Thesis (Ph.D.)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: Within the broad theoretical context provided by debates and policies on
curriculum development and current approaches in adult and environmental
education, this study attempted to improve my own practice by making a
meaningful contribution towards the professional development and conceptual
understanding of student teachers who have registered for a three-year National
Diploma in Adult Basic Education and Training (ABET) at the Peninsula
Technikon in Cape Town. Although these students have no teaching
qualifications, they are involved in community literacy education for
disadvantaged people in various communities and in non-governmental
education centres. The professional development and conceptual understanding
of the students with regard to sustainability as a key environmental concept was
effected by focusing on the concepts, and applying the processes of
environmental education for sustainability (EEFS) in the teaching and learning
process.
In an attempt to integrate theory and practice the student teachers took action in
community-based environmental projects organised by the Tsoga Environmental
Resource Centre in Langa, Cape Town. The idea was that they should apply
their acquired skills and understanding of sustained environments and teach
adult learners to transform their local environments through their literacy classes.
This means integration of adult literacy with environmental or ecological literacy
The interviews and observations of the students at work in the community were
not only aimed at providing feedback for the purposes of future programme
design but also at monitoring what the students did with their learning
experiences regarding EEFS as a theme, in a different teaching situation (adult
literacy classes). In the final analysis, the present study attempted to clear up conceptual
misunderstandings and to show that education processes are as important as its
content and outcomes. It has attempted to operationalise curriculum approaches,
recommended for environmental sustainability, in a practical way. The study as a
whole is set within the general literature of both adult and environmental
education, and particularly that of curriculum and student development for social
transformation. / AFRIKAANSE OPSOMMING: Binne die breë teoretiese raamwerk van diskoers en nasionale
beleidsdokumente ten opsigte van kurrikulumontwikkeling, en huidige
benaderings tot volwasse en omgewingsopvoeding poog hierdie studie om my
eie praktyk te verbeter deur 'n betekenisvolle bydrae te lewer tot die
professionele ohtwikkeling, en konseptueie begrip van studentonderwysers wat
ingeskryf is vir 'n drie-jaar Nasionale Diploma in Volwasse Basiese Onderwys
aan die Skiereilandse Tegnikon in Kaapstad. Alhoewel hierdie studente oor
geen formele onderwyskwalifikasies beskik nie is hulle betrokke in
geletterdheidsopvoeding onder benadeelde gemeenskappe en in nieregeringsentra.
Die professionele ontwikkeling en konseptueie begrip van die
studente ten opsigte van volhoubaarheid as 'n sentrale omgewingskonsep is
ondersoek deur te fokus op die kernbegrippe, en die aanwending van prosesse
eie aan omgewingsopvoeding vir volhoubaarheid (OOW) in leer en
onderrigprosesse.
In 'n poging om teorie en praktyk te integreer is studente aangemoeding om
betrokke te raak in verskeie gemeenskapsgebaseerde projekte wat deur die
Tsoga Omgewingsentrum in Langa, Kaapstad georganiseer word. Die idee
hiermee was dat hulle ontwikkelende vaardighede en begrip ten opsigte van
volhoubare gemeenskappe sal aanwend deurdat terwyl hulle volwasse leerders
leer lees en skryf, hulle terselfdertyd sal bydra tot die transformasie van hulle
gemeenskappe. Dit beteken integrasie van volwasse geletterdheid met
omgewings of ekologiese geletterdheid.
Onderhoude met, en waarnemings van die studente tydens hulle werk in die
onderskeie gemeenskappe is gedoen nie alleen met die oog op
programontwikkeling nie, maar ook met die oog op monitering van die
verskillende wyses waarop studente hulle eie leerervarings in (OOVV) hulle
praktyk in 'n ander konteks (volwasse geletterdsheidsklasse) beïnvloed en verryk.
By wyse van samevatting kan gesê word dat hierdie studie ondersoek ingestel
het na wanpersepsies ten opsigte van omgewingskonsepte en hoe dit
aangespreek kan word, en aangetoon het dat ook in hierdie konteks, onderwys
prosesse net so belangrik soos inhoud en uitkomstes is. Verder is
kurrikulumbenaderings wat vir OOW ontwikkel is ondersoek en in konteks van
Volwasse Basiese Onderwys geoperasionaliseer. Die studie as geheel is gesetel
binne die algemene literatuur van beide volwasse en omgewings opvoedkunde,
en in besonder die van kurrikulum en studente ontwikkeling vir sosial
transformasie.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/51744 |
| Date | 12 1900 |
| Creators | Nduna, Joyce Nothemba |
| Contributors | Schreuder, D. R., Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 194 p. |
| Rights | Stellenbosch University |
Page generated in 0.0022 seconds