[ES] Esta tesis lleva a cabo una investigación exhaustiva e interdisciplinaria sobre la compleja interrelación entre el turismo patrimonial y el desarrollo sostenible, centrada en el estudio del patrimonio de la Ruta de la Seda en Bujará, Uzbekistán. Utilizando métodos de investigación cualitativos y cuantitativos, incluyendo el análisis de estudios empíricos, entrevistas con interesados, encuestas y estudios de campo en sitios patrimoniales, la investigación proporciona una comprensión enriquecida de los problemas y oportunidades asociados con el aprovechamiento del patrimonio histórico para iniciativas de turismo sostenible. Este trabajo, centrado en cinco preguntas de investigación esenciales, examina los desafíos existentes en el camino del turismo sostenible de Bujará, tales como la insuficiencia de infraestructura, la falta de colaboración efectiva entre proveedores de turismo y el gobierno, y las perspectivas futuras de los interesados. Además, se presta especial atención a los principales agentes involucrados, incluyendo a los gerentes de instalaciones de alojamiento, operadores turísticos y dueños de restaurantes, el papel que desempeñan las asociaciones público-privadas a nivel de gobernanza regional, y su entendimiento conceptual de "Ruta de la Seda" y "Turismo sostenible". Uno de los componentes significativos de esta investigación es el diagnóstico y evaluación del patrimonio cultural de la ciudad de Bujará asi como de los proveedores e infraestructuras vinculadas con el destino turístico. Este diagnóstico y evaluaciónó concluye con la aplicación de un Índice de Aptitud Turística, un Índice de Potencial Turístico para Bujará y, basado en estos, un Modelo de Turismo. Este modelo está diseñado no solo para mejorar la confianza del cliente y el flujo de turistas, sino también para integrarse de manera fluida con las estructuras económicas y sociales del destino. Asimismo, se proponen estrategias prácticas para la conservación del patrimonio, vías para mejorar y promover la colaboración de interesados y facilitar el crecimiento económico sostenible. Se reconoce como un modelo que puede servir como base para otros sitios patrimoniales similares en Asia Central. La investigación ofrece reflexiones críticas sobre los resultados de sus hallazgos y aboga por una mayor colaboración entre el sector público y privado y la participación comunitaria, enfatizando la necesidad de un enfoque multidimensional en la implementación de la gobernanza. Asimismo, este estudio reitera la importancia de programas de educación y fortalecimiento de capacidades destinados a mejorar la comprensión de prácticas de turismo sostenible entre proveedores de servicios. En definitiva, esta investigación sirve como una contribución significativa a los campos del turismo patrimonial y el desarrollo sostenible aplicado al caso de estudio del sitio patrimonial de la ciudad de Bujará. El estudio demuestra que si el patrimonio histórico de la Ruta de la Seda en Bujará es gestionado aplicando prácticas estables e inclusivas contribuirá significativamente a la prosperidad económica y social del destino. Además, este modelo puede servir para ser extrapolado a otros sitios patrimoniales similares. / [CA] Aquesta tesi duu a terme una investigació exhaustiva i interdisciplinària sobre la complexa interrelació entre el turisme patrimonial i el desenvolupament sostenible, centrada en l'estudi del patrimoni de la Ruta de la Seda en Bujará, Uzbekistan. Utilitzant mètodes d'investigació qualitatius i quantitatius, incloent-hi l'anàlisi d'estudis empírics, entrevistes amb interessats, enquestes i estudis de camp en llocs patrimonials, la investigació proporciona una comprensió enriquida dels problemes i oportunitats associats amb l'aprofitament del patrimoni històric per a iniciatives de turisme sostenible. Aquest treball, centrat en cinc preguntes d'investigació essencials, examina els desafiaments existents en el camí del turisme sostenible de Bujará, com ara la insuficiència d'infraestructura, la falta de col·laboració efectiva entre proveïdors de turisme i el govern, i les perspectives futures dels interessats. A més, es presta especial atenció als principals agents involucrats, incloent-hi els gerents d'instal·lacions d'allotjament, operadors turístics i restaurants, el paper que exerceixen les associacions públic-privades a nivell de governança regional, i el seu enteniment conceptual de la "Ruta de la Seda" i el "Turisme sostenible". Un dels components significatius d'aquesta investigació és el diagnòstic i avaluació del patrimoni cultural de la ciutat de Bujará asi com dels proveïdors i infraestructures vinculades al desti turístic. Aquest diagnòstic i la evaluacion conclou amb l'aplicació d'un Índex d'Aptitud Turística, un Índex de Potencial Turístic per a Bujará i, basat en aquests, un Model de Turisme. Aquest model està dissenyat no sols per a millorar la confiança del client i el flux de turistes, sinó també per a integrar-se de manera fluida amb les estructures econòmiques i socials del destí. Així mateix, es proposen estratègies pràctiques per a la conservació del patrimoni, vies per a millorar i promoure la col·laboració d'interessats i facilitar el creixement econòmic sostenible. Es reconeix com un model que pot servir com a base per a altres llocs patrimonials similars a Àsia Central. La investigació ofereix reflexions crítiques sobre els resultats obtinguts i advoca per una major col·laboració entre el sector públic i privat i la participació comunitària, emfatitzant la necessitat d'un enfocament multidimensional en la implementació de la governança. Així mateix, aquest estudi reitera la importància de programes d'educació i enfortiment de capacitats destinats a millorar la comprensió de pràctiques de turisme sostenible entre proveïdors de serveis. En definitiva, aquesta investigació serveix com una contribució significativa als camps del turisme patrimonial i el desenvolupament sostenible aplicat al cas d'estudi del lloc patrimonial de la ciutat de Bujará. L'estudi demostra que si el patrimoni històric de la Ruta de la Seda en Bujará és gestionat aplicant pràctiques estables i inclusives contribuirà significativament a la prosperitat econòmica i social del destí. A més, aquest model pot servir per a ser extrapolat a altres llocs patrimonials similars. / [EN] This thesis conducts a comprehensive, interdisciplinary investigation into the complex interrelationship between heritage tourism and sustainable development, with a focus on the Silk Road heritage in Bukhara, Uzbekistan. Employing qualitative and quantitative research methods, including the analysis of empirical studies, interviews with stakeholders, surveys, and field studies at heritage sites, the research provides an enriched understanding of the issues and opportunities associated with leveraging historical heritage for sustainable tourism initiatives. Centered around five core research questions, the study scrutinizes existing challenges in Bukhara's sustainable tourism pathway, such as the inadequacy of infrastructure, lack of effective collaboration between tourism providers and the government, and future prospects of stakeholders. Furthermore, particular attention is paid to the key stakeholders involved, including managers of accommodation facilities, tour operators, and restaurant owners, their role in public-private partnerships at the regional governance level, and their conceptual understanding of "Silk Road" and "Sustainable Tourism". One of the significant components of the research the diagnosis and evaluation of the cultural heritage of the city of Bukhara as well as of the suppliers and infrastructure linked to the tourist destination. This diagnosis and evaluation conclude with the application of a Tourism Aptitude of the Heritages, a Tourism Potential Index for Bukhara and, based on these, a Tourism Model. This model is designed not only to enhance customer trust and the flow of tourists but also to integrate seamlessly with Bukhara's economic and social structures. It proposes practical strategies for heritage conservation, stakeholder collaboration, and sustainable economic growth, serving as a blueprint for similar heritage sites across Central Asia. The research offers critical reflections on the results of its findings and advocates for greater public-private sector collaboration and community participation, emphasizing the need for a multidimensional approach to governance implementation. Furthermore, this study reiterates the importance of education and capacity building programs aimed at improving understanding of sustainable tourism practices among service providers. Ultimately, this research serves as a significant contribution to the fields of heritage tourism and sustainable development applied to the case study of the Bukhara city heritage site. The study demonstrates that if the historical heritage of the Silk Road in Bukhara is managed by applying stable and inclusive practices it will contribute significantly to the economic and social prosperity of the destination. Furthermore, this model can be extrapolated to other similar heritage sites. / Kilichov, M. (2023). The Silk Road Heritage Enhancement for Local Sustainable Tourism Development in Bukhara (Uzbekistan). Analysis and Diagnosis about the Current Situation [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/201551

Abstract in English, Tswana and Northern Sotho / The study aimed to explore teachers’ mathematical knowledge in respect of teaching the concept of fractions to Grade 6 learners. To that end a qualitative study was done, using a case study design. Data were collected through the observation of, and interviews with, three teachers at three schools in the Capricorn South district. Rooted in the theory of constructivism, the study was supplemented by the conceptual framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008) and Shulman’s (1986) notion of pedagogical knowledge for teaching (PCK). The key finding of this investigation revealed that, of the three teachers, two did not develop the concept of fractions for their learners, but merely followed the traditional method of teaching the concept by encouraging their learners to memorise rules without understanding. Only one teacher emphasised an understanding of mathematical concepts. The main observation which the researcher made, was that teachers require a great deal of knowledge and expertise, in carrying out the work of teaching subject matter related to fractions. / Maikaelelo a thutopatlisiso e ne e le go tlhotlhomisa kitso ya dipalo ya barutabana malebana le go ruta barutwana ba Mophato wa 6 mogopolo wa dikarolwana. Go fitlhelela seo, go dirilwe thutopatlisiso e e lebelelang mabaka, go dirisiwa thadiso ya thutopatlisiso ya dikgetsi. Go kokoantswe data ka go ela tlhoko le go nna le dipotsolotso le barutabana ba le bararo kwa dikolong tsa kgaolo ya Capricorn Borwa. Thutopatlisiso eno e e theilweng mo tioring ya kago ya kitso e ne e tshegeditswe ke letlhomeso la sediriswa sa tokololo sa kitso ya dipalo ya go ruta (MKT) (Ball et al. 2008) le mogopolo wa ga Shulman (1986) wa kitso e e kgethegileng ya go ruta (PCK). Phitlhelelo ya botlhokwa ya patlisiso eno e senotse gore mo barutabaneng ba le bararo, ba le babedi ga ba a tlhamela barutwana ba bona mogopolo wa dikarolwana, mme ba latetse fela mokgwa wa tlwaelo wa go ruta mogopolo ka go rotloetsa barutwana go tshwarelela melawana kwa ntle ga go tlhaloganya. Ke morutabana a le mongwe fela yo o gateletseng go tlhaloganngwa ga megopolo ya dipalo. Temogo e kgolo e e dirilweng ke mmatlisisi ke gore barutabana ba tlhoka kitso le boitseanape jo bogolo go tsweletsa tiro ya go ruta dithuto tse di amanang le dikarolwana. / Dinyakišišo di ikemišeditše go utolla tsebo ya dipalo ya baithuti mabapi le go ruta kgopolo ya dipalophatlo go baithuti ba Kreiti ya 6. Ka lebaka la se go dirilwe dinyakišišo tša boleng, go šomišwa tlhamo ya dinyakišišo tša seemo. Tshedimošo e kgobokeditšwe ka go lekodišiša, le go dira dipoledišano le, barutiši ba bararo ka dikolong tše tharo ka seleteng sa Borwa bja Capricorn. Ka ge di theilwe go teori ya gore baithuti ba itlhamela tsebo, dinyakišišo di tlaleleditšwe ke tlhako ya boikgopolelo ya tsebo ya dipalo go ruteng (MKT) (Ball le ba bangwe, 2008) le kgopolo ya Shulman (1986) ya tsebo ya diteng tša thuto (PCK). Kutollo ye bohlokwa ya dinyakišišo tše e utollotše gore, go barutiši ba bararo, ba babedi ga se ba ba le kgopolo ya dipalophatlo go baithuti ba bona, eupša fela ba no latela mokgwa wa setlwaedi wa go ruta kgopolo ye ya dipalophatlo ka go hlohleletša baithuti ba bona go tsenya melawana ye ka hlogong ka ntle le go e kwešiša. Ke fela morutiši o tee yo a gateletšego gore go swanetše go ba le kwešišo ya dikgopolo tša dipalo. Temogo e tee yeo monyakišiši a bilego le yona, ebile gore barutiši ba hloka tsebo ye kgolo le botsebi, go phethagatša mošomo wa go ruta diteng tša thuto tšeo di amanago le dipalophatlo. / Mathematics Education / M. Ed. (Mathematics Education)

A teaching portfolio allows lecturers to track their own growth and development in teaching and learning, as it helps to document their career’s journey. This study gained insight into this experience from the lecturers’ perspectives. The research paradigm was qualitative and the study used a sample of lecturers from an independent tertiary institution in Johannesburg. Personal interviews provided rich data and themes were developed from the data to answer the research questions concerning the value of doing a teaching portfolio. Lecturers’ perceptions provided clear evidence of the value of doing a teaching portfolio, because it developed their personal competence, knowledge, skills and higher-order thinking. However, the findings showed that the success of a teaching portfolio remained dependent on individual motivation and how the process was implemented. Any challenges experienced tended to negatively affect motivation, thereby decreasing the perceived value of a teaching portfolio. This study recommended that a teaching portfolio might offer a solution to some of the current education issues within the South Africa context, especially with regard to the lack of content knowledge and the disempowerment of teachers. / ʼn Onderrigportefeulje maak dit vir dosente moontlik om hul eie groei en ontwikkeling ten opsigte van onderrig en leer te monitor, omdat dit hulle help om hul loopbaan te dokumenteer. Hierdie studie gee insig in hierdie ervaring vanuit dosente se oogpunt. Die navorsingsparadigma was kwalitatief en die studie het ʼn steekproef van dosente van ʼn onafhanklike tersiêre instelling in Johannesburg behels. Persoonlike onderhoude het ryk data opgelewer en temas is op grond van die data ontwikkel om die navorsingsvrae oor die waarde van ʼn onderrigportefeulje te beantwoord. Dosente se persepsies was ʼn duidelike bewys van die waarde van ʼn onderrigportefeulje, omdat dit hul persoonlike bevoegdheid, kennis, vaardighede en hoërorde-denke ontwikkel. Die bevindinge het egter getoon dat die sukses van ʼn onderrigportefeulje steeds onderhewig is aan individuele motivering en hoe die proses geïmplementeer is. Enige uitdagings was geneig om ʼn negatiewe invloed op motivering te hê en sodoende die vermeende waarde van ʼn onderrigportefeulje te verlaag. Hierdie studie beveel aan dat ʼn onderrigportefeulje ʼn oplossing kan bied vir sommige van die opvoedingskwessies in die Suid-Afrikaanse konteks, veral met betrekking tot die gebrek aan inhoudkennis en die ontneming van onderwysers se mag. / Photefolio ya go ruta e kgontša bafahloši go latišiša kgolo le tšwetšopele tše e lego tša bona ka go goruta le go ithuta, ka ge e thuša go rekhota leeto la mošomo wa bona. Thutelo ye e hweditše tshedimošo maitemogelong a go tšwa tebelelong ya bafahloši. Dikgopolo ka ga nyakišišo e bile tša go hwetša tshedimošo ka go kwešiša le go lemoga mabaka a bothata gomme thutelo ye e dirišitše sampolo ya bafahloši go tšwa institušeneng ye e ikemetšeng ya morago ga marematlou go la Johannesburg. Ditherišano tša motho ka botee di tšweleditše datha ye bohlokwa gomme merero e hlagišitšwe go tšwa datheng go fa karabo ya dipotšišo tša dinyakišišo tše di lebanego bohlokwa bja go dira photefolio ya go ruta. Dikgopolo tša bafahloši di file bohlatse bjo bo kwešišegago bja bohlokwa bja go dira photefolio ya go ruta, ka gobane e godišitše, botsebi, tsebo, mabokgoni tša bona le mokgwa wa go nagana wa maemo a godimo. Le ge go le bjalo, dikhwetšo di bontšhitše gore katlego ya photefolio ya go ruta e dutše e ithekgile go tutuetšo ya motho le ka moo tshepedišo e phethagaditšwego. Ditlhohlo dife goba dife tšeo di itemogetšwego di bile le go huetša tutuetšo, ka gorealo tša fokotša boleng bjo bo lebeletšwego bja photefolio ya go ruta. Thutelo ye e šišintše gore photefolio ya go ruta e ka fa tharollo go tše dingwe tša ditlhagišo tša bjale tša thuto kemong ya Afrika Borwa, gagolo malebana le tlhokego ya dintlhatsebo, dikgopolo le melaotshepetšo tšeo di rutwago le go ithuta ka tšona gammogo le go se be le maatla ga barutiši. / Psychology of Education / M. Ed. (Psychology of Education)

Abstracts in English, Zulu and Sotho / The provision of education through an open and distance learning (ODL) mode calls for institutions of higher learning to provide support services that can respond to students’ needs and expectations, and impact positively on their learning experiences. Tutorial support is one of the pillars of student support services which contribute to the academic success of students in this academic context. The use of technology has led institutions of higher learning to change the way support is provided to students by integrating online learning to reach students who cannot attend traditional face-to-face (F2F) tutorials at a specified time and venue. The University of South Africa (Unisa) responds to these global changes by integrating F2F and online services to support its students through the integrated tutor model (ITM) which seeks to address the learning needs and expectations of students. The study aimed to evaluate the effectiveness of this ITM. The study was guided by a social constructivist theory of learning supported by connectivism, empathy theory and Salmon’s five stage model of e-learning. The fundamental theory of social constructivism is based on the assumption that learning is constructed in a social setting before individuals engage with knowledge. The experiences of individuals play a big role in the construction of knowledge hence it is crucial to acknowledge their prior knowledge. Students who are supported through the ITM in the six Unisa regional service centres and the Unisa staff involved in the implementation of the ITM participated in the study. A purposive sampling technique was used to select these participants. A random sampling technique was also used to sample students to complete a questionnaire. Qualitative data were collected through individual and focus group interviews and documents analysis. The findings of this study reveal that the ITM is not quite ffective as it partly meets the students’ needs and does not meet students’ expectations. This is because Unisa offers students’ needs such as F2F and online tutor support for some modules. However, students’ expectations in terms of receiving teaching by tutors, provision of assignment aswers to students, fully fledged resource provision in the learning centres and receiving technical support from tutors are not met. In light of the findings, the study contributes to the ITM by identifying and filling its gaps using the Context, Input, Process and Product (CIPP) model of evaluation. The improvements will assist Unisa to relook at the ITM to intensify its support for students to fully meet their needs and expectations. / Uhlelo lokuhlinzeka ngemfundo olusebenzisa uhlelo oluvulekile nohlelo lokufunda ukude (ODL) linxusa amaziko emfundo aphakeme ukuthi anikeze anikeze izinsiza ezixhasayo ezingabhekana nezidingo nezinhloso ezilindelwe kubafundi kanti futhi zinomthelela omuhle ohlelweni lwabo lokufunda. Uxhaso lweThuthoriyali ngolunye lwezinsika zemisebenzi yokuxhasa abafundi olunegalelo kwimpumelelo yabafundi kwezemfundo kulesi sizinda sezemfundo. Ukusetshenziswa kobuchepheshe sekuholele amaziko emfundo ephakeme ukuba aguqule indlela abafundi abaxhaswa ngayo – ngokuhlanganisa uhlelo lokufunda nge-inthanedi ukufinyelela abafundi abangeke bakwazi ukuya kumathuthoriyali okuhlangana nabafundi ngobuso nobuso (F2F) ngesikhathi kanye nendaweni enqunyiwe.. INyuvesi yaseNingizimu Afrika (Unisa) ibhekene nalezi zinguquko zomhlaba ngokuhlanganisa uhlelo lwe-F2F kanye nezinsiza zohlelo lwe-inthanedi ukuxhasa abafundi bayo ngokusebenzisa imodeli ehlanganisiwe yamatjhutha (ITM) efuna ukwanelisa izidingo zokufunda kanye nezinhloso ezilindwe abafundi. Ucwaningo beluqonde ukuhlola ukusebenza kahle kohlelo lwa le ITM. Ucwaningo belulandela ithoyori ebizwa nge-social constructivist theory of learning ngokuxhaswa ukuxhumana (connectivism), i-empathy theory kanye nemodeli yokufunda kaSalmon yezigaba ezinhlanu. Ithiyori yokuqala yokwakhiwa komphakathi isuselwa phezu komqondo wokuthi ukufunda kwakheka ngaphansi kwesizinda sabantu ngaphambi kokuthi abantu bahlangane nolwazi. Ulwazi abantu abahlangabezana nalo ezimpilweni zabo ludlala indima esemqoka ekwakhiweni kolwazi, kanti-ke kubalulekile ukwamukela ulwazi lwabo lwangaphambilini. Abafundi abaxhaswa ngohlelo lwe-ITM ezikhungweni ezisebenzayo eziyisithupha zezifunda kanye nabasebenzi ababandakanyeka ekusetshenzisweni kwe-ITM bazibandakaye kulolu cwaningo. Indlela yesampuli enezinhloso isetshenziselwe ukukhetha labadlalindima, kanti ngakwenye ingxenye indlela yokuksampula yinoma ngubani isetshenzisiwe ukusampula abafundi ukuba baqede umbhalo wemibuzo. Idatha eyencike kwingxoxo iqoqwe ngokusebenzisa izinhlolovo zabantu kanye namaqembu aqondiwe kanye nokuhlaziywa kwemibhalo. Ulwazi olutholakele lwalolu cwaningo luveza ukuthi i-ITM ayisebenzi kahle njengoba yanelisa izidingo zabantu ngokwesigamu, kodwa lolu hlelo lwe-ITM alufinyeleli izinhloso zabo ezilindelwe. Lokhu kungenxa yokuthi i-Unisa ifeza izidingo ngokuhlinzeka, isibonelo, ngohlelo lokufundisa lwe-F2F kanye nohlelo lwe-inthanedi lwamatshutha uma kunesidingo sabanye omojuli. Yize-kunjalo, izimpokophelo ezilindelwe ngabafundi mayelana nokuhlinzekwa ngemfundo eyethulwa ngamatshutha, ngokunikezwa izimpendulo zama-asayimenti kubafundi, ngokusebenzisa imithombo eqotho ezikhungweni zokufunda kanye nokuthola uxhaso lwesithekinikhali oluvela kumatshutha akuyona imisebenzi efeza lokhu. Ngokolwazi olutholakele, ucwaningo lufaka igalelo kwi-ITM ngokwehlukanisa kanye nokuvala izikhala zalo ngokusebenzisa i-Context. I-Input, uHlelo kanye noMkhiqizo (CIPP) okuyimodeli yokuhlola. Izintuthuko zizonceda i-Unisa ukuba ibuyekeze i-ITM ukuqinisa uxhaso lwayo kubafundi ukuze kufezwe izidingo kanye nezinhloso zabo ezilindelwe. / Kabo ya thuto ka mokgwa wa go ithuta ga phatlalatša le ga kgole (ODL) o ipiletša go dihlongwa tša thuto ya godimo go fana ka ditirelo tša thekgo tšeo di ka kgonago go arabela dinyakwa le dikemelo tša baithuti le go ama gabotse maitemogelo a bona a go ithuta. Thekgo ya dithutišo ke ye nngwe ya dikokwane tša ditirelo tša thekgo ya baithuti tšeo di tsenyago letsogo go katlego ya baithuti ka mo seemong se sa thuto. Tšhomišo ya theknolotši e dirile gore dihlongwa tša thuto ya godingwana go fetoša ka fao thekgo e fiwago ka gona go baithuti – ka go kopanya go ithuta inthaneteng gore go fihlelele baithuti bao ba sa kgonego go tsenela dithutišo tša setlwaedi tšeo baithuti ba kopanago le bafahloši (F2F) ka phapošing ya bofahloši. Yunibesithi ya Afrika Borwa (Unisa) e arabela ditlhohlo tše tša lefase ka bophara ka go kopanya F2F le ditirelo tša inthaneteng go thekga baithuti ba yona ka go diriša mokgwa wa go ruta wo o kopantšwego (ITM) wo o nyakago go rarolla dinyakwa le dikemelo tša go ithuta tša baithuti. Dinyakišišo di ikemišeditše go sekaseka go šoma gabotse ga ITM ye. Dinyakišišo di hlahlilwe ke teori ya kago ya setšhaba mabapi le go ithuta yeo e thekgwago ke tirišo ya theknolotši thutong, teori ya go naganela ba bangwe le mokgwa wa Salmon wa dikgato tše hlano tša go ithuta. Teori ya motheo ya kago ya setšhaba e theilwe go kwešišo ya gore go ithuta go agwa ka seemong sa setšhaba pele ga ge batho ba ka hwetša tsebo. Maitemogelo a batho a raloka tema ye bohlokwa ka go kago ya tsebo, ke ka lebaka leo go le bohlokwa go lemoga tsebo ya bona ya peleng. Baithuti bao ba thekgwago ka ITM ka disenthareng tša Unisa tše tshela tša ka dileteng le baithuti bao ba kgathago tema ka phethagatšong ya ITM ba tšere karolo ka mo dinyakišišong. Mokgwa wa go dira sampole ka maikemišetšo o šomišitšwe go kgetha bakgathatema ba, mola mokgwa wa go dira sampole ka sewelo o šomišitšwe go dira sampole ya baithuti go tlatša dipotšišo tša dinyakišišo. Tshedimošo ya boleng e kgobokeditšwe ka go botšiša batho ba nnoši le dihlopha dipotšišo gomme gwa dirwa le tshekatsheko ya dingwalwa. Dikutollo tša dinyakišišo tše di utolla gore ITM ga e šome gabotse kudu go fihlelela dinyakwa tša baithuti ebile ga e fihlelele dikemelo tša bona. Se ke ka lebaka la gore Unisa e hlokometše dinyakwa tša baithuti ka go fana ka, go fa mohlala, F2F le thekgo ya baithuti ya inthaneteng go dimotšule tše dingwe. Le ge go lebjale, dikemelo tša baithuti mabapi le go amogela go rutwa ke bafahloši, go fa baithuti dikarabo tša diasaenemente ke bafahloši, kabo ya methopo ka botlalo ka disenthareng tša thuto le go amogela thekgo ya sethekniki go tšwa go bafahloši ga di fihlelelwe. Go lebeletšwe dikkutollo tše, dinyakišišo di tsenya letsogo go ITM ka go tseba le go tlatša dikgoba ka go diriša mokgwa wa tshekatsheko wa Seemo, Tšweletšo, Tshepedišo le Setšweletšwa (CIPP). Dikaonafatšo tše di tla thuša Unisa go lekodišiša ITM go maatlafatša thekgo ya yona go baithuti gore e fihlelele dinyakwa le dikemelo tša bona ka botlalo. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

No description available.

The researcher investigated the management of multi-grade teaching for optimal learning in Gauteng West primary schools. Ten participants, including school principals, heads of departments and educators participated in individual and focus group interviews and in observation of multi-grade classroom contexts. Findings revealed that educators involved in multi-grade teaching feel overwhelmed by challenging work conditions pertaining to large learner numbers and a lack of adequate didactical resources. This is exacerbated by a lack of professional development by means of tailor-made training for multi-grade teaching and the presumption that educators teaching such classes must merely change the monograde teaching format of the curriculum themselves for applicable implementation in a multi-grade teaching context. This leaves educators socially, emotionally and professionally isolated. Recommendations include the involvement of seasoned educators with expert knowledge and experience of multi-grade teaching to present training sessions constituting advice and support to inexperienced educators involved in said teaching. / Die navorser het die bestuur van meergraadonderrig by laerskole in Wes-Gauteng vir optimale leer ondersoek. Afgesien van individuele en fokusgroeponderhoude met skoolhoofde, departementshoofde en opvoeders, is waarneming in meergraadklaskamers gedoen. Volgens die bevindings bemoeilik groot klasse en ʼn gebrek aan didaktiese hulpmiddels meergraadopvoeders se taak. Meergraadopvoeders voel hulle geensins opgewasse teen hierdie werksomstandighede nie. ʼn Gebrek aan opleiding in meergraadonderrig en die veronderstelling dat opvoeders die eengraadformaat van die kurrikulum in ʼn meergraadformaat kan omskakel, vererger sake. Opvoeders is van mening dat hulle maatskaplik, emosioneel en professioneel in die steek gelaat word. Daar word aanbeveel dat gesoute opvoeders met kennis van en ervaring in meergraadonderrig onervare opvoeders oplei en adviseer. / Monyakisisi o dirile dinyakisiso ka ga go ruta dikereiti tse fapanego go fihlelela bokgoni le tsebo tikologong ya go thekga dinyakwa tsa baithuti dikolong tsa phoraemari go la Gauteng Bodikela. Batseakarolo ba lesome, go akaretswa dihlogo tsa dikolo, dihlogo tsa dikgoro le barutisi ba tseere karolo ditherisanong ka botee le dihlopha tseo di nepisitswego gape le temogo dikemong tsa diphaposi tsa dikereiti tse di fapanego. Dikhwetso di utollotse gore barutisi bao ba rutago dikereiti tse fapanego ba imelwa ke maemo a modiro wo o nyakago gore ba ntshe bokgoni bja bona ka moka ka lebaka la dipalo tse ntsi tsa baithuti le tlhokego ya dithusi tsa thuto tse di lekanego. Se se thatafiswa ke tlhokego ya tlhabollo ya profesene ye ka go fa tlhahlo yeo e lebanego ya go ruta dikreiti tse fapanego le kgopolo ya go re barutisi bao ba rutago ba swanela go no fetola popego ya lenaneothuto la kereiti e tee ka bobona go re ba le dirise kemong ya go ruta dikereiti tse fapanego. Se se dira gore barutisi ba ikhwetse ba se na kgokagano le setshaba leagong, ba hloka bao ba ka llelago go bona le go se be le bao ba nago le kgahlego go profesene ya bona. Ditshisinyo di akaretsa go ba gona ga barutisi bao e lego kgale ba ruta ba nago le maitemogelo le botsebi go ruta dikereiti tse fapanego go hlagisa dipaka tsa tlhahlo tseo di fago maele le thuso go barutisi bao ba se nago maitemogelo. / Educational Management and Leadership / M. Ed. (Education Management)

Abstracts in English, Xhosa and Sotho / The purpose of this study was to analyse the role of critical thinking in the teaching and learning of History in three selected secondary schools in Masvingo urban area, Zimbabwe. The study focused on the challenges Form III learners faced regarding critical thinking. The findings of the research could assist to reveal the role of critical thinking in the secondary education system of Zimbabwe and other countries. A qualitative study method adopting the interpretive phenomenological approach was employed for the purpose of discovering participants’ experiences. The method was the most appropriate for the study since it enabled the researcher to assess the attitudes of teachers and learners to critical thinking. It also assessed their experiences with the development of critical thinking in the History learners in secondary schools. The study used semi-structured interviews, focus group interviews, lesson observations and document analysis to generate data. The study’s main findings reflected a lack of critical thinking among learners in secondary schools in Masvingo urban area in Zimbabwe. The development of critical thinking was negatively affected by three major categories of factors. These are: (a) the characteristics of the teaching and learning environment such as deficiency in teaching and learning resources, inadequate infrastructure and poor learning and teaching routines; (b) personal factors connected to the negative attitudes and lack of motivation of teachers and learners to critical thinking; and (c) policyrelated matters being an obstacle to learners’ development of critical thinking such as policies that embrace enrolment of learners, the History syllabus, the system of public examinations and the creation of the examination-oriented education system. The study revealed that several approaches such as the provision of essential learning resources and the improvement of teacher motivation could enhance effective implementation of critical thinking in the curriculum of Zimbabwe’s secondary schools. The study also revealed that including critical thinking in the curriculum could contribute positively to the improvement of the Zimbabwean education system. The study recommends that the Zimbabwean government, Ministry of Primary and Secondary Education, the secondary school authorities, universities and teachers’ training colleges and Zimbabwe’s Schools’ Examination Council work together to develop critical thinking among learners in Zimbabwean secondary schools. / Xikongomelo xa ndzavisiso lowu i ku xopaxopa hi ndzima ya ku ehleketa hi vuenti eka ku dyondzisa na ku dyondza Matimu eswikolweni swa sekondari swinharhu leswi nga hlawuriwa endhawini ya doroba eMasvingo eZimbabwe. Ndzavisiso wu tshikilela eka mintlhontlho leyi vadyondzi va Form III va langutanaku na yona ya ku ehleketa hi vuenti. Leswi kumekaku eka ndzavisiso swi nga pfuneta ku kombisa ndzima ya ku ehleketa hi vuenti eka dyondzo ya sekondari eZimbabwe na matiko man'wana. Methodi wa ndzavisiso wa qualitative lowu tekelaku eka interpretive phenomenological approach ku tirhisiwe wona hi xikongomelo xa ku kuma mintokoto ya vakhomaxiavo. Methodi a wu fanele swinene eka ndzavisiso hikuva wu kotise muendli wa ndzavisiso ku kambela mavonelo ya mathichara na vadyondzi eka ku ehleketa hi vuenti. Wu tlhele wu kambela mintokoto ya vona hi nhluvuko wa ku ehleketa hi vuenti eka vadyondzi va Matimu eswikolweni swa sekondari. Ndzavisiso wu tirhise ti-semistructured interview, wu tshikilela na le ka ti-interview ta ntlawa, ku langutisa kunene leswi endlekeka eka tidyondzo na ku dokumenta vuxopaxopi ku endla vutivi. Swikulukumba leswi kumiweke eka ndzavisiso swi kombise ku pfumaleka ka ku ehleketa hi vuenti exikarhi ka vadyodnzi eswikolweni swa sekondari endhawini ya doroba ra Masvingo eZimbabwe. Ku hluvukisa ku ehleketa hi vuenti swi khumbeke hi ndlela yo biha hikokwalaho ka swilo swinharhu swa nkoka. Swona hi leswi: (a) swihlawulekisi swa mbangu wa ku dyondzisa na ku dyondza swo fana na nkalo wa swihlovo swa swipfuneto eka ku dyondzisa na ku dyondza, ku kala ka infrastrakchara na matirhiselo ya le hansi ya maendlelo ya ku dyondza na ku dyondzisa; (b) swilo swa vanhu xiviri leswi khumbanaka na mavonelo yo ka ya nga ri lamanene, na ku pfumaleka ka nsusumeto wa nhlohlotelo eka mathicara na vadyondzi eka ku ehleketa hi vuenti; na (c) swilo leswi fambelanaka na swa pholisi leswi swi nga swihingakanyi eka nhluvukiso wa vadyondzi eka ku ehleketa hi vuenti swo fana na tipholisi leti ti angarhelaka ku tsarisa ka vadyondzi, silabasi ya Matimu, sisteme ya makambelelo ya vadyondzi va mfumo, na ku endliwa ka sisteme leyi fambelanaka na nkambelo eka sisteme ya dyondzo. Ndzavisiso wu paluxe leswo matirhelo yo hambana yo fana no nyiketa swihlovo swa swipfuneto eka ku dyondza na ku antswisa nsusumeto wa nhlohlotelo eka mathicara swi nga antswisa tirhelo lerinene eka ku ehleketa hi vuenti eka kharikhyulamu ya swikolo swa sekondari eZimbabwe. Ndzavisiso wu tlhele wu paluxa leswo ku katsa ku ehleketa hi vuenti eka kharikhyulamu swi nga pfuneta hi vuyelo byo antswa eka sisteme ya dyondzo ya Zimbabwe. Ndzavisiso wu bumabumela leswo mfumo wa Zimbabwe, va vulobye bya Dyondzo ya Prayimari na Sekondari, vafumi wa swikolo swa sekondari, tiyunivhesiti na tikholichi ta ku letela mathicara na huvo ya Zimbabwe ya vukamberi bya swikolo swa sekondari ku nga Zimbabwe's Schools Examination Council, va fanele ku tirhisana eka ku hluvukisa ku ehleketa hi vuenti eka vadyondzi va swikolo swa sekondari eZimbabwe. / Maikemišetšo a dinyakišišo tše ebile go sekaseka tema ye e kgathwago ke go nagana ka tsinkelo ka go ruteng le go ithuta thuto ya Histori ka dikolong tše tharo tšeo di kgethilwego ka lefelong la motsesetoropo la Masvingo, ka Zimbabwe. Dinyakišišo di nepišitše kudu ditlhohlo tšeo baithuti ba Foromo ya III ba ilego ba lebana le tšona mabapi le go nagana ka tsinkelo. Dikutollo tša dinyakišišo di ka thuša go utolla tema ye e kgathwago ke go nagana ka tsinkelo ka lenaneo la thuto ya dikolo tše di phagamego tša Zimbabwe le ka dinageng tše dingwe. Mokgwa wa dinyakišišo wa boleng wo o dirišago mokgwa wa go hlatholla seemo o šomišitšwe ka maikemišetšo a go utolla maikutlo a bakgathatema. Mokgwa wo o bile maleba kudu go dinyakišišo tše ka ge o kgontšhitše monyakišiši go sekaseka maikutlo a barutiši le a baithuti mabapi le go nagana ka tsinkelo. O sekasekile gape maitemogelo a bona mabapi le go tšweletša go nagana ka tsinkelo ga baithuti ba thuto ya Histori ka dikolong tšeo di phagamego. Dinyakišišo di šomišitše dipoledišano tšeo dipotšišo tša gona di nyakago gore baarabi ba fe mabaka, dipoledišano le dihlophanepišo, ka ditekodišišo tša thutišo le tshekatsheko ya dingwalwa ka nepo ya go tšweletša tshedimošo. Dikutollokgolo tša dinyakišišo di laeditše tlhokego ya go nagana ka tsinkelo magareng ga baithuti ka dikolong tšeo di phagamego ka lefelong la metsesetoropo la Masvingo ka Zimbabwe. Go tšweletša go nagana ka tsinkelo go amilwe gampe ke mabaka a mararo a magolo. Wona ke: (a) dikokwane tša seemo sa go ruta le go ithuta tša go swana le tlhaelelo ya methopo ya go ruta le ya go ithuta, tlhokego ya mananeokgoparara le mekgwa ye e fokolago ya go ithuta le ya go ruta; (b) mabaka a seng ao a amanago le maikutlo a go se loke le tlhokego ya tlhohleletšo ya barutiši le baithuti go nagana ka tsinkelo; le (c) mabaka a go amana le melawana ao a fetogago ditšhitišo go tšweletšo ya go nagana ka tsinkelo go baithuti go swana le melawana yeo e amogelago go ngwadišwa ga baithuti, lenaneothuto la Histori, tshepedišo ya ditlhahlobo tša dikolo tša mmušo le go hlama ga lenaneothuto leo le theilwego go ditlhahlobo. Dinyakišišo di utollotše gore mekgwa ye mmalwa ya go swana le kabo ya methopo ya go ithuta ye bohlokwa le kaonafatšo ya tlhohleletšo ya barutiši di ka thuša phethagatšo ye e šomago gabotse ya go nagana ka tsinkelo ka go lenaneothuto la dikolo tšeo di phagamego tša ka Zimbabwe. Dinyakišišo di utollotše gape gore go akaretšwa go nagana ka tsinkelo ka go lenaneothuto go ka ba le seabe se sekaone go kaonafatšo ya lenaneothuto la Zimbabwe. Dinyakišišo di šišinya gore mmušo wa Zimbabwe, Kgoro ya Thuto ya Dikolo tša Phoraemari le ya Dikolo tše di Phagamego, bolaodi bja dikolo tše di phagamego, diyunibesithi le dikholetše tša go ruta barutiši le Lekgotla la Ditlhahlobo tša Dikolo tša Zimbabwe di swanetše go šomišana mmogo ka nepo ya go tšweletša go nagana ka tsinkelo gareng ga baithuti ka dikolong tše di phagamego tša Zimbabwe. / Educational Foundations / D. Ed. (Philosophy of Education)

My thesis is based on a broader context of theories and categories of tourism and touristic experiences elaborated by authors belonging to a comparatively new subdiscipline of social and cultural anthropology - the anthropology of tourism. I focus on Mexico, the area of my interest and a part of el Mundo Maya (Maya World) through the eyes of tourism categorization of Valene Smith (1989). I specify two distinct (but yet similar) anthropological fields - one being Riviera Maya with fieldwork in Cancún, Tulum and Chichén Itzá and the other one Ruta Maya with fieldwork in San Cristobal de las Casas and the village of Chamula. I focus on the area of a popular beachspot and adjacent Maya ruins as a destination of historical tourism and also on the area of Chiapas highlands with an authentic Maya village which is a popular destination of ethnic or more accurately cultural tourism. My work is about the process of construction of the (English speaking versus Spanish speaking) tourist image of ancient Maya and the Maya of today. The conclusion of my fieldwork helps me illustrate the term monumentalization of the Maya (Canclini, 2005) or inventing the great Maya through touristic artefacts, experience and travellers' guides. Key words Anthropology of tourism, Maya tourism, Tulum, Chichén Itzá, Cancún, San...

This essay examines how family-related violence was depicted in art in Sweden during the 70s, 80s and 90s. A major shift in the views of violence within the family and in relationships occurs during this period, which becomes evident through a change in laws but is also visible in an ongoing social debate. Basing my research on a number of works by female artists, depicting violence, I have analysed ways of interpreting and understanding the violence in these images, in relation to the changed views on family, gender roles and violence. The female perspective on violence is often the same as the perspective of the violated, and I have chosen to study female artists, thus assuming that a changed attitude is most clearly reflected in this group.The artists included in the study are Marie-Louise Ekman, Marja Ruta, Kristina Abelli Elander, Maria Lindberg, Maria Friberg and Monica Larsen Dennis, Helene Billgren, Tuija Lindström, Charlotte Gyllenhammar, Anna-Maria Ekstrand and Annika von Hausswolff.The works are grouped into four categories based on a model created by Gregory H. Stanton, which he developed in the survey of genocide. His model depicts ten stages in which violence slowly increases. My division is in four stages and is named structural violence, embodied acts of violence or abuse, crime victims or traces of crime, and consequences of violence. Seen over the period covered by the study, one can observe an increase in the number of images with violent content. The depictions change from being political messages to becoming more provocative and questioning power structures. This is a development which is happening simultaneously with the breakthrough of postmodern art.The artists have in several works been influenced by or relate to images of violence shown in news media and popular culture, a genre that grows during the 1980s home video epoch. But the art not only interacts with other visual media, it also wants to involve the viewer by exploring and questioning values and hierarchies in society.The girl as a symbol of an innocent victim is represented in several of the works, and the girls are given a much greater freedom of action in the artworks than in reality. A concealed aggression is made visible and in several of the works the girls act violators.Depiction of violence has not been treated as a theme or categorized as a separate genre in the arts. To the extent that I have found analyses of works containing violence in the arts, there has been a hesitative attitude and the images have been perceived as simple in a communicative or interpretive aspect. In my study, I come to another conclusion, Seeing that the processing of violence in the artistic works creates a counter-image to stereotypical and simplified images in media and and so helps us to see the normative values, power imbalances, behaviours and expectations that are often the basis for acts of violence.

The purpose of this study was to investigate and improve reflective teaching in the Ethiopian Secondary School Teacher Education Institutions (TEIs). This study used a mixed methods research approach that employed a concurrent triangulation design. For data collection, the study utilized a structured questionnaire, a semi-structured individual and group interviews. The data collection instruments were utilized to solicit pre-service teachers’, teacher educators’, and cooperating teachers’ (mentors’) views on reflections and how reflective teaching in the pre-service teacher secondary school teacher education framework is being implemented. The study particularly aimed to investigate how the pre-service teachers view reflective teaching, identify the hindrances for effective reflective teaching practice, and discover strategies that could be used to improve the practice. Prominent reflective scholars’ theories and outlooks on reflective practice were reviewed and used to guide the study. The responses of the stakeholders on the nature and implementation of reflective practices were analyzed quantitatively and qualitatively. For the quantitative data analyses, both the descriptive statistics and inferential statistics were employed. On the other hand, narration was used to analyze the qualitative data. Triangulation of the study was observed by presenting and interpreting the qualitative data with reference of the quantitative data. The research questions were answered as the researcher analyzed the responses that the pre-service teachers hold to the reflective teaching, as well as the method, situation and issues of the reflective teaching practice in the pre- service teacher education curriculum framework. The study uncovered that secondary schools’ pre-service teachers in the existing teacher education programme were practicing few reflective teaching tools. The findings indicated that the pre-service teachers hold fair insights of reflective teaching, yet they felt less capable of doing reflective teaching critically. The findings indicated that the pre-service teacher education programme faced a number of barriers to effective reflective teaching practice. The findings also raised concerns over writing journals, instructional technology, teaching portfolios, and action research projects for reflective teaching in the pre-service teacher education programme. The study has identified key strategies that may be useful for the Ministry of Education, teacher educators, cooperating teachers, and teacher education institutions who are responsive for reflective teachers in Ethiopia. / Maikemišetšo a thuto ye e be e le go nyakišiša le go hlabolla thuto ya taetšo go Dihlongwa tša Thuto ya Borutiši Dikolong tša Ethiopia (TEI). Thuto ye e šomišwa mokgwa wa diphatišišo wa mekgwahlakantšho yeo e šomišago tlhamo ya go šoma mmogo ka ditsela tša go hlama khutlotharo. Go kgoboketša ya datha, thuto ye e šomišitše letlakalapotšišo la sebopego sa go ikgetha, dipoledišano tša mošomo la motho le sehlopha seo se hlamegilego gannyane. Didirišwa tša kgoboketša ya datha di šomišitšwe go hwetša barutiši ba pele ga kabo ya tirelo, barutiši ba go ruta, le barutiši ba go šomišana (baeletši’) ditaetšo le mmono ka ga ka fao thuto ya taetšo e phethagatšwago ka go tlhako ya thuto ya barutiši ba thuto ya sekolo se se phagamego. Thuto gabotse e nepile go nyakišiša ka fao barutiši ba ditirelo tša go thoma ba bonago thuto ya taetšo, go hlaola ditšhitišo tša tiragatšo ya maswanedi ya go ruta ka mokgwa wa ditaetšo le go lemoga maanotšhomo ao a ka kgonago go tlhabolla tiragatšo. Diteori tša baithuti ba maemo ba go diriša ditaetšo le mmono mo go tiragatšo ya taetšo di lebeletšweleswa le go šomišwa go hlahla thuto ye. Dikarabo tša baamegi go mohuta le phethagatšo ya tiragalo ya taetšo di lekotšwe ka dipalopalo le boleng. Go dikahlaahlo tša datha ya dipalopalo, bobedi dipalopalo tša go hlalosa le tša tšhupetšo di šomišitšwe. Ka letsogong le lengwe, tlhaloso e šomišitšwe go ahlaahla datha ya boleng. Go dira gore thuto e tšwe dikhutlotharo e lebeletšwe ka go ruta le go tlhathollela ka datha ya boleng go lebeletšwe datha ya dipalopalo. Dipotšišo tša diphatišišo di arabilwe bjalo ka ge monyakišiši a lekotše dikarabo tša barutiši ba pele ga tirelo go tliša thuto ya taetšo go tee le mokgwa, maemo le ditaba ka ga tshepedišo ya thuto ya taetšo ka go tlhako ya kharikhulamo ya thuto ya barutiši bja pele ga tirelo. Thuto e utullotše go re barutiši ba sekolo se se phagamego sa pele ga tirelo ka go lenaneo le le lego gona la thuto ya barutiši ba be ba diriša didirišwa tše nnyane tša taetšo ya thuto. Dipoelo di laeditše gore barutiši ba pele ga kabo ya tirelo ba bile le pono ka ga thuto ya taetšo, eupša ba be ba sa kwe ba kgona go ruta ka mokgwa wa taetšo. Dipoelo di laeditše go re lenaneo la thuto ya barutiši bja pele ga kabo ya tirelo ba lebane le ditšhitišo tše mmalwa go tshepedišo ya maleba ya thuto ya taetšo. Dipoelo gape di tlišitše kamego ka ga go ngwala ditšenale, thekenolotši ya go ruta, diphotefolio tša go ruta le diprotšeke tša tiro ya diphatišišo go fihlelela thuto ya taetšo ka go lenaneo la thuto ya tirelo ya go ruta. Thuto e hlaotše maanotšhomo a motheo ao a ka bago le mohola go Kgoro ya Thuto, barutiši, barutiši bja bašomišane le dihlongwa tša thuto ya barutiši tšeo di ikemišeditšego go hlahla barutiši ba go ikarabela go taetšo mo Ethiopia. / Die doel van hierdie studie was om besinnende onderrig aan Ethiopiese opleidingsinstellings vir hoërskoolonderwysers te ondersoek en te verbeter. Verskeie metodes en ‘n triangulasieontwerp is in hierdie studie gevolg. Data is deur middel van ‘n gestruktureerde vraelys en halfgestruktureerde individuele en groeponderhoude ingesamel. Studenteonderwysers, onderwyseropvoeders en medewerker-onderwysers (mentors) se siening van hoe besinnende onderrig in die raamwerk van hoërskoolonderwysers se opleiding neerslag vind, is verkry. Daar is in die besonder op studenteonderwysers se opvattings oor besinnende onderrig gekonsentreer. Struikelblokke in die weg van doeltreffende besinnende onderrigpraktyk en strategieë om dit uit die weg te ruim, is aangetoon. Die teorieë en gesigspunte van vooraanstaande kenners van besinnende onderrigpraktyk is bestudeer, en het rigting aan hierdie studie verleen. Belanghebbers se reaksie op die aard en inwerkingstelling van besinnende praktyke is kwantitatief en kwalitatief ontleed. Sowel die beskrywende as die afgeleide statistiek is in die ontleding van die kwantitatiewe data gebruik. Die kwalitatiewe data, daarteenoor, is met behulp van vertellings ontleed. Die kwalitatiewe data is met verwysing na die kwantitatiewe data vertolk te einde reg te laat geskied aan die triangulasie van die studie. Die navorsingsvrae is beantwoord namate die navorser die reaksie van studenteonderwysers op besinnende onderwys ontleed het asook die metode en situasie daarvan, en die probleme daarmee in die kurrikulum van studenteonderwysers. Daar is bevind dat weinig studente wat as hoërskoolonderwysers opgelei word, die tegnieke van besinnende onderwys toepas. Volgens die bevindings weet studente wel van besinnende onderwys, maar voel dat hulle nie tot kritiese besinnende onderwys in staat is nie. Daar was ʼn hele paar struikelblokke in die onderwysersopleidingprogram vir besinnende onderwyspraktyk. Die bevindings is kommerwekkend wat betref die skryf van joernale, onderrigtegnologie, onderwysportefeuljes en aksienavorsingsprojekte vir doeltreffende onderwys in die onderwysersopleidingsprogram. Verskeie strategieë is aangetoon wat van nut kan wees vir die ministerie van Onderwys, die opleiers van onderwysers, medewerker-onderwysers en instellings wat onderwysers oplei om sensitiewe, besinnende onderwysers in Ethiopië te word. / Curriculum and Instructional Studies / D. Ed. (Curriculum and Instructional Studies)