Thesis (MEdPsych)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: The research question I wondered about was whether becoming a
reflective practitioner/teacher could contribute to a sense of
empowerment and greater effectiveness in practice. I am telling my own
story in this study and have chosen to do this through the use of a
variant of Life History Research called Narrative Inquiry. This is a
qualitative approach to research and makes use of narratives. Field
texts (journal entries, family stories, teacher stories) were produced
through conversations, observation and journal writing. These field texts
were then presented in narrative form. Analysis of the field texts, as well
as the story was done throughout the research process. I used
conceptual tools developed within Narrative Inquiry to analyse the
narrated data in order to foreground the two main areas namely
personal and professional growth. Based on this study of my personal
experience of the use of reflection, it would seem that becoming a
reflective practitioner could indeed contribute to a sense of
empowerment and more effective classroom practice by supporting
personal and professional growth and development. / AFRIKAANSE OPSOMMING: Die navorsingsprobleem waaroor ek wonder is of die gebruik van
refleksie as reflektiewe praktisyn kan bydra tot 'n gevoel van
bemagtiging en groter effektiwiteit binne die klaskamer. Aangesien ek
my eie storie in hierdie studie wou vertel het ek besluit om gebruik te
maak van 'n variant van lewensgeskiedenisnavorsing naamlik 'Narrative
Inquiry'. 'Narrative Inquiry' is 'n kwalitatiewe benadering tot navorsing en
maak gebruik van stories. Narratiewe data (dagboekinskrywings, familieen
onderwyserstories) is geproduseer uit gesprekke, waarneming en die
skryf van 'n dagboek en is in die vorm van 'n storie vertel. Analise van
narratiewe data vind plaas regdeur die navorsingsproses. In die analise
van die narratiewe data is gebruik gemaak van konseptueie terme wat
binne 'Narrative Inquriry' ontwikkel is om die professionele en
persoonlike ontwikkeling uit te lig. Uit hierdie studie van persoonlike
ervaring van die gebruik van refleksie as 'n reflektiewe praktisyn wil dit
blyk dat die gebruik van refleksie wel kan bydra tot gevoelens van
bemagtiging en groter effektiwiteit binne die praktyk, aangesien dit
professionele en persoonlike groei en ontwikkeling ondersteun.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/53305 |
| Date | 12 1900 |
| Creators | April, Lynne Celeste |
| Contributors | Newmark, R., 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 | 74 p. |
| Rights | Stellenbosch University |
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