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)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/17260 |
| Date | 06 1900 |
| Creators | Lumadi, Mutendwahothe Walter |
| Contributors | McDonald, M.E.W. (Maria Elizabeth Wilhelmina), 1945-, Van der Horst, H v R |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xvii, xii, 594 leaves) : illustrations |
Page generated in 0.0032 seconds