M.Ed. / Trainers at engineering training centres mostly come from industry and consequently they seldom have experience of teaching or the necessary qualifications to teach. As the educational profession has no formal and compulsory induction into the profession, trainers are put directly into class and are expected to teach. Although these trainers have the required subject knowledge, they definitely lack the necessary didactical skills or methodology of education. Due to "swim-or-sink" attitude, trainers experience unique problems, placing them under tremendous pressure and stress. With this study, an attempt is made to establish guidelines for a workable programme, for the in-service training of the trainers. At present, technology develops rapidly and knowledge expands at a breath taking rate. Therefore the trainer must stay a lifelong learner. The constant change and renewal of training methods, skills and techniques can only be addressed by effective in-service training. The following aspects should figure prominently in any in-service training programme: staff development; induction; skills and techniques; coaching; staff and relations; the practice. In order to put into practice, a workable in-service training programme, the following operational programmes were studied: staff development; induction; mentoring; coaching. The purpose of in-service training is the improvement of the quality of training, the effective execution of administrative tasks and the continuous upgrading of knowledge of technological and educational development.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:9844 |
| Date | 10 September 2012 |
| Creators | Reyneke, Rudolf Marthinus |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0017 seconds