Relevant bibliographies by topics / Onderwyser

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Academic literature on the topic 'Onderwyser'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Onderwyser"

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du Toit-Brits, Charlene. "The educator as a self-directed learner and agent." Tydskrif vir Geesteswetenskappe 58, no. 2 (2018): 376–86. http://dx.doi.org/10.17159/2224-7912/2018/v58n2a11.

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van der Walt, Johannes. "Christian philosophy of education in South Africa: the cultural-historical activity theory to the rescue?" Koers - Bulletin for Christian Scholarship 81, no. 2 (October 31, 2016): 18–26. http://dx.doi.org/10.19108/koers.81.2.2262.

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Parents’ choice of schools for their children has become particularly problematic in the current circumstances because of the fact that most schools have become secular and hence cannot support Christian parents in their task of educating children in line with the former’s baptismal vow. In addition to this, Philosophy of Education has all but disappeared from teacher education curricula. These circumstances have not, however, detracted from Christian parents’, teachers’, caregivers’ and other educators’ need for a Christian Philosophy of Education. This article offers such a Philosophy of Education in the form of Biblical perspectives regarding the main facets of education couched in cultural-historical activity theory. This approach circumvents objections against a mere “grab bag” of Biblical perspectives about education as well as against yet another master theory or grand narrative about Christian education. Ouers se skoolkeuse het in die huidige omstandighede tot ‘n ernstige probleem ontwikkel aangesien die meeste skole gesekulariseerd geraak het en dus nie die ouers kan ondersteun in hulle taak om die kinders ooreenkomstig die ouers se doopbeloftes op te voed nie. Om die probleem te vererger, het Filosofie van die Opvoeding ook uit die kurrikulums vir onderwysersopleiding verdwyn ten gunste van ‘n blote teoretiese refleksie oor onderwys en opvoeding. Christenouers, -onderwysers, -sorggewers en ander -opvoeders het desondanks nog steeds ‘n behoefte aan ‘n Bybelsgefundeerde Filosofie van die Opvoeding. Hierdie artikel omlyn sodanige Filosofie van die Opvoeding. Dit benut die kultuur-historiese aktiwiteitsteorie as ‘n raamwerk vir ‘n stel Bybelse opvoedingsperspektiewe. Hierdie benadering voorkom enersyds besware teen ‘n blote onsamehangende versameling Bybelse perspektiewe oor opvoeding en onderwys en andersyds besware teen die bou van ‘n nuwe meesterteorie of grootskaalse narratief aangaande Christelike opvoeding.
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Theron, Linda, Stephan Geyer, Herman Strydom, and CSL Delport. "The roots of reds: a rationale for the support of educators affected by the HIV and aids pandemic." Health SA Gesondheid 13, no. 4 (December 9, 2008): 77–88. http://dx.doi.org/10.4102/hsag.v13i4.406.

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The nature of educators’ work has changed dramatically, in part because of the challenges of the HIV and AIDS pandemic. Despite these multiple and relentless challenges which educators contend with, and despite numerous calls for educator empowerment to cope with HIV -related challenges, little has been done up until now to support educators. By reviewing current literature, this article outlines the HIV-altered professional reality of South African educators and makes the argument that affected educators need support to cope. In conclusion, the support programme, Resilient Educators (REds), is introduced as one possible means of educator support. Opsomming Die aard van onderwysers se werk het dramaties verander, deels as gevolg van die uitdagings van die MIV- en Vigspandemie. Ten spyte van hierdie veelvoudige en onverbiddelike uitdagings waarmee onderwysers gekonfronteer word, en ten spyte van die talle oproepe tot onderwyserbemagtiging om die MIV-verwante uitdagings die hoof te bied, is daar tot dusver min gedoen om onderwysers te ondersteun. Deur middel van ’n literatuuroorsig beskryf hierdie artikel die MIV- veranderde professionele werklikheid van Suid-Afrikaanse onderwysers en word daar geargumenteer dat geaffekteerde onderwysers ondersteuning nodig het om die situasie te hanteer. Gevolglik word die ondersteuningsprogram “Resilient Educators (REds)” voorgestel as moontlike wyse van onderwyserondersteuning.
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Marais, Elma. "Die Voorbereidheid van Onderwysers om Afrikaanse Kinder- en Jeugliteratuur te Onderrig." Mousaion: South African Journal of Information Studies 35, no. 2 (February 7, 2018): 95–113. http://dx.doi.org/10.25159/0027-2639/3575.

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Die doel van hierdie artikel is om verslag te doen van ʼn studie wat geloods is om te bepaal wat onderwysers in die intermediêre fase se gereedheid is om letterkunde in die klaskamer te onderrig en te gebruik. Die studie is onderneem vanuit ʼn interpretatiewe paradigma waarna ʼn kwalitatiewe navorsingsbenadering gevolg is. Die kwalitatiewe benadering het aan die navorser die geleentheid gegee om die navorsingsvraag in diepte te ondersoek. Buiten dat daar van die kwalitatiewe navorsingsbenadering gebruik gemaak is, is ʼn fenomenologiese ontwerp gebruik sodat die fenomeen met die deelnemers bespreek kon word en ryk beskrywings daaruit gehaal kon word. Daar is in die studie gevind dat onderwysers wat deel was van die studie nie noodwendig voorbereid is om letterkunde te onderrig nie. Vakadviseurs is in party gevalle ook nie in staat om werklik leiding aan die onderwysers te gee nie.
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Marais, Elma, Carisma Nel, and Christine Du Toit. "DIE ONTWIKKELING VAN HULPMIDDELS VIR DIE ONDERRIG VAN KINDER- EN JEUGLITERATUUR IN AFRIKAANS HUISTAAL VIR DIE GRONDSLAG- EN INTERMEDIÊRE FASE." Mousaion: South African Journal of Information Studies 32, no. 4 (September 29, 2016): 29–54. http://dx.doi.org/10.25159/0027-2639/1651.

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Die onderrig van kinder- en jeugliteratuur (KJL) is ʼn integrale deel van die nuwe Nasionale Kurrikulum en Assesseringsverklaring (NKABV) wat vanaf die begin van 2012 in die land se nasionale skole geïmplementeer is. In die NKABV word daar egter min leiding aan onderwysers gegee oor watter konsepte deel van letterkunde onderrig op skool uitmaak en daarom is dit nodig om goeie hulpmiddels te ontwikkel om onderwysers te ondersteun wanneer hulle kinder- en jeugliteratuur onderrig. Die doel van hierdie artikel is om die belangrikheid van hulpmiddels in die klaskamer te bespreek en tot watter mate dit onderwysers en selfs leerders kan ondersteun in die onderrig- en leerproses. In die artikel sal daar gefokus word op wat in die NKABV as rigtinggewende dokument ten opsigte van letterkunde en poësie onderrig in die Afrikaanse kurrikulum uiteengesit word, en laastens sal daar gekyk word na die gebruik van die voorgestelde hulpmiddels in die klaskamer.
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Fick, P. H. "Die Klassieke vandag - Klassiek of Modern?" Literator 6, no. 4 (May 9, 1985): 46–51. http://dx.doi.org/10.4102/lit.v6i4.933.

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Om die stand van die Klassieke vandag te bepaal, verg ’n uitgebreide wetenskaplike studie. Dit is daarom nie die doel van hierdie artikel om ’n volledige ondersoek daarna te doen nie, maar om op veral twee terreine te konsentreer, nl. navorsing en die opieiding van onderwysers waaroor daar bepaalde probleemvrae bestaan.
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Strauss, Pieter. "Die Nederduitse Gereformeerde Kerk, kerkorde en onderwys." Koers - Bulletin for Christian Scholarship 81, no. 2 (October 31, 2016): 27–34. http://dx.doi.org/10.19108/koers.81.2.2256.

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The Dutch Reformed Church, church order and education. From the first church order of the General Synod of the Dutch Reformed Church in 1962, it has formulated stipulations for the church and education. In this regard the Dutch Reformed Church is unique among reformed churches. The wording of this article has changed over the years, but the main content has remained the same. The Dutch Reformed Church supports Christian education as a church, but also recognizes the competence of education authorities to finalise education standards and programmes. In 1962 the order of the Dutch Reformed Church on education also stated that the church would work on the Protestant character of the Afrikaner people. From 1990 onwards these words were omitted. The church nevertheless feels that education will allways be imbricated in a certain culture. In synodical resolutions in recent times the Dutch Reformed Church has recognized the calling of the South African state to subsidize all education enterprises that meet certain purely educational standards. Vanaf sy eerste kerkorde in 1962 koester die Algemene Sinode van die Nederduitse Gereformeerde Kerk die ideaal van nie-kerklike Christelike onderwys. Met sy kerkordelike bepalings oor die kerk en onderwys, is die Nederduitse Gereformeerde Kerk uniek onder gereformeerde kerke. Die bewoording van hierdie artikels het deur die jare verander, maar die hoofsaak het dieselfde gebly. Die Nederduitse Gereformeerde Kerk steun Christelike onderwys vanuit sy kerklike hoek, maar erken die interne bevoegdheid van onderwysinstellings om onderwysinhoude en standaarde te finaliseer. In 1962 het sy kerkorde bepaal dat die Nederduitse Gereformeerde Kerk hom beywer vir die Protestants-Christelike karakter van “ons volk”, die Afrikanervolk. Die uitsondering van “ons volk” is sedert 1990 egter weggelaat ten gunste die erkenning van alle kulture in die onderwys. In sinodebesluite van die afgelope tyd ondersteun die Nederduitse Gereformeerde Kerk die standpunt dat die Suid-Afrikaanse staatsowerheid onderwys alle lewensbeskoulik gerigte instansies subsidieer.
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Botha, S. J. "Ds MJ Goddefroy en Christeliknasionale onderwys." HTS Teologiese Studies / Theological Studies 43, no. 1/2 (June 29, 1987): 57–71. http://dx.doi.org/10.4102/hts.v43i1/2.5726.

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Rev MJ Goddefroy and Christian-National educationProfessor CH Rautenbach can be honoured as an excellent exponent of the principle of Christian-national education, based on the same views as the Nederduitsch Hervormde Church. In a tribute to him the purpose of this paper is to look into the matter of the Rev MJ Goddefroy and Christian-national education. Goddefroy came to South Africa exactly one hundred years ago in 1887 to become a minister in the Nederduitsch Hervormde Church and he on his part could be seen as one of the earlier exponents of the same principle.
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du Piessis, Danie. "Voortgesette onderwys as skakelinstrument by oudstudenteskakelwerk." Communicatio 21, no. 2 (January 1995): 26–32. http://dx.doi.org/10.1080/02500169508537732.

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Verhoef, Grietjie. ""There can be no freedom without education". Vernacular instruction and community in the foundation of black education in South Africa, 1952-1990." Tydskrif vir Geesteswetenskappe 56, no. 3 (2016): 746–62. http://dx.doi.org/10.17159/2224-7912/2016/v56n3a2.

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Dissertations / Theses on the topic "Onderwyser"

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Benadé, Gerhardus Petrus. "Riglyne vir die opleiding van effektiewe tegnologie-onderwysers in die verdere onderwys- en opleidingsband / G.P. Benadé." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4275.

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With the implementation of Curriculum 2005 (C2005) in South Africa profound changes were also made to technical education. For example, the name technical education made way for the name technology education, the senior secondary phase was replaced with the Further Education and Training band (FET), the syllabuses made way for curricula and all technical subjects were restructured, reduced and re-curriculated to four new subjects. These four new subjects are defined in the New Curriculum Statement (NCS) documents and should be taught according to the Outcomes-Based Education (OBE) principles. This study was undertaken to determine the nature of technology education in the phase, what competencies these teachers should have and what the perceptions of final year students in this phase are, regarding their vocational competencies. The above named objectives were aimed at contributing guidelines with the purpose of improving the training of FET technology teachers. In order to answer the above named questions a literature review, a qualitative and a quantitative study was undertaken. The literature revealed that technology teaching in the FET phase in South Africa has to do with education that focuses on the teaching of technological knowledge, skills, attitudes and values. The technology education in this phase focuses on electrical, mechanical, civil and design fields, with emphasis on problem solutions and the achievement of four well-defined outcomes. The implementation of FET technology in South Africa follows the international trend to place all training with a technical or technology bias under the banner of technology education because teaching only knowledge and skills were no longer sufficient. Because South Africa is still a developing country, there are unique and distinctive problems facing the effective teaching of technology. In order to train teachers effectively for the new curriculum the opinions of practicing school 'principals and experienced teachers in FET technology should be asked to determine what is expected from these novice teachers in practise. A qualitative study revealed that principals and other senior staff members of technical schools (FET) have certain expectations with regard to the competencies and capabilities of their technology teachers. These requirements, for example, includes professional competencies, general, teaching and practical skills and abilities such as subject knowledge and didactical knowledge. In a qualitative study, in which 20 of the final year FET technology students participated, it was found that according to them, they are, to a great extent, equipped for their task as teachers. With few exceptions, the students felt that they were well-equipped in terms of professional, general, teaching and practical skills as they were properly guided in subject and didactic knowledge. As for the training of technical teachers in the FET phase, it was found that the training to a large extent meets the demands of education and the needs of schools, but that there are one or two areas of training that might be improved on and that there are certain misconceptions when students need to judge the value of certain modules. These misconceptions or problem areas mainly focus on the educational programme, practical teaching, education administration and training in practical skills. Specific recommendations are made regarding the training of technical teachers for the FET phase: Recommendations from this study focus on: • Better planned, more effective and relevant workshop practical training. • Greater exposure to, or better planned exposure to, practical education. • Better definition or tuition of educational and didactical modules. • Specific modules exposing students to more imitated administrative tasks. • Promotion of workshop safety. This study focused on the nature of technology education in the FET band in South Africa, the training of teachers who must be able to teach technology in the FET band and the unique abilities they should possess. Recommendations from this study can thus contribute in improving FET technology training in South Africa.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.
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Geertsema, Salomè. "Persoonlike klankversterking as hulpmiddel vir 'n onderwyser met funksionele stemprobleme." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-10042005-124844.

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Oosthuizen, Lizebelle. "Verkenning van die onderwyser rol van die moeder in tuisskoolonderrig." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-04282005-141522.

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Lombard, Hermanus Stephanus. "Die 'in loco parentis'-posisie van die onderwyser / Hermanus Stephanus Lombard." Thesis, Potchefstroom University for Christian Higher Education, 1993. http://hdl.handle.net/10394/8634.

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This study was undertaken, making use of literature studies, to determine what it involves for the teacher acting as a "in loco parentis"-person within the pedagogical education. What is of particular importance and receives much attention is the concept explication of "in loco parentis". Further attention is given to the origin of the concept "in loco parentis" as well as the application thereof in different countries like England, the United States of America and South Africa. An important aspect, as seen from the view-point of the teacher, is the pedagogic tuition which results from the definition of a "in loco parentis"-person. Much attention is paid to this, especially the matter concerning the triangular relationship between the parent, the child and the teacher and the duty that the teacher has to keep these relationships intact and functioning. Important concepts that come to the fore and to which attention must be paid are authority, discipline and punishment and how the "in loco parentis"-teacher must handle this. Attention is also paid to the legal side of the "in loco parentis"-teacher regarding his duty and rights. Concepts explication is done regarding legal terminology. At the same time attention is paid as to how this affects the teacher in his "in loco parentis" position.
Skripsie (MEd)--PU vir CHO, 1993
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Havenga, Jacobus Francois. "Die gesagsverhouding tussen die onderwyser en sy werkgewer / Jacobus Francois Havenga." Thesis, Potchefstroom University for Christian Higher Education, 1994. http://hdl.handle.net/10394/8635.

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The authority relationship between the teacher and his employer namely, the Department of Education as well as the governing body of state-aided schools, has been studied. The authority relationship was studied from the viewpoint of educational law as well as administrative law. This enable the teacher to have secured rights, obligations, privileges and liberties. An empirical study has been done to determine the knowledge of the teacher regarding his relationship with his employer. Opinion survey has been conducted with regard to the contract of service as well as the employment-interview by means of a questionnaire. There seems to he a lack of knowledge regarding the authority relationship between the teacher and his employer. The questionnaire identified that more emphasis must be put to educational law principles with regard to the authority relationship. A written contract of service which is signed both by the teacher and his employer is also a favourable consideration. There are certain aspects of the employment interview which were identified to improve the quality of decision-making by the governing body of state-aided schools. Finally, a summary was made from the literature study and the empirical study. Certain conclusions and recommendations were then made concerning this study as well as any future research.
Skripsie (MEd)--PU vir CHO, 1994
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Ferreira, Michiel George. "Organisasiestres by die onderwyser in die sekondêre skool / Michiel George Ferreira." Thesis, Potchefstroom University for Christian Higher Education, 1991. http://hdl.handle.net/10394/8636.

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This investigation centers mainly on the following problem areas: • What is the nature of organisation stress and, more specifically, within the context of education? • Which factors lead to organisation stress in the teachers? • How can the teacher handle organisation stress? An investigation into the nature, scope and causes of stress and organisation stress in the RSA and abroad is based on a literature study. As a result of technological and organisational development workers are forced to make continual adjustments which lead to organisation stress. Various models of stress are discussed. The management-stress cycle is a consequence of these models and is used to define organisation stress. Six vital organisation stressors are identified and the results of stress for the individual within the organisation are discussed. The nature, scope and causes of stress and organisation stress in education as experienced abroad and in the RSA are identified with the aid of a literature study. Teaching is regarded worldwide as one of the professions entailing most stress. The management-stress cycle is also used to explain organisation stress in education. Five important organisation stressors are identified on the basis of handling of stress and organisation stress in education are also touched upon. A structural postal questionnaire is used to investigate empirically the presence and intensity of the five organisation stressors identified in the literature study. In conclusion, the literature study and empirical investigation are summarised. Certain findings are posed. As a result of the investigation, specific recommendations are made for implementation in practice and for future research.
Thesis (MEd)--PU vir CHO, 1991
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Van, der Merwe Carla. "Die stand van sportafrigting in prioriteitsportsoorte by skole in die Dr. Kenneth Kaunda streek van die Noordwes Provinsie / C. van der Merwe." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9226.

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Professionalism in sport and the standard of world-class performance is on the rise. The development of a country's sporting potential therefore is crucial (Martindale et al., 2007:187). In South African schools, sport is widely regarded as the basis of elite sport (Rajput & Van Deventer, 2010:159). Teacher-coaches are in most cases responsible for the development potential of this sport. These coaches are often not properly trained, while the most knowledgeable coaches are used at elite level (SASKOK 2011b:12). The aim of this study was to determine the current state of teacher-coaches’ sport-specific training and playing- and coaching experience regarding sport coaching. Fifty four (54) schools om the Kenneth Kaunda district in the North-West Province of South Africa were available for this study. Questionnaires by Vosloo (2007) and Camire (2012) were adapted for use in this study. One hundred and forty-four (144) questionnaires were used in the compilation of the results. The Epi-info program was used to capture the data. For analysing the data, frequency tables and cross-tabulations were used to obtain statistical (p≤0.05) and practical (Cramer’s V-value) significance. Only six (6) of the twelve (12) priority sports codes have a significant amount of sport-specific trained teacher-coaches. Most sport-specific training was completed more than five (5) years ago. In most sports codes the majority of teacher-coaches have less than 10 years’ combined coaching- and participation experience. The transfer of quality coaching knowledge between coaches is questionable. It is mostly teacher-coaches with less than 10 years’ experience that do not attempt to improve their coaching skills. Teacher-coaches in general also use few methods to improve their coaching skills. Sport-specific training is needed in all types of schools (especially township- and farm schools) and in all priority sports codes. These teacher-coaches also require quality coaching mentors as well as exceptional and current sport-specific information.
TheThesis (MSc (Sport Science))--North-West University, Potchefstroom Campus, 2013.
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Marx, Roché. "'n Onderwysregtelike perspektief op regsaanspreeklikheid van onderwyser-afrigters in skolerugby / Roché Marx." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9677.

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School rugby is one of the most popular sports within numerous South-African public schools. Each year competition gets tougher as a result of the increase in tournaments during school holidays and the nationwide promotion of interschool tournaments. Educators as coaches of school teams carry the responsibility to not only pursue competitiveness, but also care for the safety of the school rugby players. Between 2001 and 2010, 13 of 36 players that obtained spinal related injuries ended up as quadriplegic, according to data from the Chris Burger/Petro Jackson Players’ Fund. Statistics show that serious rugby related injuries amongst school rugby players have increased, thus compromising the safety of the rugby player. These statistics add to the central theme of this study, namely educator security. Educator-coaches’ security is greatly influenced by the safety of the school rugby player. The South African Rugby Union (SARU) proceeded to follow the example of other rugby playing countries by implementing a rugby safety program. BOKSMART was launched in 2009 in conjunction with the Chris Burger/Petro Jackson Players Fund. The rugby safety program is implemented for coaches to guide them with the latest methods regarding skills and techniques for the enhancement of safer rugby. During this study similar rugby programs will be analysed and discussed to determine the effect these programs has on educator-coach safety. To understand the effect more clearly, delictual liability is discussed which is connected to an introduction of the South African legal system. The Constitution of the Republic of South Africa, education legislation and other legislation with regards to the security of the educator-coaches’ and the safety of the school rugby player is discussed. A discussion regarding the application of the law of delict is also included. During the empirical research a qualitative research method is used to determine and interpret the perceptions of educator-coaches regarding their security. If an educator- coach is confronted with legal actions, it can have a negative effect on his worklife and career. Focus is placed on educator-coaches of high school teams, while principals and sport organisers also gave their input on the subject. Findings are presented based on an analysis of the data gathered. Two important findings stood out, namely that all educator-coaches are not well acquainted with the legal aspects regarding player safety and educator-coach’s security and secondly, that there is a need to gain more knowledge regarding delictual liability, as applied to rugby coaching.
Thesis (MEd (Education Law))--North-West University, Potchefstroom Campus, 2013.
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Viljoen, Blanche Catharina Susan. "Die onderwyser met diabetes mellitus : probleme en uitdagings in die onderrigleersituasie / Blanche Viljoen." Thesis, North-West University, 2008. http://hdl.handle.net/10394/3115.

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Diabetes mellitus (DM) is increasing worldwide and the number of individuals who have this condition in South Africa has also increased drastically. The educator with DM experiences many challenges that affect his or her ability to function effectively. The goal of this in-depth study is to; investigate the causes and physical and emotional effects of DM; investigate the challenges educators with DM face, as well as the effect the condition has on the effective performance of daily tasks in the educational environment; empirically investigate perceptions about DM and its effect on the educator who lives with DM; provide guidelines and make possible recommendations for the educator with DM to perform effectively in the educational sector. For this purpose, terms such as diabetes mellitus, the educator, the educator who has DM, learner of an educator with DM and the effect on the educational system on the educator who has DM had to be clarified. Problems and everyday challenges that the educator with DM faces have been investigated by means of a literature study. The possible perceptions of employers, management, colleagues and learners of educators with DM are also included in the study. Interviews were conducted with eight educators who have DM to obtain information regarding daily challenges they face. The data analysis was conducted carefully, data were arranged and categorised logically and integrated into the core summary of the study. The most important result was that educators who have DM are facing numerous challenges in the educational sector. Guidelines were suggested and possible recommendations were made from the data of the research conducted on educators who have DM that may assist in making the working environment less challenging. These guidelines and adjustments could have a positive effect on and increase the effective functionality of the educator with DM in the educational sector. More effective functioning of the educator with DM will have a positive effect on learners, colleagues, the education profession and ultimately the educational sector in South Africa.
Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.
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Delport, Janine. "Die rol van die onderwyser ten opsigte van die aanmelding van seksuele misbruik / Janine Delport." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4818.

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Kinders bring ‘n groot gedeelte van hul tyd by die skool deur. Onderwysers is die enigste ander persone behalwe die gesin wat op ‘n daaglikse basis kontak het met kinders. Onderwysers kan ‘n groot invloed uitoefen op kinders. Indien kinders probleme ervaar by die huis, kan hulle moontlik ‘n onderwyser daarvan vertel. Kinders kan moontlik seksuele misbruik bekend maak aan onderwysers. Indien kinders nie seksuele misbruik bekend maak nie, toon hulle egter soms simptome wat as indikatore kan dien dat hulle seksueel misbruik word. Onderwysers moet egter oor die nodige kennisbasis beskik om hierdie indikatore te kan identifiseer. Indien kinders seksuele misbruik bekend maak, moet onderwysers weet hoe om te reageer op hierdie bekendmaking. Onderwysers het ‘n wetlike verpligting om seksuele misbruik aan te meld by die polisie. Om dit aan te meld, moet onderwysers egter kennis dra van hul wetlike verpligting en van die gevolge indien hulle dit nie sou aanmeld nie. Indien ‘n kind seksuele misbruik bekend maak, behoort daar ‘n prosedure in plek te wees by skole om die aanmelding van seksuele misbruik te fasiliteer. Die doelstelling van die navorsing was om die rol van die onderwyser ten opsigte van die aanmelding van seksuele misbruik te ondersoek. Daar is van die opname prosedure gebruik gemaak om kwalitatiewe data te bekom. ‘n Nie–waarskynlikheidssteekproef en meer spesifiek ‘n toevallige steekproef is getrek en agt deelnemers is in ‘n hoofonde rsoek betrek, waar ‘n self–gestruktureerde onderhoudskedule gebruik is om die kennisbasis van onderwysers van seksuele misbruik vas te stel. Hierdie onderhoudskedule is gedurende persoonlike onderhoude gebruik met die agt deelnemers. Dit is vanuit die bevindinge duidelik dat die kennisbasis van onderwysers ten opsigte van seksuele misbruik beperk is. Onderwysers weet nie hoe om die bekendmaking van seksuele misbruik te hanteer nie. Indien kinders seksuele misbruik bekend maak, is daar nie prosedures in plek om die aanmelding van seksuele misbruik te fasiliteer nie. Onderwysers benodig meer opleiding om seksuele misbruik te hanteer, sodat hulle beter toegerus kan word om die aanmeldings van seksuele misbruik te verwys.
Thesis (M.A. (MW Forensic))--North-West University, Potchefstroom Campus, 2011.
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Books on the topic "Onderwyser"

1

Werkkomitee Onderwys vir Hoogbegaafde Leerlinge (HSRC Education Research Programme). Verslag van die Werkkomitee Onderwys vir Hoogbegaafde Leerlinge. Pretoria: Raad vir Geesteswetenskaplike Navorsing, 1986.

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Bot, A. K. Die ontwikkeling van onderwys in Transvaal, 1836-1951. Pretoria: Transvaalse Onderwysdepartement, 1999.

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Kongres, Vereniging Bybel en Volk (1989 Pretoria South Africa). Krisis in ons onderwys: Kongres Vereniging Bybel en Volk, 15 april 1989. [Pretoria]: Vereniging Bybel en Volk, 1989.

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Schuring, G. K. Die saak vir Afrikaans in die onderwys: In ʼn veeltalige Suid-Afrika. Pretoria: Stigting vir Afrikaans, 1995.

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Harmsen, A. J. E. Onderwys in de tooneel-poëzy: De opvattingen over toneel van het Kunstgenootschap Nil Volentibus Arduum. Rotterdam: Ordeman, 1989.

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Pienaar, L. 'n Ondersoek na die doel, aard en inhoud van basiese onderwys in 'n onderwyskundige strucktuur: Riglyne vir 'n onderwyspraktyk. Pretoria: Raad vir Geesteswetenskaplike Navorsing, 1985.

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Walt, Tjaart Van der. Verslag van die ondersoek na onderwys vir Swartes in die Vaaldriehoek na aanleiding van die gebeure van 3 september 1984 en daarna. [Pretoria: Staatsdrukker, 1985.

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South Africa. Administration: House of Assembly. Dept. of Education and Culture. Criteria for the evaluation of foreign qualifications for employment in education, 1992 = Kriteria vir die evaluering van buitelandse kwalifikasies vir indiensneming in die onderwys, 1992. [Pretoria: The Department, 1992.

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Congress, Education Association of South Africa. Doeltreffende onderwys: Referate gelewer by die Ses-en-Twintigste Kongress van die Opvoedkundevereniging van Suid-Afrika gehou op 13-15 Januarie 1988 by die Potchefstroomse Universiteit vir Christelike Hoër Onderwys = Effective education : papers read at the Twenty-Six [sic] Congress of the Education Association of South Africa held at the Potchefstroom University for Christian Higher Education. [Pretoria: The Association, 1988.

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Congress, South African Association for the Advancement of Education. Onderwys vir die gemeenskap: Referate gelewer by die Vier-en Twintigste Kongres van die Suid-Afrikaanse Vereniging vir die Bevordering van die Opvoedkunde, gehou op 15-17 januarie 1986 aan die Randse Afrikaanse Universiteit, Johannesburg. [Pretoria: SAAAE, 1986.

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Book chapters on the topic "Onderwyser"

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van Wyk, Ignatius W. C. "Gesinslewe, opvoeding en onderwys." In Martin Luther: ’n Inleiding tot sy lewe, denke en geskrifte, 1–33. AOSIS, 2019. http://dx.doi.org/10.4102/aosis.2019.bk91.01.

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