When an educational change such as gifted child education is introduced
into a school one of the key actors in its implementation on the
micro-level is the teacher, whose attitude toward the change may be
crucial as he is the ultimate user of that change. However, a teacher's
workload is often heavy and this leaves him with little time or
inclination to cope with the complexities of implementing a gifted child
programme such as learning new skills and knowledge required by the
programme.
Implementation - the process of putting into practice an educational
change or activity new to those expected to change - should occur in a
supportive environment, and assistance and training should be provided by
change agents both external and internal to the school. These change
facilitators though, are often remote from the practical problems and
concerns which may be experienced by teachers during the process of
implementation. It is also unlikely that they will make the day-to-day
interventions which are targeted directly at teachers. Consequently, a
teacher who is in close contact with other teachers, who has knowledge
and experience of their problems and who can gain easy access to their
classrooms appears to be in a viable position to act as a facilitator
during implementation. The literature indicates that a teacher regarded
as a charismatic, credible leader by his peers may assume the role of
teacher representative/facilitator, thereby enhancing the process of
implementation. He may emerge as a 'second change facilitator' who
complements the facilitative activities of the principal. He can also
compensate for what the principal does not do. There is little formal
recognition or training for this role - an experienced teacher with the
potential for becoming a change facilitator may assume this role. He may
then respond to the concerns of his colleagues, function as a
representative/role model, consult with teachers and reinforce their
implementation efforts, coach and train them, provide opportunities for
discussion and problem-solving and provide feedback on a day-to-day
basis. Unlike those of other change agents, his interventions may be
targeted directly at teachers.
The teacher's role as possible change facilitator during the process of
implementation may be subject to limitations since it appears from this
investigation that the degree to which he can make interventions is
influenced by the change facilitative style of the principal.
Principals, who emerge as key figures during the process of
implementation, have been identified as managers, responders or
initiators. The principal's style influences the type of interventions a
teacher facilitator may make and the roles he can assume.
From this study however it appears that the role of teacher-facilitator
is a viable and an important one especially in the phase of teacher use.
He is able to maintain close personal contact with his colleagues, he is
always available for consul tat ion, he can provide direct, personal aid
and he is able to target coaching and training activities directly at
teachers. By providing a supportive environment and assistance at the
classroom level a teacher can facilitate the implementation of a gifted
child programme in a school. / Dissertation (MEd)--UPE, 1989
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/10863 |
| Date | January 1989 |
| Creators | Ball, Magtel Mare |
| Source Sets | North-West University |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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