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.

Adolescents face many challenges in their communities, families and individually during the complex developmental stage of adolescence. It is during this time that their sense of self and an identity apart from their parents become more strongly developed and they become more autonomous. As adolescents separate more and more from their parents they move progressively towards their peer relationships, which is an important part of identity formation. However, during this period they are exposed to many healthy and unhealthy influences in the community, especially when engaging with their peers and other social structures outside of the family. During childhood they were less likely to engage in undesirable or risk behaviour for fear of disapproval and rejection from their parents but during adolescence there is a strong need for approval from their peers, who might engage in and encourage risk behaviour. Effective coping strategies can be an important protective factor aiding them in making the right choices and decisions and resisting peer pressure. Previously, many models of adolescent coping have been taken from coping studies done with adults, which have not accounted for the developmental differences between adults and adolescents. Now as literature on coping with regards to adolescence is growing, the studies often ignore religious coping strategies and their potential impact on functioning. Yet, recent data suggests that religious behaviour and beliefs have a protective influence that moderates the impact of adverse interpersonal life events and social adversity as well as physical and mental health. Thus, this qualitative study applied case study methods to explore and describe the different coping strategies used by a group of church-going adolescents from branches of a non-denominational church in Durban. Ethical approval for the study was obtained from the North-West University and informed consent was obtained from the parents and the adolescent minors before they participated in the study. Data was collected using a visual representation technique, two individual interviews and a focus group discussion with twelve participants. The data was analysed using thematic analysis and three main themes and various subthemes emerged. The first theme was understanding of coping as indicated by participants while the second theme identified the sources of their coping strategies and the third theme involved their specific coping strategies, which included religion, leisure activities, physical coping, social support systems, creativity and behaviour. These findings provide a greater understanding of the coping strategies and modalities used by church-going adolescents. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Adolescents face many challenges in their communities, families and individually during the complex developmental stage of adolescence. It is during this time that their sense of self and an identity apart from their parents become more strongly developed and they become more autonomous. As adolescents separate more and more from their parents they move progressively towards their peer relationships, which is an important part of identity formation. However, during this period they are exposed to many healthy and unhealthy influences in the community, especially when engaging with their peers and other social structures outside of the family. During childhood they were less likely to engage in undesirable or risk behaviour for fear of disapproval and rejection from their parents but during adolescence there is a strong need for approval from their peers, who might engage in and encourage risk behaviour. Effective coping strategies can be an important protective factor aiding them in making the right choices and decisions and resisting peer pressure. Previously, many models of adolescent coping have been taken from coping studies done with adults, which have not accounted for the developmental differences between adults and adolescents. Now as literature on coping with regards to adolescence is growing, the studies often ignore religious coping strategies and their potential impact on functioning. Yet, recent data suggests that religious behaviour and beliefs have a protective influence that moderates the impact of adverse interpersonal life events and social adversity as well as physical and mental health. Thus, this qualitative study applied case study methods to explore and describe the different coping strategies used by a group of church-going adolescents from branches of a non-denominational church in Durban. Ethical approval for the study was obtained from the North-West University and informed consent was obtained from the parents and the adolescent minors before they participated in the study. Data was collected using a visual representation technique, two individual interviews and a focus group discussion with twelve participants. The data was analysed using thematic analysis and three main themes and various subthemes emerged. The first theme was understanding of coping as indicated by participants while the second theme identified the sources of their coping strategies and the third theme involved their specific coping strategies, which included religion, leisure activities, physical coping, social support systems, creativity and behaviour. These findings provide a greater understanding of the coping strategies and modalities used by church-going adolescents. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Please read the abstract in the dissertation. / Dissertation (MA)--University of Pretoria, 2013. / Psychology / unrestricted

Teacher self-efficacy beliefs (TSE) are an important attribute of effective teachers. Teacher efficacy refers to a teacher‘s belief in his or her abilities to bring about valued outcomes of engagement and learning among learners, including difficult or unmotivated learners. English Second Language (ESL) reading seems to be a substantial problem in Namibia. This research aimed to explore rural Namibian grade 4-6 teachers‘ self-efficacy beliefs regarding the teaching of ESL reading. The research was based on Bandura (1997)‘s well-known four sources of self-efficacy, and the Linnenbrink and Pintrich (2003) engagements to focus on aspects which influence teachers‘ TSE with regard to teaching reading. The researcher formed assumptions from the epistemological premises and followed an interpretive approach. A non-probability sampling method was used to select the eight teachers within the four schools of the nearby circuit. The data were collected qualitatively by means of in-depth interviews in order to gather data from teachers‘ individual experiences about intermediate learners‘ low reading skills and teaching reading. Data were analysed and interpreted using Atlas.ti ™. The purpose of this research was to identify issues regarding rural Namibian teachers‘ self-efficacy beliefs that relate to teaching English Second Language (ESL) reading. The rationale for this study was to identify gaps related to teachers‘ SEBs and to make suggestions to improve teachers SEB‘s. The researcher identified a fifth source, the school environment, as another source that influences teachers‘ SEBs regarding teaching reading. Since the school environment is an additional source of self-efficacy the researcher recommend further research that can establish evidence on how school environment influences SEBs with regard to reading achievements. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

Teacher self-efficacy beliefs (TSE) are an important attribute of effective teachers. Teacher efficacy refers to a teacher‘s belief in his or her abilities to bring about valued outcomes of engagement and learning among learners, including difficult or unmotivated learners. English Second Language (ESL) reading seems to be a substantial problem in Namibia. This research aimed to explore rural Namibian grade 4-6 teachers‘ self-efficacy beliefs regarding the teaching of ESL reading. The research was based on Bandura (1997)‘s well-known four sources of self-efficacy, and the Linnenbrink and Pintrich (2003) engagements to focus on aspects which influence teachers‘ TSE with regard to teaching reading. The researcher formed assumptions from the epistemological premises and followed an interpretive approach. A non-probability sampling method was used to select the eight teachers within the four schools of the nearby circuit. The data were collected qualitatively by means of in-depth interviews in order to gather data from teachers‘ individual experiences about intermediate learners‘ low reading skills and teaching reading. Data were analysed and interpreted using Atlas.ti ™. The purpose of this research was to identify issues regarding rural Namibian teachers‘ self-efficacy beliefs that relate to teaching English Second Language (ESL) reading. The rationale for this study was to identify gaps related to teachers‘ SEBs and to make suggestions to improve teachers SEB‘s. The researcher identified a fifth source, the school environment, as another source that influences teachers‘ SEBs regarding teaching reading. Since the school environment is an additional source of self-efficacy the researcher recommend further research that can establish evidence on how school environment influences SEBs with regard to reading achievements. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

Teachers tend to use traditional teaching methods, even though young learners are more digitally oriented. The purpose of this study was to analyse teachers' understanding and practices in grade R classes to clarify their use of digital play for language acquisition. The participants consisted of eight grade R teachers at one selected primary school in an urban area that had access to digital technology. Bronfenbrenner's ecological systems theory as a theoretical framework informed this study. This qualitative single case study generated data from teacher participants and their interaction with the learners. The data generation included semi-structured individual interviews, focus group interviews, and non-participant observations. Analyses to answer the research questions were conducted by means of thematic analysis. The main finding was that grade R teachers have some knowledge and understanding of digital play and they are willing to try new games, but they feel they need to know more about digital technology and the use of digital games for language acquisition. Recommendations include the need for the development of more digital games relevant to language acquisition and for teachers to adopt relevant pedagogies to benefit from available digital games. A similar study in a rural area and a comparison between this study and such a study will then be useful in determining teachers' understanding and use of digital play for language acquisition. / Onderwysers is geneig om tradisionele onderrigmetodes te gebruik, selfs al is jong leerders meer digitaal georiënteerd. Die doel van hierdie studie was om onderwysers se begrip en praktyke in graad R-klasse te ontleed, om hul gebruik van digitale spel vir taalverwerwing duidelik te maak. Die deelnemers het bestaan uit agt graad R-onderwysers by een uitgesoekte laerskool in ʼn stedelike gebied, met toegang tot digitale tegnologie. Hierdie studie is geïnspireer deur Bronfenbrenner se ekologiese stelselteorie as ʼn teoretiese raamwerk. Hierdie kwalitatiewe enkelgevallestudie het data van onderwyser-deelnemers en hul interaksie met die leerders gegenereer. Die datagenerering het halfgestruktureerde individuele onderhoude, fokusgroeponderhoude en niedeelnemer-waarnemings ingesluit. Die vernaamste gevolgtrekking was dat graad R-onderwysers oor ʼn mate van kennis en begrip van digitale spel beskik en dat hulle bereid is om nuwe speletjies te probeer, maar hulle voel hulle behoort meer te weet van digitale tegnologie en die gebruik van digitale speletjies vir taalverwerwing. Aanbevelings sluit in: die behoefte aan die ontwikkeling van meer digitale speletjies wat op taalverwerwing betrekking het; en dat onderwysers tersaaklike pedagogieë moet inspan om uit die beskikbare digitale speletjies voordeel te trek. ʼn Soortgelyke studie in ʼn landelike gebied en ʼn vergelyking tussen hierdie studie en so ʼn studie sal dan nuttig wees om onderwysers se begrip en gebruik van digitale spel vir taalverwerwing te bepaal. / Barutiši ba na le go šomiša mekgwa ya sekgale ya go ruta, le ge e le gore baithuti ba baswa ba na le tsebo ya theknolotši. Morero wa nyakišišo ye e be e le go sekaseka mašomelo le kwešišo ya barutiši ka diphapošing tša kreiti R go hlalosa tšhomišo ya bona ya papadi ya ditšitale ya go ithuta polelo. Bakgathatema ba bopilwe ke barutiši ba seswai ba kreiti R sekolong se se kgethilwego sa poraemari ka nagasetoropong seo se nago le theknolotši ya ditšitale. Teori ya mekgwa ya ekolotši ya Bronfenbrenner bjalo ka foreimiweke ya teori e thekgile nyakišišo ye. Kheisesetati ye e tee ya khwalithethifi e tšweleditše datha go tšwa go bakgathatema ba e lego barutiši le kopano ya bona le baithuti. Tšweletšo ya datha e akareditše dipoledišano tša motho o tee ka o tee tša go beakanywa seripa, dipoledišano tša go nepiša sehlopha, le ditlhokomelo tša ba go se kgathe tema. Ditshekatsheko go araba dipotšišo tša dinyakišišo di dirilwe ka go šomiša tshekatsheko ya thematiki. Kutullo ye kgolo e bile gore barutiši ba kreiti R ba na le tsebo le kwešišo ye nyane ya papadi ya ditšitale le gore ba rata go leka dipapadi tše diswa, eupša ba kwa ba nyaka go tseba tše ntši ka ga theknolotši ya ditšitale le tšhomišo ya dipapadi tša ditšitale tša go ithuta polelo. Ditšhišinyo di akaretša nyakego ya tlhabollo ya dipapadi tša ditšitale tše ntši tša maleba go ithuteng polelo le gore baithuti ba amogela serutiši sa maleba gore ba holege dipapading tša ditšitale. Nyakišišo ye bjalo nagamagaeng le papišo gare ga nyakišišo ye le nyakišišo ye bjalo gona e tla ba le mohola taetšong ya kwešišo ya barutiši le tšhomišo ya papadi ya ditšitale ya go ithuta polelo. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)