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Unlike in the days of yore where storytelling was primarily known for its entertainment value, storytelling should be harnessed to make people's livelihood. Chapter 1 serves as prologue wherein the background of the study, problem statement, statement of aims, research methodology, research questions, hypotheses, definition of terms and organization of the study are presented. Storytelling began with the aim of transmitting the culture of people from one generation to another. There are different theories to account for the origin of stories. The identified problem is that storytelling is dying because it has not yet been professionalised in African languages. For storytelling to become viable in South Africa, storytellers have to be economically empowered. Both qualitative and quantitative approaches were employed in this study. Various questions have been prepared for use when interviewing the respondents. As a point of departure, the research hypotheses were laid down. Various concepts used in the study have been defined in order to clarify any misconceptions. For a study to follow a predetermined plan, it has to be organised in its initial stage. For that reason what has been discussed in each chapter has been summarised in the first chapter. Chapter 2 presents views of scholars, researchers and authors in general on how storytelling could be professionalised. The factors which retard the professionalisation of storytelling were also provided. The furnished views are classified according to their similarity. In Chapter 3, the methodology used in the gathering of research data is outlined. Both qualitative and quantitative methodologies were used, but the qualitative method more extensively because this is an explorative study. Data was collected through interviewing, questionnaires, documents and observation methods. Two sampling methods were used to select the respondents: the snowball sampling method and the judgmental or purposeful sampling design. The setting of the study was determined by the accessibility and the willingness of the respondents to use the site. Once the data was collected, it was analysed and interpreted. Chapter 4 focuses on the analysis and interpretation of the research data collected through interviews, questionnaires and systematic observations. During data analysis, similar themes from different respondents were combined in order to interpret the main findings. All such themes are discussed under major categories. In this chapter, themes were identified in relation to how storytelling might be professionalised. The fifth chapter outlines the main findings arrived at during the analysis and the interpretation of the data. To make this study more pragmatic, the findings are accompanied by suggested recommendations. The final chapter provides a general conclusion to the entire study. The success of professionalised storytelling and storytellers, the implications in terms of teaching and professionalisation, the implications for further study and the limitations of the study are also dealt with in this chapter. / African Languages / D. Litt. et Phil. (African Languages)

Proceeding from the premise that the meaning of performances flows from contextual, textual, and nonverbal elements, this dissertation explores layers of meaning arising from performances of selected South African struggle songs, poems and plays. In particular, it focuses on performances of the Mayibuye Cultural Group which functioned as an adaptive mechanism in the changing sociopolitical landscape of the 1980s and early 1990s, and on contemporary performances. The analysis of the songs, poems and play underscores the importance of nonverbal elements for the interpretation of performances, and proposes that performances functioned as debate and as a discursive presence in the public sphere. In particular, the performances glorified a masculine conception of the struggle and of South African society which highlighted the fragile gender politics in South Africa, and functioned as a vibrant mechanism for the expression of sanctioned criticism especially for the marginalised and for those at the fringes of power. / Anthropology / M.A. (Anthropology)

Like so many aspects of South African society, teacher education is undergoing change. The researcher studied existing school-based in-service education and training (SBINSET) programmes in the Northern Province and to improve the programmes, proposes Continuous Self-Renewal School-Based INSET (CSR SB INSET). Based on the extensive literature survey, strategies that would improve effective educational transformation are identified. Different concepts of INSET are explained. Components of teacher education are examined as are those factors that influence educational transformation. Advantages and limitations are identified and guidance on how to overcome these are suggested. The aim of this study was to examine INSET towards educational transformation with reference to primary schools in the Northern Province in order to introduce and assess a CSR SBINSET. The study examines the existing SBINSET programmes which are run in the Northern Province. The importance of teachers' continued professional growth is emphasised throughout this study. The researcher views systematic in-service training programmes for teachers as an educational necessity for the continuing professional growth of primary school teachers. An empirical survey has been undertaken to ascertain the effectiveness of CSR SBINSET and the type of delivery strategy that may be implemented.The research considers particular aspects of classroom practice addressed in the programme. The research was guided by the following questions: + Which methods do teachers use in their subject teaching? + What are their approaches to learners and learning? + How do teachers reflect on their teaching? + What strategies do teachers use? This research aims to improve existing SBINSET programmes run in the Northern Province inter alia by observing practising teachers. CSR SBINSET attempts to improve the competencies teachers, lecturers and District Officials, through such means as the presentation of centre-based, school-based and cluster-based workshops. Although the educational authorities should take initiative to provide educational transformation, the following share responsibility in this vital aspect of education: + those in the Department of Education who are responsible for planning; + superintendents of education within districts and regions; + training institutions such as universities, technikons, colleges and private agencies. The importance of and necessity for, continuous professional development of primary school teachers by means of SBINSET programmes, is emphasised. / Educational Studies / D. Ed. (Didactics)

The study deals with the professional development of educators as a key factor in the promotion of the culture of learning in Johannesburg South District. The aim was to determine the impact of professional development workshops in Johannesburg South district schools. A literature review was used to establish what other scholars say about the concept of professional development. Thereafter, a qualitative study was conducted. Data was gathered during interviews, based on pre-planned interview questions. Ten experienced participants were selected by using purposive sampling and asked about their perceptions and experience of professional development in the Johannesburg South District. The recorded interviews were transcribed and analysed to explore educators’ insights about professional development in the district. Findings indicate that educators wish to be rewarded with certificates of attendance or monetary incentives after attending professional development workshops presented by knowledgeable facilitators, and they also wish to collaborate with teachers from other districts. / Educational Leadership and Management / M. Ed. (Education Management)

Submitted by Herbert João (herbertusp@gmail.com) on 2017-12-07T00:45:48Z No. of bitstreams: 1 Dissertacao Herbert_Joao.pdf: 2657068 bytes, checksum: 8fa1a3ab78779cd61ccc13237056f75b (MD5) / Rejected by Ronildo Prado (bco.producao.intelectual@gmail.com), reason: Oi , Faltou enviar a Carta comprovante assinada pelo orientador. Solicite o modelo em sua Secretaria de Pós-graduação, preencha e colete a assinatura com o orientador e acesse novamente o sistema para fazer o Upload. Fico no aguardo para finalizarmos o processo. Abraços Ronildo on 2017-12-12T11:54:01Z (GMT) / Submitted by Herbert João (herbertusp@gmail.com) on 2017-12-12T13:54:48Z No. of bitstreams: 2 Dissertacao Herbert_Joao.pdf: 2657068 bytes, checksum: 8fa1a3ab78779cd61ccc13237056f75b (MD5) Carta_comprovante_Herbert_Joao_nov2017.pdf: 201185 bytes, checksum: 81d82f7792024c746aedb98c7ab84e94 (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-22T12:17:45Z (GMT) No. of bitstreams: 2 Dissertacao Herbert_Joao.pdf: 2657068 bytes, checksum: 8fa1a3ab78779cd61ccc13237056f75b (MD5) Carta_comprovante_Herbert_Joao_nov2017.pdf: 201185 bytes, checksum: 81d82f7792024c746aedb98c7ab84e94 (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-22T12:17:57Z (GMT) No. of bitstreams: 2 Dissertacao Herbert_Joao.pdf: 2657068 bytes, checksum: 8fa1a3ab78779cd61ccc13237056f75b (MD5) Carta_comprovante_Herbert_Joao_nov2017.pdf: 201185 bytes, checksum: 81d82f7792024c746aedb98c7ab84e94 (MD5) / Made available in DSpace on 2018-01-22T12:18:26Z (GMT). No. of bitstreams: 2 Dissertacao Herbert_Joao.pdf: 2657068 bytes, checksum: 8fa1a3ab78779cd61ccc13237056f75b (MD5) Carta_comprovante_Herbert_Joao_nov2017.pdf: 201185 bytes, checksum: 81d82f7792024c746aedb98c7ab84e94 (MD5) Previous issue date: 2016-08-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The present work intends to produce and provide instructional material to high school teachers of physics, focusing on workshop methodology as a viable alternative to physics classes. It is proposed to equip teachers with innovative tools and context for the process of teaching-learning physics, based on the use of Information and Communication Technologies (ICT) and experimental practices. Detailed scripts were developed for the implementation of the methodology and offer of workshops in classrooms about Modern Physics (MP). From the literature it was observed that the workshops when developed with its own teachers, would make it possible to overcome deficits in their initial formation, including those regarding to the use of experimentation, technology, innovative methodologies and concepts of MP. Studies have demonstrated the real need to help teachers in the search for new alternatives for insertion of physics and its teaching in the social and technological reality of its students; As well as the effectiveness of instructional material in overcoming, even if timidly, some shortcomings with regard to pedagogical practice and the teaching of certain challenging content, in a contextualizing and motivating perspective. / O presente trabalho objetivou a produção e disponibilização de material instrucional aos professores do Ensino Médio (EM) de física, focando-se a metodologia de oficinas como alternativa viável às aulas de física. Propõe-se a instrumentalização do professor com ferramentas de inovação e de contextualização para o processo ensino-aprendizagem de física, baseada no uso das Tecnologias da Informação e Comunicação (TIC) e das práticas experimentais. Como produto foram elaborados roteiros detalhados para a implementação da metodologia e oferta das oficinas em salas de aulas sobre tópicos de Física Moderna (FM). A partir da literatura de referência observou-se que as oficinas, quando trabalhadas com os próprios professores, possibilitariam a superação de déficits na formação inicial, inclusive no que diz respeito ao uso da experimentação, da tecnologia, de metodologias inovadoras e, de conceitos em FM. Estudos tem demonstrado a necessidade real de se auxiliar os professores na busca por novas alternativas para inserção da física e do seu ensino na realidade social e tecnológica de seus alunos; assim como, a efetividade do material instrucional em suprir, mesmo que timidamente, algumas lacunas com relação à prática pedagógica e ao ensino de determinados conteúdos desafiadores, numa perspectiva contextualizadora e motivadora.

Jahresbericht der Universitätsbibliothek Chemnitz - Berichtsjahr 2004 / Annual report of the University Library of Chemnitz in 2004

Theoretical part follow up possibilities of a teacher in self-education of students with Czech as a second language problematic as well as preparation for entry to class for students with Czech as a second language and their teachers as their mission should be to create welcoming climate in the class. I also describe the key terms in field of students with Czech as a second language in Czech Republic and Finland as well. In the practical part I prepare questionnaires for teachers with the goal to identify the level of awareness on this issue, which I deepen via subsequent interviews with selected teachers. Based on personal experience from an internship in Finland than the findings from interviews and study of available literature to prepare a workshop for teachers. I would also like to prepare a variety of examples of good practice and inspiration for teachers. KEYWORDS inclusion, individuality, teacher, respect, environment, group integration, immigrant pupils, pupil with a different mother tongue, multicultural education, primary/elementary school, education in Finland, inspiration for teachers, workshop

This study and the accompanying design project explore postmodern identity construction as a nomadic state of being in relation to the shared experience of space. The potential of the relationship between postmodern identity and physical space is explored both theoretically and through practical application. The main theory explored is ‘third space’, with specific reference to the concept of ‘thirdness’ as articulated by American psychoanalyst Jessica Benjamin (in Frosh&Baraitser 2009). This study examines how shared spaces can, through narrative reframed by ontology (Somers 1994), be seen as physical manifestations of the ‘third space’ as envisaged by the likes of Homi K Bhabha (1994) and Edward Soja (1996). The notion of ‘thirdness’ is used to explore the relationship between individuals and shared space. ‘Thirdness’ is also paralleled to Ubuntu. ‘Thirdness’ is investigated as a means to access shared relational spaces that provide an abundance of symbolic narratives that can be gathered and integrated into the self. This study explores how being connected through shared space has the potential to be constructive in identity formation in the wake of unstable postmodern identity. This study uses a design process adapted from Karl Aspelund (2006) as an approach to the research. In the context of this study, design is seen as more than the resulting artefact. It encompasses the thought process, the methods used and steps taken to reach a particular research outcome. This study attempts to form a synthesis between the theoretical research conducted and design praxis in the form of the design outcome. As inspiration for the design action, the design process followed in this research facilitates the exploration of theory that is perhaps unfamiliar to design discourse. The steps in the process allow the refinement of concepts, application of the theory in a practical environment (a paper making workshop) and finally, the visualisation of the theory via the design artefact (an animated short). The medium of animation is selected purposively in order to convey the interpretive narrative derived from the process. The paper produced in the workshop reflects the theory, inspires the narrative of the animation and is used to create the environment and characters of the animation, which, in turn, embody the overarching concepts of the study. Copyright / Dissertation (MA)--University of Pretoria, 2012. / Visual Arts / unrestricted