Inligting en kommunikasietegnologie (IKT) vorm ‘n belangrike komponent van effektiewe onderrig en leer. Ten spyte van die gedokumenteerde voordele wat IKT vir onderrig en leer inhou, bly IKT–integrering in skole steeds gebrekkig. Die implementering van IKT om onderrig en leer oor ‘n wye reeks van leerareas te bevorder en uit te brei, blyk ‘n groot uitdaging by meeste skole te wees. Faktore soos fiskale verpligtinge, ruimtelike hindernisse, ondoeltreffende en gebrekkige infrastruktuur en swak koördinering ondermyn meeste pogings tot effektiewe en volhoubare IKT–gebruik. Onderwysers wat begin het om IKT in hul onderrigpraktyke toe te pas, verlang verskillende vorms van ondersteuning, insluitend die van tegniese en implementeringsondersteuning. Die SITES modules help om die pad na volhoubare IKT–gebruik in Suid–Afrika aan te dui deur die vernaamste studies plaaslik en internasionaal uiteen te sit, beste praktyke te beklemtoon en die noodsaaklikheid van tegnologiekoördineerders te bevestig. Die doel van die navorsing is gefokus op die rol wat die tegnologiekoördineerder vertolk in die implementering en benutting van IKT in Suid Afrikaanse skole. Hierdie inligting kan nuttig wees om huidige onderrig en leerpraktyke in oënskou te neem en om ingeligte besluite rakende effektiewe en volhoubare IKT–gebruik in onderrig en leer te neem. Die studie is gebaseer op die bevindinge van die derde SITES studie (SITES 2006), wat ‘n internasionale kwantitatiewe opname oor die pedagogiese praktyke en gebruike van IKT met betrekking tot die 21ste eeuse leervaardighede in skole. Die studie het ‘n SDA metodologie van die Suid Afrikaanse tegnologiekoördineerders gevolg. Aangesien Suid–Afrika aan al drie studies deelgeneem het kon uit die literatuur longitudinale tendense aangedui word met betrekking tot IKT–gebruik in Suid–Afrikaanse skole. Tydens die SDA is beskrywende statistiek uitgevoer en kruistabulerings bereken om betekenisvolle korrelasies tussen veranderlikes te bepaal. Alhoewel meeste tegnologiekoördineerders aangetoon het dat die gebruik van IKT relevant is binne hulle skole, is die vlak van IKT–gebruik binne vakverband besonder laag weens talle struikelblokke wat die gebruik van IKT in skole belemmer. Daar is ‘n beperkte hoeveelheid rekenaars en skootrekenaars beskikbaar per skool. By die meeste skole tree onderwysers op as tegnologiekoördineerders wat ook dan verantwoordelikheid aanvaar vir die instandhouding van die rekenaars. Die tegnologiekoördineerder se pligte en verantwoordelikheid bestaan hoofsaaklik uit die onderrig van ander vakke en relatief min tyd word gewy aan IKTkursusse vir leerders en onderwysers, en juis daarom is die formele rol wat die tegnologiekoördineerder vertolk betreklik laag. Hoewel onderwysers in die meeste skole optree as tegnologiekoördineerders, ontvang hulle kommerwekkend min professionele onderwysersontwikkeling (POO). Die studie toon aan dat onderwysers onvoldoende tegniese ondersteuning ontvang. Tegnologiekoördineerders het betreklik min periodes per week tot hul beskikking om IKT–ondersteuning aan te bied. Prakties betekenisvolle korrelasies tussen die gebruik van IKT in die onderrig en leer van leerareas hang af van die beskikbaarheid van IKT–toerusting. Die gebruik van IKT in die onderrig en leer van leerareas, is in ‘n sekere mate afhanklik van die beskikbaarheid van IKT ondersteuning vir meeste van die verskillende aktiwiteite wat by skole plaasvind. Vir effektiewe en volhoubare IKT–gebruik is dit belangrik dat die onderwysers tegniese– en POO ontvang en dit sal vereis dat die tegnologiekoördineerder ‘n meer prominente rol vervul in Suid Afrikaanse skole. Tegnologiekoördineerders speel ‘n toonaangewende rol in die koördinering, instandhouding, ondersteuning en bemagtiging van fasiliteite en gebruikers by onderwysinstellings. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2012.

Inligting en kommunikasietegnologie (IKT) vorm ‘n belangrike komponent van effektiewe onderrig en leer. Ten spyte van die gedokumenteerde voordele wat IKT vir onderrig en leer inhou, bly IKT–integrering in skole steeds gebrekkig. Die implementering van IKT om onderrig en leer oor ‘n wye reeks van leerareas te bevorder en uit te brei, blyk ‘n groot uitdaging by meeste skole te wees. Faktore soos fiskale verpligtinge, ruimtelike hindernisse, ondoeltreffende en gebrekkige infrastruktuur en swak koördinering ondermyn meeste pogings tot effektiewe en volhoubare IKT–gebruik. Onderwysers wat begin het om IKT in hul onderrigpraktyke toe te pas, verlang verskillende vorms van ondersteuning, insluitend die van tegniese en implementeringsondersteuning. Die SITES modules help om die pad na volhoubare IKT–gebruik in Suid–Afrika aan te dui deur die vernaamste studies plaaslik en internasionaal uiteen te sit, beste praktyke te beklemtoon en die noodsaaklikheid van tegnologiekoördineerders te bevestig. Die doel van die navorsing is gefokus op die rol wat die tegnologiekoördineerder vertolk in die implementering en benutting van IKT in Suid Afrikaanse skole. Hierdie inligting kan nuttig wees om huidige onderrig en leerpraktyke in oënskou te neem en om ingeligte besluite rakende effektiewe en volhoubare IKT–gebruik in onderrig en leer te neem. Die studie is gebaseer op die bevindinge van die derde SITES studie (SITES 2006), wat ‘n internasionale kwantitatiewe opname oor die pedagogiese praktyke en gebruike van IKT met betrekking tot die 21ste eeuse leervaardighede in skole. Die studie het ‘n SDA metodologie van die Suid Afrikaanse tegnologiekoördineerders gevolg. Aangesien Suid–Afrika aan al drie studies deelgeneem het kon uit die literatuur longitudinale tendense aangedui word met betrekking tot IKT–gebruik in Suid–Afrikaanse skole. Tydens die SDA is beskrywende statistiek uitgevoer en kruistabulerings bereken om betekenisvolle korrelasies tussen veranderlikes te bepaal. Alhoewel meeste tegnologiekoördineerders aangetoon het dat die gebruik van IKT relevant is binne hulle skole, is die vlak van IKT–gebruik binne vakverband besonder laag weens talle struikelblokke wat die gebruik van IKT in skole belemmer. Daar is ‘n beperkte hoeveelheid rekenaars en skootrekenaars beskikbaar per skool. By die meeste skole tree onderwysers op as tegnologiekoördineerders wat ook dan verantwoordelikheid aanvaar vir die instandhouding van die rekenaars. Die tegnologiekoördineerder se pligte en verantwoordelikheid bestaan hoofsaaklik uit die onderrig van ander vakke en relatief min tyd word gewy aan IKTkursusse vir leerders en onderwysers, en juis daarom is die formele rol wat die tegnologiekoördineerder vertolk betreklik laag. Hoewel onderwysers in die meeste skole optree as tegnologiekoördineerders, ontvang hulle kommerwekkend min professionele onderwysersontwikkeling (POO). Die studie toon aan dat onderwysers onvoldoende tegniese ondersteuning ontvang. Tegnologiekoördineerders het betreklik min periodes per week tot hul beskikking om IKT–ondersteuning aan te bied. Prakties betekenisvolle korrelasies tussen die gebruik van IKT in die onderrig en leer van leerareas hang af van die beskikbaarheid van IKT–toerusting. Die gebruik van IKT in die onderrig en leer van leerareas, is in ‘n sekere mate afhanklik van die beskikbaarheid van IKT ondersteuning vir meeste van die verskillende aktiwiteite wat by skole plaasvind. Vir effektiewe en volhoubare IKT–gebruik is dit belangrik dat die onderwysers tegniese– en POO ontvang en dit sal vereis dat die tegnologiekoördineerder ‘n meer prominente rol vervul in Suid Afrikaanse skole. Tegnologiekoördineerders speel ‘n toonaangewende rol in die koördinering, instandhouding, ondersteuning en bemagtiging van fasiliteite en gebruikers by onderwysinstellings. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2012.

As in the case of many other local and overseas teacher-training institutions the Postgraduate Certificate of Education programme (PGCE) at the University of Pretoria is a model rich in experience. In this model 60% of the time is devoted to a school-based programme and 40% to the university-based programme. The school-based programme is presented in association with schools. The student teacher is placed in a school for a period of seven weeks and assigned to a teacher who acts as the mentor teacher. The mentor teacher serves as a the link between teaching theory and subject content and also plays a major role in the contextualisation of the classroom learning experiences. The university prescribes various tasks: mentor teacher have to stimulate the inquiry skills and reflective practices of student teachers, manage meta-communication across situation and role, manage learning tasks and create a safe and challenging learning environment to the students. The mentor teacher should therefore not only be a subject specialist in his or her field of specialisation but should also create the opportunity for student teachers to maximise their potential. In this study the focus is on the experience of the teacher taking up the role of a mentor teacher. To fulfil the role of mentor teacher implies that an exchange of identity needs to take place from teacher identity to mentor teacher identity. This prompted the following research question: What is the identity image of a mentor teacher? With subsidiary questions as <ul> <li>What are the identifying characteristics of a mentor? </li> <li>What are the identifiable dynamic processes or stressful situations that have an impact on the identity formation of a mentor?</li></ul> The research could be identified as qualitative in the interpretative paradigm. Data were collected by means of open-ended questionnaires and in-depth interviews with selected mentor teachers and student teachers. The student teachers assigned to the selected mentors were automatically included in the study. The study was repeated for over a period of three terms, each term with two different teachers and student teachers. To analyse the data, Gee’s (2000-2001) four perspectives of identity, namely nature-identity, institution-identity, discourse-identity and affinity-identity, were used as analytical framework. The results disclosed many indicators supportive of mentor-identity but no fixed mentor-identity emerged. However, the characteristics, functions and responsibilities of a successful mentor in this case study were identified. These characteristics, functions and responsibilities defining the identity of a mentor teacher, could support the school in selecting teachers to take up the role of mentor teachers. In an extended school-based teaching practice the quality of the experience, in most cases, depends on the mentor teachers' beliefs and attitude towards the task. / Thesis (PhD)--University of Pretoria, 2008. / Curriculum Studies / unrestricted

During the early 19th century, the flautist became known as a frivolous “dandy” figure whose extravagant appearance suited his light and virtuoso playing. He becomes a so-called professional virtuoso, generating his own income in the absence of aristocratic patronage while entertaining the rising bourgeois public, who demands light yet virtuoso performances. Many artists are disillusioned in this sphere where the arts seem to be reduced to something that is merely utile to the public – a form of entertainment; a social tool. The greatest concern of writers and poets is that the universal truth of their modern reality will not be expressed in art. It becomes the quest of these seemingly disempowered intellectuals to fight this tendency and to express the existential anguish, uncertainty and ennui of the modern materialist society through their art. It is against this background that the concept of the flautist as “aristocratic virtuoso” is developed. This idea opposes the concept of the “professional virtuoso” of the early 19th century. In this society where artists have to find their voice without the support of the aristocratic classes, 19th century disillusioned poet Charles Baudelaire develops the concept of a symbolic cultural aristocracy, wherein the artist is a privileged outsider “on the inside”; a spectator who takes up all of everyday existence, and transforms it into a profound poetic reality. It is with this theory in mind that I develop my thesis of the flautist as aristocratic virtuoso – a figure who captures the universal beauty of his time through his music and shares it with his audience. This dissertation is, therefore, a study of the events that brought about this re-definition of the role of the flautist in the 19th century. It explores the contribution of prominent composers, the impact of the Société Nationale de Musique Française and the French Flute School, as well as the development of the instrument. AFRIKAANS : Gedurende die vroeë 19de eeu onderskei die fluitis hom as ‘n byna windmakerige “dandy” figuur; sy fisieke voorkoms passend by sy ligte, dartelende tog uiters virtuose spel. Hierdie vroeë 19de eeuse fluitis staan bekend as die professionele virtuoos, omdat kunstenaars nie meer die beskermheerskap van die aristokrasie geniet nie, en vir hulle bestaan afhanklik word van die bourgeois publiek wat indrukwekkende, dog verteerbare vermaak van musici vereis. Verskeie kunstenaars voel vervreem in hierdie sfeer waarbinne die kunste gereduseer word tot iets wat “van nut” is vir die publiek. Die grootste kommer van skrywers en digters is dat dit wat van universele waarde in die realiteit van hulle epog is, nie tot uitdrukking kom in die kunste nie. Skrywers en intellektuele voel hulleself ontmagtig en dit word hulle doel om teen hierdie tendens te stry en deur hulle kuns die eksistensiële angs, onsekerheid en leegheid van die moderne materiële bestel uit te beeld. Dit is in hierdie denkraamwerk dat die konsep van die fluitis as “aristokraat virtuoos” sy oorsprong het. Hierdie idee staan vanselfsprekend in teenstelling met die “professionele virtuoos” van die vroeë 19de eeu. In ʼn samelewing waar die kunste sonder die reële gegewe van die aristokratiese beskerming en bevordering ʼn medium moet vind waarbinne hulle eie moderniteit uitgedruk kan word, ontwikkel die 19de eeuse ontnugterde digter Charles Baudelaire die konsep van ʼn nuutgevonde simboliese “kulturele” aristokrasie. Hy ontwikkel ʼn interessante dualiteit rondom die kunstenaar wat as bevoorregte objektiewe buitestaander ten nouste betrokke is by die samelewing en wat daarvoor verantwoordelik is om die tydelike met die ewige te verbind deur sy/haar kuns. Dis vanuit hierdie idee dat ek ʼn saak maak vir die fluitis as aristokraat virtuoos – as figuur wat binne die medium van musiek die skoonheid van sy tyd vasvang en met sy gehore deel. My studie is dus ‘n ondersoek rondom die gebeurtenisse wat hierdie hervorming in die 19de eeu meebring. Ek bestudeer komponiste wat ‘n belangrike bydrae lewer tot die fluitrepertorium, en ondersoek die stigting van die Société Nationale de Musique Française en die Franse Fluitskool, en die ontwikkeling van die instrument self. Copyright / Dissertation (MMus)--University of Pretoria, 2008. / Music / unrestricted

The widening of access to Higher Education (HE) with a concomitant call for more accountability in the HE sector locally and globally, has altered the former elitist status of the university and impacted the professional standing, autonomy, and working conditions of lecturers negatively. Lecturers are increasingly held to account for providing quality teaching and delivering employable graduates. Yet their work environment has been characterised by poor support, dwindling resources, lack of recognition and reward for teaching efforts and excellence, and absence of legal protection when failing to fulfil the undefined yet high accountability expectations in their teaching-related work. This state of affairs has had an inevitable influence on lecturers’ perceived security in their labour environment. The overarching purpose of this study was therefore to generate guidelines to improve the existing juridical foundation for accountability of South African (SA) HE lecturers with a view to enhance their security in their employment context. In order to assist in the fulfilment of this central purpose, the study aimed to develop understanding of how lecturers perceive their accountability and security in light of diverse teaching-related responsibilities and vagueness in terms of expected conduct; and the protection (or lack of protection) of their rights and professional status. An international perspective on these issues was imperative to shed some light on how regulation elsewhere could improve practices in the SA context. While SA lecturers are equally entitled to all the rights stipulated in the Bill of Rights, they are also subject to and accountable for upholding the provisions of the SA Constitution and derived labour legislation relevant within the HE environment. The founding values of the Constitution, namely equality, human dignity and the protection of human rights and related freedoms, form not only the basic standard for measuring lecturer conduct, but also the legal basis for challenging policy, system or conduct that might threaten constitutional or labour rights. Yet, despite the existing juridical foundation for the regulation of accountability and rights protection of SA lecturers, comprising the SA Constitution, general labour and HE legislation, there is an absence of HE-specific teaching-related accountability regulation, resulting in lecturer insecurity regarding expected conduct, professional recognition and support, and accountability expectations in their teaching-related work. In comparison, a number of Australian legal imperatives, including the Commonwealth of Australia Learning and Teaching Council’s standard for quality teaching with corresponding quality indicators, provide for more clearly defined teaching-related accountability regulation. In addition, the Mission Based Compacts, the Threshold Standards, and the national Modern Award for the Higher Education Industry, afford Australian lecturers the protection of HE-specific rights relevant to enhance security in their unique work environment. These legal imperatives proved to be significant for informing the improved juridical foundation for lecturer teaching-related accountability in the SA context to enhance the security of the SA lecturer. With a focus on the development of in-depth understanding of the phenomena of lecturer accountability and security via the perspectives and interpretations of lecturers themselves, the empirical study was grounded in an inductive qualitative methodology from an interpretive-phenomenological perspective. To ensure richness of descriptive data, lecturers actively involved in undergraduate teaching at three different local, and one Australian university, were purposively selected to participate in semi-structured individual and focus group interviews. The analysis and interpretation of the interview data included a comparative component to explore perceptions of lecturer accountability regulation and security protection in an Australian context with a view to identify inadequate legal provisioning for these phenomena in the SA HE environment. From the data analysis and interpretation, seven meaningful themes were identified, associated with either lecturer accountability or lecturer security. The findings offered not only a clear delineation of internal and external lecturer teaching-related accountability, but also a comprehensive definition of lecturer professional security that was found wanting in all legal sources and other literature studied for this thesis. Moreover, in realisation of the primary aim of this study, twelve significant guidelines are presented to establish an improved juridical foundation for lecturer accountability that will enhance lecturer security in the SA Higher Education context. Amongst these are: the development of a clear delineation of teaching-related roles and responsibilities articulated for different academic post levels; the establishment of a professional HE teaching-oriented career path affording professional recognition via a professional body for lecturers, and requiring continuous professional teaching development; and the development of minimum conditions of employment unique to the work of the HE lecturer. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015

The widening of access to Higher Education (HE) with a concomitant call for more accountability in the HE sector locally and globally, has altered the former elitist status of the university and impacted the professional standing, autonomy, and working conditions of lecturers negatively. Lecturers are increasingly held to account for providing quality teaching and delivering employable graduates. Yet their work environment has been characterised by poor support, dwindling resources, lack of recognition and reward for teaching efforts and excellence, and absence of legal protection when failing to fulfil the undefined yet high accountability expectations in their teaching-related work. This state of affairs has had an inevitable influence on lecturers’ perceived security in their labour environment. The overarching purpose of this study was therefore to generate guidelines to improve the existing juridical foundation for accountability of South African (SA) HE lecturers with a view to enhance their security in their employment context. In order to assist in the fulfilment of this central purpose, the study aimed to develop understanding of how lecturers perceive their accountability and security in light of diverse teaching-related responsibilities and vagueness in terms of expected conduct; and the protection (or lack of protection) of their rights and professional status. An international perspective on these issues was imperative to shed some light on how regulation elsewhere could improve practices in the SA context. While SA lecturers are equally entitled to all the rights stipulated in the Bill of Rights, they are also subject to and accountable for upholding the provisions of the SA Constitution and derived labour legislation relevant within the HE environment. The founding values of the Constitution, namely equality, human dignity and the protection of human rights and related freedoms, form not only the basic standard for measuring lecturer conduct, but also the legal basis for challenging policy, system or conduct that might threaten constitutional or labour rights. Yet, despite the existing juridical foundation for the regulation of accountability and rights protection of SA lecturers, comprising the SA Constitution, general labour and HE legislation, there is an absence of HE-specific teaching-related accountability regulation, resulting in lecturer insecurity regarding expected conduct, professional recognition and support, and accountability expectations in their teaching-related work. In comparison, a number of Australian legal imperatives, including the Commonwealth of Australia Learning and Teaching Council’s standard for quality teaching with corresponding quality indicators, provide for more clearly defined teaching-related accountability regulation. In addition, the Mission Based Compacts, the Threshold Standards, and the national Modern Award for the Higher Education Industry, afford Australian lecturers the protection of HE-specific rights relevant to enhance security in their unique work environment. These legal imperatives proved to be significant for informing the improved juridical foundation for lecturer teaching-related accountability in the SA context to enhance the security of the SA lecturer. With a focus on the development of in-depth understanding of the phenomena of lecturer accountability and security via the perspectives and interpretations of lecturers themselves, the empirical study was grounded in an inductive qualitative methodology from an interpretive-phenomenological perspective. To ensure richness of descriptive data, lecturers actively involved in undergraduate teaching at three different local, and one Australian university, were purposively selected to participate in semi-structured individual and focus group interviews. The analysis and interpretation of the interview data included a comparative component to explore perceptions of lecturer accountability regulation and security protection in an Australian context with a view to identify inadequate legal provisioning for these phenomena in the SA HE environment. From the data analysis and interpretation, seven meaningful themes were identified, associated with either lecturer accountability or lecturer security. The findings offered not only a clear delineation of internal and external lecturer teaching-related accountability, but also a comprehensive definition of lecturer professional security that was found wanting in all legal sources and other literature studied for this thesis. Moreover, in realisation of the primary aim of this study, twelve significant guidelines are presented to establish an improved juridical foundation for lecturer accountability that will enhance lecturer security in the SA Higher Education context. Amongst these are: the development of a clear delineation of teaching-related roles and responsibilities articulated for different academic post levels; the establishment of a professional HE teaching-oriented career path affording professional recognition via a professional body for lecturers, and requiring continuous professional teaching development; and the development of minimum conditions of employment unique to the work of the HE lecturer. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015

Abstract in English, Afrikaans and Xhosa / Critical thinking competencies are not only seen as crucial for success in higher education, but also for future personal and workplace success. These competencies are commonly cited as a graduate attribute or goal of higher education, and resulting research has tended to focus on exploring and measuring the development of critical thinking competencies in students within higher education. However, few researchers have explored the curriculum and practice of academic staff within higher education in relation to their influence on developing critical thinking competencies in students, or how they theorise about the development of these competencies as part of their professional practice. Within the South African context, there is a perception of a decline in the development of critical thinking competencies within the secondary school system. This has informed policy imperatives to improve access and success in South African higher education through additional support for students, as well as through research into the first-year experience. Within a constructivist paradigm, and adopting a qualitative approach, this study takes the first year of higher education as its context in order to explore the curriculum, assessment, pedagogical and andragogical practices of academic staff designed to develop critical thinking competencies in first-year students. The aim is to explore how academic staff construct their theory and practice in order to contribute to the Scholarship of Teaching and Learning in South African Higher Education. Phenomenological case study research methods, which draw on data collection through semi-structured interviews and document analysis, enabled a better understanding of the lived experience of academic staff within private higher education. Academic staff, as research participants, were able to describe deliberate actions taken in their teaching practices to facilitate the development and assessment of critical thinking competencies. The findings revealed that academic staff – while having no coherent, well-articulated construction of critical thinking competencies – feel that such competencies are essential for academic and future life success. This not only affirmed previous research reviewed, but aligned to the inclusion of explicit and implicit references to critical thinking competencies found in the curriculum and assessment documents. Recommendations for professional development responded specifically to these findings. / Kritiese denkvaardighede word nie net as wesentlik vir sukses in hoër onderwys beskou nie, maar ook vir toekomstige sukses, op persoonlike vlak en in die werkplek. Hierdie bevoegdhede word algemeen aanvaar as dié van ‘n gegradueerde of as oogmerk in hoër onderwys. Gevolglik was ondersoeke geneig om te fokus op die verkenning en meting van die ontwikkeling van kritiekedenkbevoegdhede by studente binne die hoër onderwys. Min navorsers het egter die kurrikulum en praktyk van akademiese personeel binne die hoër onderwys met betrekking tot hul invloed op die ontwikkeling van kritiekedenkbevoegdhede in studente verken nie, of hoe hulle teoretiseer oor die ontwikkeling van hierdie bevoegdhede as deel van hul professionele praktyk. Binne die Suid-Afrikaanse konteks is die persepsie dat die ontwikkeling van kritiekedenkbevoegdhede binne die sekondêreskoolstelsel afneem. Dit het bygedra tot beleidsimperatiewe om toegang en sukses in die Suid-Afrikaanse hoër onderwys te verbeter deur bykomende ondersteuning aan studente te gee, asook deur die eerstejaarervaring te ondersoek. Binne ‘n konstruktivistiese paradigma, en deur gebruik te maak van ‘n kwalitatiewe benadering, neem hierdie studie die eerste jaar van hoër onderwys as konteks ten einde die kurrikulum, assessering, pedagogiese en andragogiese praktyke van akademiese personeel wat ontwerp is om kritiekedenkbevoegdhede by eerstejaarstudente te verken. Die doel is om na te volg hoe akademiese personeel hul teorie en praktyk saamstel ten einde by te dra tot die Kundigheid in Onderrig en Leer in Suid-Afrika se Hoër Onderwys. Fenomenologiese gevallestudienavorsingsmetodes wat steun op die inwin van data deur middel van semigestruktureerde onderhoude en dokumentontleding, het gelei tot beter begrip van die geleefde ervaring van akademiese personeel binne privaat hoër onderwys. Akademiese personeel, as navorsingsgenote, kon optrede beskryf wat doelbewus in hul onderrigpraktyke geneem word om die ontwikkeling en assessering van kritiekedenkbevoegdhede te fasiliteer. Die bevindinge het getoon dat akademiese personeel – sonder koherente, goed geartikuleerde konstruksie van kritiekedenkbevoegdhede – voel dat sulke vaardighede wesentlik is vir akademiese en toekomstige sukses in die lewe. Dit het nie net vorige navorsing bevestig nie, maar gestrook met die insluiting van eksplisiete en implisiete verwysings na kritiekedenkbevoegdhede binne die kurrikulum- en assesseringsdokumente. Aanbevelings vir professionele ontwikkeling het spesifiek op hierdie bevindinge reageer. / Ubuchule bokucinga nzulu abubonwa kuphela njengecebo elibalulekileyo lokuphumelela kwimfundo ephakamileyo, bukwabonwa njengecebo lokuphumelela komntu kwizinto zakhe nakwindawo axelenga kuyo. Obu buchule bukholisa ukuchazwa njengenjongo yemfundo ephakamileyo, kwaye uphando lweziphumo luthande ukugxininisa ekuqwalaseleni nasekulinganiseleni ukuphuhliseka kwezakhono zokucinga nzulu kubafundi bemfundo ephakamileyo. Noxa kunjalo, bambalwa abaphandi bolwazi abakhe baqwalasela ukusetyenziswa kwekharityhulam ngabahlohli bemfundo ephakamileyo malunga nefuthe ekuphuhliseni izakhono zokucinga nzulu kubafundi, okanye iingcingane zophuhliso lokuphuhliseka kwezi zakhono njengenxalenye yomsebenzi wabo. Kwimeko yoMzantsi Afrika kukho imbono yokuba ziyaphelelwa izakhono zokucinga nzulu kwinkqubo yemfundo yezikolo zeesekondari. Oku kukhokelele ekusekeni iinkqubo zempumelelo kwimfundo ephakamileyo ngokunika inkxaso eyongezelelekileyo kubafundi, nangokuphanda ngamava abafundi abakunyaka wokuqala. Ngokujonga kwinkalo ethi imfundo yinkqubo yokusebenza, nangokusebenzisa indlela yophando lomgangatho, esi sifundo sithatha unyaka wokuqala wemfundo ephakamileyo njengemeko nendawo yokuqwalasela ukusetyenziswa kwekharityhulam, uhlolo, ukufundiswa kolutsha nasebekhulile ngabahlohli ekuphuhliseni izakhono zokucinga nzulu kubafundi bonyaka wokuqala. Injongo kukuqwalasela ukuba abahlohli bayiqulunqa njani ingcingane nokusebenza ukuze kuncediswe kubungcali bokufundisa nokufunda kwimfundo ephakamileyo yoMzantsi Afrika. Iindlela zophando zeemeko ezithile, ezifumana iinkcukacha zolwazi ngokuqhuba udliwano ndlebe oluphantse lwangqongqo, nangokuphengulula imibhalo, kwanceda ukuba kuqondakale ngcono amava abahlohli bemfundo ephakamileyo yabucala. Abahlohli abangabathathi nxaxheba kuphando baye bakwazi ukuchaza izenzo ezingqalileyo ezenzelwe ukuphuhlisa nokuhlola izakhono zokucinga nzulu. Okufunyanisiweyo kwadulisa ukuba abahlohli – lo gama bengenasakhelo sibambekayo nesinokuchazwa gca sezakhono zokucinga nzulu – bayaqonda ukuba ezi zakhono zingundoqo kwimpumelelo kwezemfundo nakubomi obuzayo. Oku akwanelanga nje ukungqina okuvezwe luphando lwangaphambili, koko kongeze kosele kuthethwa ngqo okanye mayana, kwimibhalo yekharityhulam nohlolo, malunga nezakhono zokucinga nzulu. Iingcebiso zophuhliso zisabele ngqo koko kufunyanisiweyo. / Curriculum and Instructional Studies / D. Phil.(Education in the subject Curriculum Studies)

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

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

Text in Afrikaans / Die objek van studie in hierdie proefskrif is ietwat ongewoon. Die studie is outobiografies en is gegrond op die aanname dat daar tussen die psigoterapeut, sy geskiedenis, die wetenskap (etnografie en tweede-orde kubernetika) en die klient(e) 'n unieke patroonverband bestaan. Die psigoterapeut in die platteland het weens afstand of finansies nie altyd die voorreg om supervisie van 'n eksterne supervisor te ontvang nie. In so 'n situasie kan selfsupervisie, deurdat dit 'n proses van selfontdekking is, 'n belangrike rol in die psigoterapeut se selfontwikkeling speel. Selfsupervisie plaas die klem op die psigoterapeut as persoon en as terapeut; oor wie hy is, waar hy vandaan kom en waarheen hy binne die psigoterapeutiese proses op pad is. Vir enige psigoterapeut is dit belangrik om na 'n hoer vlak van psigoterapie te streef. Hierdie strewe impliseer 'n proses van selfondersoek, delwing, selfevaluasie en disseksie. Hierdie proses is aan die hand van dagboekinskrywings gedoen, waar die psigoterapeut sy daaglikse ervarings en gebeurtenisse vanuit die verlede interpreteer het. Dit plaas die psigoterapeut as hoofspeler, met sy familiegeskiedenis en huidige interpersoonlike opset as inherente deel van sy mondering, op die voorgrond. In hierdie proses word die psigoterapeut sentraal geplaas met die klem op eie verantwoordelikheid met betrekking tot die proses van selfsupervisie. Die probleme wat deur hierdie persoonlik gekleurde, wetenskaplike studie aangespreek word, is probleme wat die psigoterapeut deur middel van sy selfsupervisie ge1dentifiseer het. So 'n selfondersoek lei tot 'n diepere selfkennis wat die psigoterapeut tot voordeel van homself, sy gesinsisteem en klientsisteem kan gebruik. Hierdie studie is 'n poging om 'n nuwe wyse van navorsing te identifiseer. Dit is omvattend en lei tot persoonlike vervulling asook diepere selfkennis en is 'n man waardeur ander psigoterapeute ook hulself en hul werelde kan ontdek. Dit is 'n stadige en pynlike proses. Hoofstukke 1 tot 4 is die teoretiese, wetenskaplike beredenering van die studie en hoofstukke 5 tot 12 is 'n uitbeelding van die geskiedenis van die psigoterapeut. Hoofstuk 13 plaas selfsupervisie as selfevalueringsmetode binne die psigoterapeutiese beroep. / The object of this study somewhat unusual. The study is an autobiography based on the assumption that there exists an unique patterned connection between the psychotherapist, his history, science (ethnography and second-order cybernetics), and his clients. Due to distance or financial problems, a rural psychotherapist cannot experience the privilege of supervision with an external supervisor. In such a situation selfsupervision could play an important role in the self-development, because it includes a search of self that will lead to more effectiveness in psychotherapy. Self-supervision focuses on the psychotherapist as a person and therapist, who he is, where he comes from, and in what direction he, as a psychotherapist, is developing within the psychotherapeutic process. It is important to any psychotherapist to strive towards a higher level of psychotherapy. This implies a process of selfinvestigation, dissection and self-evaluation. This process was conducted by means of diary entries in which the psychotherapist interpreted his daily experiences and events in terms of his past. This places the psychotherapist, with his family history and current interpersonal situation, as intrinsic parts of himself, in the foreground. In this process the psychotherapist takes centre stage with emphasis on his responsibility concerning the process of self-supervision. The problems addressed by this personally coloured, scientific study, are problems that the psychotherapist identified through the process of self-supervision and introspection. Such introspection leads to a deeper personal knowledge which the psychotherapist can use to his own benefit but also to the benefit of his family and client system. This study is an attempt to identify a new way of research. It is comprehensive and leads to personal fulfilment and deeper self-knowledge and is also a method by which other psychotherapists could discover themselves and their worlds. It is a slow and painful process. Chapters 1 to 4 comprise of the theoretical rationale of the study and chapters 5 to 12 depict the history of the psychotherapist. Chapter 13 situates self-supervision as a method of self-evaluation in the profession of psychotherapy. / Psychology / D. Litt. et Phil.