Summaries in English and Afrikaans / The bright future of education in South Africa, as in every developed and developing country such as the United States of America, United Kingdom, France and many others, depends greatly on grade 1 teachers' involvement in School-Based Curriculum Development (SBCD). The fallacy that grade 1 teachers can be operated effectively by remote control should be abandoned from the school curriculum. Success will always be elusive task if grade 1 teachers are excluded from curriculum decision-making, because their proximity to learners in the learning situation is a source of valuable information for curriculum developers, a source which is currently overlooked. This warrants a paradigm shift in teacher training programmes. A situation analysis in our democratic country necessitates problem-centred teacher training which will equip the future generation of teacher trainees and prospective grade 1 teachers with relevant professional skills, precipitated by our country. The bone of contention in this study revolves around the kind of teaching and learning problems experienced by grade 1 teachers involved in SBCD in the Northern Province. It is apparent from the thesis that grade 1 teachers' involvement in curriculum decisionmaking is limited to a certain extent because members of the top structure of curriculum planners are reluctant to quit their 'ivory towers' to perceive the real situation of the noble profession of teaching. A profound problem in South Africa in general and the Northern Province in particular is that there is a serious lack of consultation and negotiations with grade 1 teachers, and the implications thereof are detrimental to SBCD. The measure in which the grade 1 teachers are involved in participation and decisionmaking is a determinant of the success or failure of the innovation project. It is thus noteworthy to point out that the grade 1 teacher must be fully supported by his or her academic seniors, to become actively involved in curriculum activities. The overriding aim of this study, an exploratory investigation of the identified teaching and learning problems by grade 1 teachers in terms of SBCD in the Northern Province emanated from this need. It should also be pointed out that our world is characterised by the rapid tempo at which knowledge becomes out-dated and is replaced by new ideas and concepts. The twentieth century has become known as the information era. This has necessitated a change of emphasis in education; instead of the transfer of knowledge, the grade I teacher must rather be taught how to acquire knowledge on his or her own and be provided with instruments necessary for exploiting knowledge. The method of analysis began with in a literature review, with a viewpoint to provide guidelines for grade I teachers' involvement in SBCD. After an introductory orientation provided in chapter 1, the theories of SBCD and Outcomes-Based Education (OBE) were examined in chapter 2. Qualitative research as a strategy to address problems in SBCD was dealt with in chapter 3 by means of identifying the research instruments to be utilised for data collection techniques and analysis. Furthermore, in this chapter, the researcher elaborated on the types of qualitative methods, characteristics and outcomes of qualitative research, phases of data collection and analysis strategies and qualitative research as a remedy in SBCD problems. In chapter 4, the researcher elaborated on research instruments, findings and data analysis. Findings were based on the implementation of research instruments and literature review. It is in this chapter that the theories of SBCD and OBE in chapter 2 and qualitative research as a strategy to address SBCD problems in chapter 3 have been synthesised. In the ensuing chapter 5, guidelines which could serve as a framework for grade I teachers' involvement in SBCD were provided. It is strongly believed that these guidelines will be useful for both Pre-service Teacher Education and Training (PRESET) and In-service Teacher Education and Training (INSET) to keep pace with the changes taking place in the South African society. Teacher training should thus ensure that teacher trainees and prospective grade I teachers are sufficiently skilled to cope with the tremendous escalation of challenges in SBCD. In fact, grade I teachers should be trained to teach learners who must fulfill their vocational mandate some time in the near future. The youth must be empowered for the future, which covers the period from the time they enter school. These guidelines make it imperative for the trainers of prospective teachers to predict the future realistically and to train grade I teachers in accordance with the principle of constancy and change. Future education requires individuals who will know how to apply principles, norms and values and how to design new methods for effective instruction and learning. The final chapter focused on the background to the problem, the methodology of the investigation and conclusions. The study also highlighted recommendations for the improvement of teaching practice and teacher training and the implications thereof. The researcher summed up the study by proposing areas of concern for future research. / Die suksesvolle ontwikkeling en toekoms van onderwys in Suid-Afrika, soos in elke ontwikkelde en ontwikkelende land, insluitend die Verenigde State van Amerika, die Verenigde Koninkryk, Frankryk en vele ander, hang hoofsaaklik af van die betrokkenheid van graad 1-onderwysers by Skoolgebaseerde Kurrikulumontwikkeling (SBKO) . Dit geld ook vir die Noordelike Provinsie waar hierdie studie gedoen is. Die aanname dat graad 1-onderwysers effektief kan deelneem aan die skoolkurrikulum deur middel van afstandsdeelname, moet laat vaar word. Indien die onderwysers uitgesluit word van die besluitnemingsproses in kurrikulumontwikkeling sal die kanse op sukses bemoelik word. Hulle deelname aan en betrokkenheid by die leersituasie kan dien as 'n bron van inligting vir kurrikulumontwikkelaars. Tans word hierdie bron van inligting nie in aanmerking geneem nie. Hierdie hipotese vereis 'n paradigmaskuif in die onderwysersopleidingsprogramme. 'n Situasie-analise in die Noordelike Provinsie het getoon dat 'n probleemgerigte onderwysersopleidingsprogram nodig is om die toekomstige generasie van onderwysers (veral graad 1-onderwysers) toe te rus met die relevante professionele vaardighede wat so dringend in ons land benodig word. Die kernpunte in hierdie studie handel oor die tipe kennisoordrag- en leerprobleme wat graad 1-onderwysers ondervind m hulle betrokkenheid m Skoolgebaseerde Kurrikulumontwikkeling in die Noordelike Provinsie, en in watter mate dit aangespreek word m kurrikulumontwikkeling. Bevindings m hierdie studie toon dat onderwyserbetrokkenheid beperk word deur die topstruktuur van die kurrikulumbeplanners wat onwillig is om hulle ivoortorings te verlaat en sodoende nie die werklike situasie in die onderwysberoep in aanmerking neem nie. 'n Groot probleem in Suid-Afrika in die algemeen, en in die Noordelike Provinsie in die besonder, is die emstige gebrek aan konsultasie en onderhandeling met graad 1-onderwysers en die negatiewe impak hiervan op kurrikulumontwikkeling. Die mate waarin hierdie onderwysers betrokke is, is bepalend vir die sukses of die mislukking van die innoverende projek. Dit is gevolglik noodsaaklik om daarop te wys dat die graad 1- onderwyser ten voile ondersteun moet word deur sy/haar akaderniese seniors ten einde aktiefbetrokke te kan wees by sodanige kurrikulumaktiwiteite. Die hoofdoel van hierdie studie is dan ook 'n ondersoek na die geldentifiseerde kennisoordrag- en leerprobleme van graad l-onde111Jysers in die Noordelike Provinsie in voorafgenoemde verband. Ons leef in 'n snel veranderende wereld waarin kennis vinnig verouder raak en met nuwe idees en konsepte vervang word, die sogenaarnde inforrnasieera. Dit noodsaak 'n verandering in die onderwys, waar die onderwyser geleer moet word om eerstens self kennis te verkry asook dat die instrumente wat no dig is om die kennis te eksploiteer, verskafword, eerder as om net op kennisoordrag te let. Analise as ondersoekmetode is in die literatuuroorsig gebruik met die doel om riglyne vir graad 1-onderwysersbetrokkenheid te verskaf. Na die inleidende orienteringspostulaat in Hoofstuk 1, Is die teoriee van Skoolgebaseerde kurrikulumontwikkeling en Uitkomsgebaseerde Onde111Jys (UGO) m Hoofstuk 2 ondersoek. In Hoofstuk 3 is kwalitatiwe navorsing as strategie om probleme met Skoolgebaseerde Kurrikulumontwikkeling uit te wys, aangespreek. Dit is bereik deur die identifisering van die navorsingsinstrumente wat gebruik is vir data-insameling en analise. In die hoofstuk bespreek die navorser die tipes kwalitatiewe metodes; die eienskappe en gevolge van kwalitatiewe navorsmg; die fases van dataversarneling asook analisestrategiee en kwalitatiewe navorsmg as instrumente in die uitskakeling van Skoolgebaseerde Kurrikulumontwikkeling-probleme. In Hoofstuk 4 word verder uitgebrei oor navorsingsinstrurnente, bevindings en data- analise. In die hoofstuk word die teoriee van SBKO en UGO soos bespreek in Hoofstuk 2 en kwalitatiewe navorsing as strategie om SBKO probleme aan te spreek, gesintetiseer. In Hoofstuk 5 word riglyne verskaf wat kan dien as raarnwerk VIr graad londe111Jyserbetrokkenheid in SBKO. Die verrnoede bestaan dat hierdie riglyne bruikbaar sal wees vir beide Voordiensopleiding en Indiensopleiding om sodoende in pas te wees met die veranderinge wat m die gemeenskap se leefwereld plaasvind. Onderwysersopleiding behoort dus te verseker dat onderwysers wat opgelei word, en veral graad 1-onderwysers, toegerus word om met die toename in uitdagings in SBKO te kan byhou. In werklikheid behoort graad 1-onderwysers sodanig opgelei te word dat hulle leerders kan onderrig en toerus om in die toekoms hulle beroepe te kan beoefen. Die jeug moet bemagtig word vir die toekoms vanaf die oomblik dat hulle die skoolsisteem binnegaan. Hierdie riglyne maak dit noodsaaklik vir die opleiers van voomemende onderwysers om die toekoms korrek te voorspel en om die graad 1-onderwysers op te lei in die beginsels van konsekwentheid en verandering. Toekomstige onderrig vereis individue wat sal weet hoe om beginsels, nonne en waardes toe te pas en hoe om nuwe onderrigmetodes vir effektiewe leer te ontwerp. Die finale hoofstuk fokus op die agtergrond van die probleem, die metodologie van die ondersoek en gevolgtrekkings. Die studie benadruk die aanbevelings vir die verbetering van onderwyspraktyk en onderwysersopleiding en die implikasies daarvan. Die navorser som dan ook die studie op deur areas van belang vir toekomstige navorsing voor te stel. / D. Ed. (Didactics and Curriculum Studies)

Thesis (PhD)--Stellenbosch University, 2006. / Bibliography / ENGLISH ABSTRACT: This study is aimed at developing a curriculum framework for consumer learning at a higher education institution, using a case study design. To determine the need for consumer learning at the Cape Peninsula University of Technology – the “bounded context” of the study – a situation analysis was conducted as the first phase of curriculum development. Methods to triangulate data included the use of quantitative and qualitative research methods, together with a thorough literature study. The two sets of empirical data were obtained from two research instruments, namely self-administered survey questionnaires and semi-structured interviews with learning facilitators (lecturers) at the institution. The survey amongst first-year students was used to assist in the needs assessment for curriculum development at the CPUT and to determine the knowledge, skills, values and attitudes of first-year respondents regarding consumer rights and responsibilities, as well as other consumer-related issues. This not only provided data to analyse the situation, but also assisted in the planning and development of a curriculum framework for consumer learning. The researcher used semi-structured interviews to determine the views and perceptions of learning facilitators regarding the importance of consumer learning, and to gauge the need for such learning at the institution. Aspects relating to the contents, teaching strategies, level of introduction, potential for critical crossfield outcomes development, benefits and major obstacles in the implementation and/or integration into the curriculum were also investigated. The two-tiered situation analysis indicated that students expressed a clear need for consumer learning at the Cape Peninsula University of Technology, especially regarding the areas of consumer rights and responsibilities. The importance of consumer learning and the “readiness climate” from the perspective of the learning facilitators was also clearly established. The study culminated in the development of a curriculum framework for consumer learning that is compatible with the requirements of the South African Qualifications Authority and the Higher Education Qualifications Framework in South Africa. Key findings reported in the form of a curriculum framework could serve as a guideline for the planning and implementation of a consumer learning programme at the Cape Peninsula University of Technology. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem met die doel om ‘n kurrikulumraamwerk vir verbruikersleer aan ‘n hoëronderwysinstelling te ontwikkel. ‘n Gevallestudie-benadering is gebruik om die sosiale verskynsel van verbruikersleer te ondersoek. Om die behoefte aan verbruikersleer aan die Kaapse Skiereilandse Universiteit van Tegnologie – die konteks van die studie – te bepaal, is ‘n situasie-analise onderneem as die eerste fase van kurrikulumontwikkeling. Metodes van triangulasie in hierdie navorsing sluit die benutting van kwantitatiewe en kwalitatiewe gegewens in, asook ‘n literatuurstudie. Die twee stelle empiriese gegewens is verkry vanuit ‘n self-geadministreerde opnamevraelys aan studente en onderhoude met leerfasiliteerders (dosente) aan die instelling. Die doel van die opnamevraelys was om te help met die behoeftebepaling vir kurrikulumontwikkeling aan die Kaapse Skiereilandse Universiteit van Tegnologie, en veral om die kennis, vaardighede, waardes en houdings van eerstejaarrespondente met betrekking tot verbruikersregte en -verantwoordelikhede te bepaal. Dit het nie alleen insig in die situasie-ontleding gegee nie, maar het ook gehelp met die beplanning en ontwikkeling van ‘n kurrikulumraamwerk vir verbruikersleer. Die doel met die gebruik van semi-gestruktureerde onderhoude in hierdie studie was om die navorser in staat te stel om die sienswyse en persepsies van leerfasiliteerders met betrekking tot die belangrikheid van verbruikersleer, asook die behoefte daarvoor by die instelling te bepaal. Aspekte wat verband hou met die inhoud, onderrigstrategieë, vlak van bekendstelling, potensiaal vir kritieke uitkomsontwikkeling, voordele en vernaamste struikelblokke in die implementering en/of integrasie van die kurrikulum is ook getoets. Die situasie-analise dui daarop dat studente aan die Kaapse Skiereilandse Universiteit van Tegnologie ‘n behoefte het aan verbruikersleer, veral met betrekking tot die bevordering van verbruikersregte en -verantwoordelikhede. Die belangrikheid van verbruikersleer en die “gereedheidsklimaat” daarvoor vanuit die perspektief van die leerfasiliteerders is ook bevestig. Die resultaat van die navorsing het gelei tot die ontwikkeling van ‘n kurrikulumraamwerk vir verbruikersleer wat versoenbaar is met die vereistes van die Suid-Afrikaanse Kwalifikasie-Owerheid en dié van die Hoëronderwys-Kwalifikasieraamwerk in Suid-Afrika. Sleutelbevindings in verband met verbruikersleer is ook in die raamwerk opgeneem. Hierdie bevindings kan as ‘n riglyn dien vir die beplanning en implementering van ‘n verbruikersleerprogram aan die Kaapse Skiereilandse Universiteit van Tegnologie.

Thesis (MEd (Curriculum Studies)--University of Stellenbosch, 2007. / Culinary studies is a relatively young and unfamiliar field of study which engages the application of life and natural sciences, business and technology in a food-specific environment. The growth in the demand for training, re-training and continuing professional development in the culinary arts can be attributed to factors such as enhanced culinary programmes at high school level, an increased level of education and expectation about food in general, growth in culinary tourism and highly polished food magazines or other publications. The celebrity status of high-profile chefs and a stronger economy that enables more people to explore fine dining and gourmet food can be added to the list of factors that influence the interest in culinary arts as a profession. The number of qualified culinary professionals has increased over the last 10 years in South Africa, providing a large corps of people with a good understanding of this field of study and a need for continuing professional development opportunities. This study was a response to the challenges of the demand for continuing professional development opportunities from this growing body of culinary professionals. The demand for continuing professional development opportunities in culinary studies is becoming more complex and challenging for both learner and teacher. Although institutions that provide training in hospitality are also in the business of culinary education, their perspectives and focus are quite diverse. Culinary education can therefore be improved through a deeper understanding of the curriculum development process combined with the expectations of both the industry and the individual. A fundamental shortcoming in the field of culinary education is often that persons with limited expertise in the field of curriculum studies bear the primary responsibility for addressing curriculum challenges. The development of curricula for professional development in culinary studies subsequently happens at the expense of understanding the curriculum. The primary aim therefore of this study was to identify and propose a curriculum framework for continuing professional development in culinary arts. This framework might contribute to providing a curriculum foundation, credibility to the broad hospitality industry and specifically to culinary studies, as well as to the securing of some uniformity of standards over the spectrum of culinary qualifications. A scientifically validated situational analysis was executed by means of focus group discussions, personal interviews, curriculum comparisons and an electronic mail questionnaire survey, which mainly generated qualitative data. These techniques were used in triangulation as research instruments to investigate the needs for continuing professional development in culinary arts and the availability of curricula to address these needs. The greatest challenges in culinary studies were reflected in the complexity and multidisciplinary nature of this relatively undefined industry and field of study. The intricate relation, interaction, collaboration and contexts between secondary schools, various culinary training institutions, industry and culinary professionals were investigated. The data generated confirmed the need for training and development opportunities to improve the professional status of culinary professionals in South Africa The promotion of a change in direction for culinary studies development in South Africa could ensure future growth as a discipline cognitively and professionally, in line with international standards, procedures and practices. The range of challenges and changes facing the industry varies from social issues to the educational issues of qualifications and credible accreditations, which are addressed in the proposed curriculum framework. The lack of more empirical research in this field of study is an indication that both students and professionals should be encouraged to do the relevant research and that higher education institutions should provide the opportunities and structures for such research.

Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006. / This study is centered on the perception of Foundation Phase educators in the Nzhelele West Circuit in the province of Limpopo of Curriculum 2005. The implementation of Curriculum 2005 created much uncertainty among these teachers. The study took the form of a survey of published and unpublished sources, questionnaires, interviews and observations. Respondents were made up of stakeholders affected by the introduction of the new curriculum. Recommendations have been made about how the new curriculum should have been planned, developed and implemented to make foundation phase educators feel confident and able to help in the interpretation and implementation of the curriculum so as to help achieve the developmental goals of the South African Education System.

Thesis (MPhil)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study focuses on problems in the teaching fraternity after 1994. The transition to democracy brought about major changes in the running of the civil service. This study explores how the education policy of the central government in general, and that of KwaZulu-Natal Province in particular, affected human relations between school managers and teachers. A questionnaire was used to investigate the issue. Education policy guidelines and literature have been used to illustrate how policy can produce unintended consequences. The respondents to the questionnaire were selected school managers and teachers. The questions were aimed at gauging opinion regarding issues such as protection of line managers, moratorium on teacher transfers, the Labour Relations Act, commitment to teaching and training needs, to name just a few. Human relations seemed to worsen from 1996 to 1999 as most educators disobeyed the rules and to same extent continued to do so even after this period, in the name of unionism driven by "relatively" fair labour practice. One of the contentious issues in the conflict was the Labour Relations Act of 1995 that streamlined all labour sectors, thus doing away with differentiated legislation on each sector. The study found that the following factors contributed to strained human relations in the KwaZulu-Natal education sector: The abolition of corporal punishment in schools, a general lack of recognition for educational achievement of educators, a lack of recognition for good performance by supervisors, the way in which the Labour Relations Act was implemented in schools, unregulated voluntary severance packages for teachers, and the refusal by teacher unions to take up the duty loads of terminated temporary educators. In the light of the above the study made four recommendations: Knowledge and understanding of the Labour Relations Act should be strengthened among educators, further education of teachers should be recognised as it affects the quality of education in schools, the re-opening of educator transfers should be investigated, and training programmes are important to ensure capacity building. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op probleme wat in die onderwys-sektor ervaar is na 1994. Die transisie na demokrasie het groot veranderinge gebring tot die manier waarop die staatsdiens bestuur is. Die studie ondersoek die manier waarop mense-verhoudinge tussen skoolbestuurders en onderwysers, affekteer is deur die beleid van die sentrale regering in die algemeen, en die provinsie van KwaZulu-Natal in die besonder. 'n Vraelys is gebruik om die ondersoek te doen. Onderwysbeleidsriglyne en literatuur is gebruik om te illustreer hoe beleid in hierdie gevalonvoorsiene gevolge gehad het. Die respondente tot die vraelys is geselekteerde skoolbestuurders en onderwysers. Die vrae is gemik daarop om die opinies rakende die volgende kwessies te meet: die beskerming van lynbestuurders, die moratorium op onderwyser verplasings, die Wet op Arbeidverhoudinge, die verbeterings tot onderwys- en opleidingsbehoeftes, ensomeer. Verhoudinge het veral tussen 1996 en 1999 versleg, met die gevolg dat die meerderheid van onderwysers in die provinsie die department se reëls gebreek het (selfs na hierdie periode), in die naam van vakbond-aksie gedryf deur "relatiewe" regverdige arbeidspraktyk. In hierdie verband, was een van die vernaamste sake in die konflik die Wet op Arbeidsverhoudinge van 1995. Hierdie wet het alle arbeidsektore onder een bedeling gestroomlyn en so weggedoen met gedifferensieerde wetgewing vir elke sektor. Die studie vind op grond van die vraelys dat die volgende faktore die vernaamstes was in die KwaZulu-Natal onderwys sektor: Die afskaffing van lyfstraf in die skole, die tekort aan erkenning van studie deur onderwysers, die tekort aan erkenning vir goeie prestasie deur toesighouers, die manier waarop die Wet op Arbeidsverhoudinge in skole toegepas is, ongereguleerde toekenning van vrywillege aftrede pakkette, en die weiering deur onderwys vakbonde om die verpligtinge van afgedankte tydelike onderwysers to skouer. In die lig van hierdie faktore is die volgende voorstelle gemaak: Kennis en verstaan van die Wet op Arbeidsverhoudinge moet beter aan onderwysers gekommunikeer word, verdure studie deur onderwysers moet erken word aangesien dit die kwaliteit van onderwys beinvloed, onderwys verplasings moet weer ondersoek word, en opleidingsprogramme is 'n belangrike manier van kapasiteitsbou.

Thesis (MEd)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: Teachers in the South African educational context are being asked to meet an increasing number of professional demands. Teachers are expected not only to produce academic results and develop professionally, but also to play an affective role in the school. The paradigm used in this study is neo-liberalism. This allows the researcher to view the teacher as possessing technical or ‘hard’ skills as well as the less well-defined ‘soft’ or emotive skills. Here soft skills are defined as the interpersonal, human, people or behavioural skills needed to apply technical skills and knowledge in the workplace. A qualitative transcendental phenomenological research approach was selected in order to explore whether ‘excellent’ teachers from three schools in diverse economic settings in the Western Cape employed soft skills when teaching. The results of this study indicate that teachers perceived as ‘excellent’ exhibit intrapersonal behavioural, interpersonal conceptual and interpersonal affective soft skills. / AFRIKAANSE OPSOMMING: Binne die huidige Suid-Afrikaanse konteks, word daar toenemend professionele eise aan onderwysers gestel. Daar word nie net van onderwysers verwag om akademiese resultate op te lewer en hulself te verbeter nie, maar ook om ‘n emotiewe rol in die skool te speel. Neo-liberalisme skep die paradigma vir die studie. Dit laat die navorser toe om die onderwyser te beskou as iemand wat oor tegniese of ‘harde’ vaardighede in die werkplek beskik, maar ook oor die minder omskryfde ‘sagte’ of mensvaardighede. Sagte vaardighede word gedefinieer as die interpersoonlike, menslike of gedragsvaardighede wat nodig is om tegniese vaardighede en kennis toe te pas in die werkplek. ‘n Kwalitatiewe transendentale fenomenologiese aanslag is ontwerp om te bepaal of onderwysers, wat gesien word as ‘uitstekende’ onderwysers, van drie skole in diverse ekonomiese omgewings in die Wes-Kaap, dieselfde sagte vaardighede gebruik wanneer hulle skoolhou. Die resultate van die studie dui aan dat onderwysers wat gesien word as ‘uitstekende’ onderwysers, intrapersoonlike gedragsvaardighede en interpersoonlike affektiewe sagte vaardighede ten toon stel.

Made available in DSpace on 2016-04-28T20:57:29Z (GMT). No. of bitstreams: 1 Fatima Oliveira de Carvalho Araujo.pdf: 1233935 bytes, checksum: ec9e51142f021a069474a83404f2c7c1 (MD5) Previous issue date: 2008-06-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The goal of this study is to investigate the significations of the teachers regarding participation and democracy in school based on their experiences. It is a qualitative research that has the Socio-historical Psychology as the theoretical-methodological referential. Making interviews with three teachers of a Public School in São Paulo, we tried to realize how democracy is understood by them, which connections the teachers have inside the school and how they see their space of participation. The interpretative analysis of the data tried to articulate the theoretical referential of the Socio-historical Psychology with the studies of several of authors that write about democracy in school. The final considerations of this research point to the necessity of an enlargement of the concepts of democracy and participation, and it is necessary that the teachers reflect more deeply upon their participative and democratic practices and how these practices happen in school day by day / O objetivo deste estudo é investigar os significados constituídos por professores sobre participação e democracia na escola a partir de suas vivências e experiências. Trata-se de uma pesquisa qualitativa, que utilizou como referencial teórico-metodológico a Psicologia Sócio-histórica. Por meio de entrevistas e dinâmicas realizadas com três professores de uma escola pública de São Paulo, procurou-se apreender como a democracia é entendida, quais são as relações que os docentes estabelecem no interior das escolas e como percebem seu espaço de participação. A análise e a discussão dos dados buscou articulá-los ao referencial teórico da Psicologia Sócio-histórica e aos estudos de vários autores que tratam do tema democracia na escola. As reflexões finais desta pesquisa apontam para a necessidade de ampliação dos conceitos de democracia e participação e para a necessidade de formação docente voltada às práticas participativas e coletivas e sua concretização no cotidiano escolar

The present research explores teachers’ perceptions of participative decision-making (PDM) in a public high school in Durban, South Africa. PDM is also termed as participative management. This study attempts to investigate level one educators’ experiences of participation in decision-making. Hence, it is a qualitative exploration of the nature of their participation in decision issues and how they perceive the school’s actions with regard to participative decision-making. For the purpose of this study, semi-structured interviews were administered on ten level one educators within the school setting. Five themes were identified through the use of thematic analysis. These themes are as follow: collective activity, shared influence, expression of individual perspectives, the acknowledgement of educators’ input, and the implementation of cooperative governance. The integration of educators’ experiences in the literature on PDM, generated an in-depth understanding of participants’ perceptions. In essence, the findings of this research suggest that level one educators are not meaningfully engaging in decision-making in the school environment. In conjunction with this assertion, the school lacks a comprehensive framework to engender effective participative decision-making, as well as, significant involvement of level one educators. Essentially, the present research provides insight into the experiences of educators in a public high school and therefore, contributes to the body of knowledge on participative management. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.

This study explores teachers’ understanding of character education, their perceived role in curriculum development, implementation effectiveness, and their teaching practices. This two-part investigation surveys teachers from two schools, followed by an interview process with six of those participants. The school staffs of one elementary school and one elementary-junior-high school were surveyed to provide a general overview of teacher understanding of expectations, their knowledge of character traits identified in the curriculum goals of their Board of Education, and opinions about how their current teaching practice addresses the development of character. The interview data provided indepth information about teacher interpretation of character by their Western Canadian urban Public Board, details about their current teaching practices, including techniques and strategies incorporated, and their feelings about how character education should be taught in the school. The research revealed that teachers were generally unaware of the board’s curriculum expectations of the 11 character traits to be taught in school. There were mixed responses about who was responsible for teaching character: Some felt the responsibility was on the parents, while others felt it should be all adults. The study found that teachers were, in fact, currently teaching and assessing students on many of the traits identified as being significant as part of the hidden, lived curriculum. / ix, 95 leaves ; 29 cm

Summaries in English and Afrikaans / The bright future of education in South Africa, as in every developed and developing country such as the United States of America, United Kingdom, France and many others, depends greatly on grade 1 teachers' involvement in School-Based Curriculum Development (SBCD). The fallacy that grade 1 teachers can be operated effectively by remote control should be abandoned from the school curriculum. Success will always be elusive task if grade 1 teachers are excluded from curriculum decision-making, because their proximity to learners in the learning situation is a source of valuable information for curriculum developers, a source which is currently overlooked. This warrants a paradigm shift in teacher training programmes. A situation analysis in our democratic country necessitates problem-centred teacher training which will equip the future generation of teacher trainees and prospective grade 1 teachers with relevant professional skills, precipitated by our country. The bone of contention in this study revolves around the kind of teaching and learning problems experienced by grade 1 teachers involved in SBCD in the Northern Province. It is apparent from the thesis that grade 1 teachers' involvement in curriculum decisionmaking is limited to a certain extent because members of the top structure of curriculum planners are reluctant to quit their 'ivory towers' to perceive the real situation of the noble profession of teaching. A profound problem in South Africa in general and the Northern Province in particular is that there is a serious lack of consultation and negotiations with grade 1 teachers, and the implications thereof are detrimental to SBCD. The measure in which the grade 1 teachers are involved in participation and decisionmaking is a determinant of the success or failure of the innovation project. It is thus noteworthy to point out that the grade 1 teacher must be fully supported by his or her academic seniors, to become actively involved in curriculum activities. The overriding aim of this study, an exploratory investigation of the identified teaching and learning problems by grade 1 teachers in terms of SBCD in the Northern Province emanated from this need. It should also be pointed out that our world is characterised by the rapid tempo at which knowledge becomes out-dated and is replaced by new ideas and concepts. The twentieth century has become known as the information era. This has necessitated a change of emphasis in education; instead of the transfer of knowledge, the grade I teacher must rather be taught how to acquire knowledge on his or her own and be provided with instruments necessary for exploiting knowledge. The method of analysis began with in a literature review, with a viewpoint to provide guidelines for grade I teachers' involvement in SBCD. After an introductory orientation provided in chapter 1, the theories of SBCD and Outcomes-Based Education (OBE) were examined in chapter 2. Qualitative research as a strategy to address problems in SBCD was dealt with in chapter 3 by means of identifying the research instruments to be utilised for data collection techniques and analysis. Furthermore, in this chapter, the researcher elaborated on the types of qualitative methods, characteristics and outcomes of qualitative research, phases of data collection and analysis strategies and qualitative research as a remedy in SBCD problems. In chapter 4, the researcher elaborated on research instruments, findings and data analysis. Findings were based on the implementation of research instruments and literature review. It is in this chapter that the theories of SBCD and OBE in chapter 2 and qualitative research as a strategy to address SBCD problems in chapter 3 have been synthesised. In the ensuing chapter 5, guidelines which could serve as a framework for grade I teachers' involvement in SBCD were provided. It is strongly believed that these guidelines will be useful for both Pre-service Teacher Education and Training (PRESET) and In-service Teacher Education and Training (INSET) to keep pace with the changes taking place in the South African society. Teacher training should thus ensure that teacher trainees and prospective grade I teachers are sufficiently skilled to cope with the tremendous escalation of challenges in SBCD. In fact, grade I teachers should be trained to teach learners who must fulfill their vocational mandate some time in the near future. The youth must be empowered for the future, which covers the period from the time they enter school. These guidelines make it imperative for the trainers of prospective teachers to predict the future realistically and to train grade I teachers in accordance with the principle of constancy and change. Future education requires individuals who will know how to apply principles, norms and values and how to design new methods for effective instruction and learning. The final chapter focused on the background to the problem, the methodology of the investigation and conclusions. The study also highlighted recommendations for the improvement of teaching practice and teacher training and the implications thereof. The researcher summed up the study by proposing areas of concern for future research. / Die suksesvolle ontwikkeling en toekoms van onderwys in Suid-Afrika, soos in elke ontwikkelde en ontwikkelende land, insluitend die Verenigde State van Amerika, die Verenigde Koninkryk, Frankryk en vele ander, hang hoofsaaklik af van die betrokkenheid van graad 1-onderwysers by Skoolgebaseerde Kurrikulumontwikkeling (SBKO) . Dit geld ook vir die Noordelike Provinsie waar hierdie studie gedoen is. Die aanname dat graad 1-onderwysers effektief kan deelneem aan die skoolkurrikulum deur middel van afstandsdeelname, moet laat vaar word. Indien die onderwysers uitgesluit word van die besluitnemingsproses in kurrikulumontwikkeling sal die kanse op sukses bemoelik word. Hulle deelname aan en betrokkenheid by die leersituasie kan dien as 'n bron van inligting vir kurrikulumontwikkelaars. Tans word hierdie bron van inligting nie in aanmerking geneem nie. Hierdie hipotese vereis 'n paradigmaskuif in die onderwysersopleidingsprogramme. 'n Situasie-analise in die Noordelike Provinsie het getoon dat 'n probleemgerigte onderwysersopleidingsprogram nodig is om die toekomstige generasie van onderwysers (veral graad 1-onderwysers) toe te rus met die relevante professionele vaardighede wat so dringend in ons land benodig word. Die kernpunte in hierdie studie handel oor die tipe kennisoordrag- en leerprobleme wat graad 1-onderwysers ondervind m hulle betrokkenheid m Skoolgebaseerde Kurrikulumontwikkeling in die Noordelike Provinsie, en in watter mate dit aangespreek word m kurrikulumontwikkeling. Bevindings m hierdie studie toon dat onderwyserbetrokkenheid beperk word deur die topstruktuur van die kurrikulumbeplanners wat onwillig is om hulle ivoortorings te verlaat en sodoende nie die werklike situasie in die onderwysberoep in aanmerking neem nie. 'n Groot probleem in Suid-Afrika in die algemeen, en in die Noordelike Provinsie in die besonder, is die emstige gebrek aan konsultasie en onderhandeling met graad 1-onderwysers en die negatiewe impak hiervan op kurrikulumontwikkeling. Die mate waarin hierdie onderwysers betrokke is, is bepalend vir die sukses of die mislukking van die innoverende projek. Dit is gevolglik noodsaaklik om daarop te wys dat die graad 1- onderwyser ten voile ondersteun moet word deur sy/haar akaderniese seniors ten einde aktiefbetrokke te kan wees by sodanige kurrikulumaktiwiteite. Die hoofdoel van hierdie studie is dan ook 'n ondersoek na die geldentifiseerde kennisoordrag- en leerprobleme van graad l-onde111Jysers in die Noordelike Provinsie in voorafgenoemde verband. Ons leef in 'n snel veranderende wereld waarin kennis vinnig verouder raak en met nuwe idees en konsepte vervang word, die sogenaarnde inforrnasieera. Dit noodsaak 'n verandering in die onderwys, waar die onderwyser geleer moet word om eerstens self kennis te verkry asook dat die instrumente wat no dig is om die kennis te eksploiteer, verskafword, eerder as om net op kennisoordrag te let. Analise as ondersoekmetode is in die literatuuroorsig gebruik met die doel om riglyne vir graad 1-onderwysersbetrokkenheid te verskaf. Na die inleidende orienteringspostulaat in Hoofstuk 1, Is die teoriee van Skoolgebaseerde kurrikulumontwikkeling en Uitkomsgebaseerde Onde111Jys (UGO) m Hoofstuk 2 ondersoek. In Hoofstuk 3 is kwalitatiwe navorsing as strategie om probleme met Skoolgebaseerde Kurrikulumontwikkeling uit te wys, aangespreek. Dit is bereik deur die identifisering van die navorsingsinstrumente wat gebruik is vir data-insameling en analise. In die hoofstuk bespreek die navorser die tipes kwalitatiewe metodes; die eienskappe en gevolge van kwalitatiewe navorsmg; die fases van dataversarneling asook analisestrategiee en kwalitatiewe navorsmg as instrumente in die uitskakeling van Skoolgebaseerde Kurrikulumontwikkeling-probleme. In Hoofstuk 4 word verder uitgebrei oor navorsingsinstrurnente, bevindings en data- analise. In die hoofstuk word die teoriee van SBKO en UGO soos bespreek in Hoofstuk 2 en kwalitatiewe navorsing as strategie om SBKO probleme aan te spreek, gesintetiseer. In Hoofstuk 5 word riglyne verskaf wat kan dien as raarnwerk VIr graad londe111Jyserbetrokkenheid in SBKO. Die verrnoede bestaan dat hierdie riglyne bruikbaar sal wees vir beide Voordiensopleiding en Indiensopleiding om sodoende in pas te wees met die veranderinge wat m die gemeenskap se leefwereld plaasvind. Onderwysersopleiding behoort dus te verseker dat onderwysers wat opgelei word, en veral graad 1-onderwysers, toegerus word om met die toename in uitdagings in SBKO te kan byhou. In werklikheid behoort graad 1-onderwysers sodanig opgelei te word dat hulle leerders kan onderrig en toerus om in die toekoms hulle beroepe te kan beoefen. Die jeug moet bemagtig word vir die toekoms vanaf die oomblik dat hulle die skoolsisteem binnegaan. Hierdie riglyne maak dit noodsaaklik vir die opleiers van voomemende onderwysers om die toekoms korrek te voorspel en om die graad 1-onderwysers op te lei in die beginsels van konsekwentheid en verandering. Toekomstige onderrig vereis individue wat sal weet hoe om beginsels, nonne en waardes toe te pas en hoe om nuwe onderrigmetodes vir effektiewe leer te ontwerp. Die finale hoofstuk fokus op die agtergrond van die probleem, die metodologie van die ondersoek en gevolgtrekkings. Die studie benadruk die aanbevelings vir die verbetering van onderwyspraktyk en onderwysersopleiding en die implikasies daarvan. Die navorser som dan ook die studie op deur areas van belang vir toekomstige navorsing voor te stel. / D. Ed. (Didactics and Curriculum Studies)