Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Despite the fact that a large proportion of learners in schools today is seen
as displaying behavioural problems / difficulties, the area of teachers
understanding the learners' needs to behave in a certain way is underresearched.
A review of traditional psychological literature also suggests
that the area of teachers' understanding of their learners' behaviour in the
classroom is a marginalised subject. It is generally postulated that
teachers have a profound influence on learners and how they behave. A
teacher's understanding of a learner's behaviour, or the lack thereof, could
be accompanied by a host of psychological and social consequences.
The focus of this study will be to determine whether teachers understand
the need/function of their learners' behaviour in the classroom. A
qualitative study will be conducted. The instrument to be employed in the
study is a self-constructed questionnaire and focus group interviews to
clarify certain responses to the questionnaire. These will be administered
to teachers at two mainstream primary schools in Bonteheuwel. Content
and thematic analysis will be used to analyse the data.
The primary aim of the study is to determine teachers' understanding of
their learners' difficult/inappropriate/unacceptable behaviour in the
classroom. The understanding of learners' behaviour in the classroom will
inform teachers of the intervention strategies and behaviour management
programmes to be used. / AFRIKAANSE OPSOMMING: Ondanks die feit dat 'n aansienlike aantal leerders in skole gedragsprobleme
ervaar, bly die begrip van onderwysers aangaande leerders se
onderliggende motivering vir hul gedrag 'n braak navorsingsarea. 'n Oorsig
van sielkundige literatuur insinieër dat onderwysers se verstaan van hul
leerders se gedrag in die klaskamer erg gemarginaliseerd is. Dit word
algemeen gepostuleer dat onderwysers 'n fenomenale invloed op leerders
en hulle gedrag het. 'n Onderwyser se begrip (verstaan) aangaande 'n
leerder se gedrag of gebrek daaraan, gaan heel waarskynlik gepaard met
verskeie sielkundige asook sosiale gevolge.
Hierdie studie sal voorts probeer om vas te stelof onderwysers die
behoefte/funksie van hul leerders se gedrag in die klaskamer verstaan. 'n
Kwalitatiewe studie salonderneem word. 'n Self gekonstrueerde vraelys,
asook fokus groep onderhoude, met die doelom sekere response op die
vraelys uit te klaar, sal as instrument gebruik word. Die vraelys sowel as
die fokus groep onderhoude sal aan onderwysers van twee hoofstroom
primêre skole in Bonteheuwel geadminstreer word. Inhouds- en tematiese
analise sal gebruik word om die data te analiseer.
Die pnrnere doel van die studie sal wees om onderwysers se begrip
rondom hulle leerders se moeilike/ontoepaslike/onaanvaarbare gedrag in
die klaskamer vas te stel. Die verstaan (begrip) van leerders se gedrag in
die klaskamer sal meer lig werp op intervensiestrategieë, asook
gedragsbestuurprogramme wat deur onderwysers gebruik kan word.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/53080 |
| Date | 12 1900 |
| Creators | De Waal, Neil-Owen |
| Contributors | Smit, A. G., Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 248 p. |
| Rights | Stellenbosch University |
Page generated in 0.0022 seconds