Thesis (MPhil)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The aim of the study was to critically evaluate the use of portfolios as a basis for reflection in an inservice
education programme for school educators. In this context the study had the following
objectives: to establish a theoretical background for the use of teaching portfolios; to provide a
rationale for teaching portfolios as tools for professional development of teachers; to investigate the
use of teaching portfolios as tools for reflection in an in-service teacher education programme and to
provide guidelines for utilising teaching portfolios as reflection tools for professional development
of in-service teachers.
The Diploma in Education (DE) formed the basis of the case study. This undergraduate Diploma
in Education is at level 5 (b). According to the National Qualifications Framework (NQF) it is the
level at which upgrading teachers who are regarded as 'unqualified' access the bachelor study. The
DE is a typical case, because the findings from this case might be used to inform other
undergraduate diplomas in Education accredited by the NQF in South Africa. Six in-service
teachers were targeted for the research. At the time of analysis the teachers were in the first year
of a two-year diploma in Education (DE) programme. The unit of analysis of this study was
teachers' portfolios. The purpose of analysing portfolios was to find out how the portfolios portray
the professional development of the teachers through their reflections.
techniques employed included document study, interviews and observations.
The data generating
The constant comparative method was used for data analysis. The categories derived from the data
analysis were the following: Portfolios are tools for learning from experience; Self assessment
strengthens commitment to competent classroom practice; Portfolios provide opportunities for
professional development. Concerns about portfolio development dissipate with time and Teachers
were able to reflect more deeply.
The teaching portfolio in this study has been identified as a vehicle for both self and collaborative
evaluation. Guidelines for implementing portfolios in an in-service teacher education programme
have been offered by this study, and recommendations have been made for further research. / AFRIKAANSE OPSOMMING: Die doel van die studie was om die benutting van portefeuljes as 'n basis vir refleksie in 'n
indiensopleidingsprogram vir skoolopvoeders te gebruik. Binne hierdie konteks het die studie die
volgende doelwitte gehad: Om 'n teoretiese basis daar te stel vir die benutting van
onderrigportefeuljes; om 'n rasionaal te verskaf vir die benutting van onderrigportefeuljes as 'n
professionele ontwikkelingsinstrument; om die benutting van onderrigportefeuljes te ondersoek as
instrumente in 'n indiensopleidingsprogram vir skoolopvoeders, en om riglyne daar te stel vir die
benutting van onderrigportefeuljes vir die professionale ontwikkeling van skoolopvoeders.
Die Diploma in Onderwys (DO) het as basis vir die gevallestudie gedien. Hierdie voorgraadse
diploma in Onderwys is gelys op vlak 5(b) van die Nasionale Kwalifikasieraamwerk (NKR) en bied
aan "ongekwalifiseerde" opvoeders toegang tot graadstudies. Die DO is gesien as 'n tipiese geval,
aangesien die bevindinge van hierdie geval moontlik vir ander voorgraadse diplomas wat op die
NKR geregistreer is van waarde mag wees. Ses opvoeders wat indiensopleiding ondergaan het, het
die teikenpopulasie van die studie uitgemaak. Ten tye van die navorsing was die opvoeders in hul
eerste jaar van die tweejarige DO. Die eenheid van analise was die onderrigportefeuljes van die
opvoeders. Die doel met die analise van die portefeuljes was om vas te stel in watter mate dit die
professionele ontwikkeling van die opvoeders vergestalt deur hul eie reflektiewe aktiwiteite. Die
tegnieke waardeur die data gegenereer is het dokumentstudie, onderhoude en observasie ingesluit.
Die konstante vergelykingsmetode is benut in die analise van die data. Die analisekategorieë wat
vanuit die data afgelei is, het die volgende ingesluit: Portefeuljes is instrumente vir ervaringsleer;
Selfevaluering is versterkend in die verbintenis tot kompetente klaskamerpraktyk; Portefeuljes is
geleenthede tot professionele ontwikkeling; Die ontwikkeling van portefeuljes is tydrowend;
Opvoeders het die vermoë om in diepte te reflekteer.
In die studie IS die onderrigportefeulje geïdentifiseer as 'n instrument VIr beide self- en
samewerkende evaluering. Riglyne VIr die implementering van portefeuljes ill 'n
indiensopleidingsprogram is voorgstel en aanbevelings vir verdere navorsing is deur die studie
gemaak.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/53182 |
| Date | 04 1900 |
| Creators | Mtose, Xoliswa A. |
| Contributors | Bitzer, E. M., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 156 p. : ill. |
| Rights | Stellenbosch University |
Page generated in 0.1305 seconds