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Beletrizace dějin ve výuce dějepisu / Fictionalization of History in History TeachingKnitlová, Hana January 2012 (has links)
99 Summary The topic of this Diploma thesis focuses on Fictionalization of History in History Teaching. This area is closely connected with Eduard Štorch. Eduard Štorch was an amateur archaeologist, a very good writer and an undervalued teacher. Based on topics which he drew from a variety of archaeological research projects he created and wrote adventure stories which can be classified as somewhere between fiction and popular science stories in which he described oldest periods of Czech history. His books are still recognised today as the very best of their kind and they have been translated into a number of foreign languages. As a teacher, Štorch did his utmost to improve children's education. At his own expense and almost single-handedly he built a "Children's Farm" on Libeňský ostrov in Prague. It was meant as a place for educating children not only inside a classroom but also in the middle of nature. Children from other schools in Prague were encouraged to use the outdoors facilities there in their free time as well. Eduard Štorch tried to promote and enforce changes in the teaching of all school subjects but concentrated on the teaching of history. For this purpose he published several books such as "The Reform of the History Taught at Schools" (Reforma školního dějepisu; 1905), "The New History"...
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The promotion of unhu in Zimbabwean secondary schools through the teaching of Shona literature : Masvingo urban district, a case studyViriri, Eunitah 11 1900 (has links)
This study examines the extent to which the teaching of Shona novels can be used to
promote unhu (humanness) in Zimbabwean secondary schools where there has been a
call for the teaching of cultural values. The school syllabi for Shona make this position
abundantly clear. For that reason, anchoring the discussion on the role of literature in
Africa as expounded by African scholars such as Ngugi wa Thiong’o (1981), p’Bitek
(1986) and Achebe (1989) among others, the study observes that literature plays an
important role in moulding character through advancing unhu. For instance, as Achebe
(1989) argues that the novelist is a teacher, the study therefore locates literature as a
life-affirming and life-extending affair. The discussion of the role of literature as a
potential conduit for expressing unhu takes place within the theoretical confines of
Afrocentricity, an African-centred theory that places the interests of Africa at the centre
of any analysis involving African people. The selected novels namely Pfumo Reropa
(1961), Kunyarara Hakusi Kutaura? (1983) and Ndafa Here? (2007) are therefore
interrogated from an Afrocentric point of view. The three novels are representative of
different historical epochs in Zimbabwe’s cultural trajectory. In addition, they have
featured quite prominently on the school syllabi for Shona. Through a combination of
interviews and critical analysis of the novels, the study crucially observes that the proper
teaching of literature can effectively transform the thinking of learners thereby locating
them in their own cultural platforms. However, for this to happen, teachers must be
properly trained in order that they develop an appreciation of the value of literature in
imparting unhu among learners. As a result, the study thus proposes sufficient
conscientisation of teachers and learners on the concept and practice of unhu be
systematically carried out. At the same, there is need for greater planning in
constructing a more informing syllabus, as well as the deliberate inclusion of texts that
canonise unhu. / African Languages / D. Litt. et Phil. (African Languages)
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The possibility of Africanization of the curriculum in Namibia in the light of the African experienceKangueehi, Albertus Kuzeeko 11 1900 (has links)
It is widely accepted that in order for education to serve the
people effectively, the school curriculum should be localised.
In Namibia a high rate of failure, unemployment and a low
standard of life, especially among the black section of the
population, is attributed to the foreign education which the
people receive.
This study attempts to shed some light on the nature of school
curriculum. From a comparative study of attempts of
Africanisation of the school curriculum in three African
countries, some universal strategies can be distilled.
A short survey is given of the school curriculum in Namibia and
the history of its development.
Finally, on the basis of the distilled strategies, some
guidelines are drawn concerning Africanisation of the school
curriculum in Namibia. These guidelines could be used to make
the school curriculum in Namibia more relevant / Educational Studies / M. Ed. (Comparative Education)
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A study of the provision of distance education for the upgrading and improvement of the qualifications of teachers in the province of Kwazulu-NatalBagwandeen, Dowlat Ramdas 11 1900 (has links)
This research is predicated in the firm conviction that the quality of education is
dependent upon the quality of teachers. Teachers as the bedrock of education must
participate actively and conscientiously in their intellectual growth through various
forms of INSET discussed in the research.
From an international comparative perspective DE as a strategy of INSET is deemed
as the most functional, if not prudent and efficacious educational experience for the
upgrading and improvement of the qualifications of teachers. In this research the origin
of DE in terms of its antecedents and evolution, the raison d'etre and the advantages
and limitations of DE are adumbrated in order to focus on the complexity and diversity
of DE.
As part of the conceptual and theoretical framework various terms used synonymously
with DE are considered. A syntagma of principles providing a utilitarian and pragmatic
connotation for DE is then postulated. Selected theories relevant to DE provide the
synthesis for theoretical perspectives. The typology of DE institutions comprising
autonomous, dedicated providers of DE and those that are mixed or hybrid or dual
mode systems is analyzed.
In koeping with the theme of educational borrowing fundamental to comparative
education studies provision of DE by the UKOU and AU for developed countries,
IGNOU and the ZINTEC model for developing countries is discussed. National
examples are UNISA, Vista University and SACTE. The provincial institutions
discussed are the former SCE, NCE, UCFE and the newly formed SACOL.
General and specific recommendations for the provision of DE programmes for the
upgrading and improvement of the qualifications of teachers in the Province of
KwaZulu-Natal are adumbrated. By way of conclusion, it is iterated that the provision
of DE for the upgrading and improvement of the qualifications of teachers is irrefragably
xxvii
the quintessential factor in the new generation of teacher education and a pivotal
element for INSET. / Educational Studies / D. Ed. (Comparative Education)
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