year. A model is proposed of the theoretical and practical contents of physical education as a compulsory subject of the junior primary course. It is recommended that institutions which train teachers should provide opportunities for the understanding of motor development, if perspective teachers are to utilize this knowledge in their teaching. / Thesis (MA (Menslike Bewegingskunde))--PU vir CHO, 1988

Thesis (MEd)--PU vir CHO

This investigation has been undertaken to determine whether a correlation exists between the cognitive factors, final standard ten examination mark and aptitude, as measured by the Senior Aptitude Test on the one hand and academic achievement in HDE-post graduate in the Humanities field of study on the other hand. For this investigation the test group was the 1981-intake of students at the PU for CHE who studied in the hutr.ani ties field of study and completed their studies at the end of 1984. The theoretical background of the investigation was obtained by the study of authoritative literature regarding the cognitive and non-cognitive factors which have an influence on academic achievement. An ex post facto-approach was used for the experimental design. The data used was obtained from the Senior Aptitude Test and the final standard ten examin8.tion marks of the students concerned as well as their final academic achievement in the HDE-post graduate course. The data has been analysed by means of a computer programme. Multiple linear regression analysis was used to determine the combined and individual influence of the independant variables (Senior Aptitude Test and final standard ten examination mark) on the dependant variable (HDE-achievement). From the results of the investigation it becomes clear that the combined and separate influence of the independant variables on the dependant variable is very low and of no significant practical value for the prediction of academic success. The conclusion can thus not be drawn that the Senior Aptitude Test and final standard ten examination mark are good predictors of academic achievement in a post graduate HDE-course in the humanities field of study. Various factors, cognitive as well as non-cognitive, should be used in combination for the best prediction of academic achievement at tertiary level. / Thesis (MEd)--PU vir CHO, 1986