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1
Togarasei, Lovemore. "Teaching and Learning Theology and Religion at the University of Botswana." Teaching Theology & Religion 18, no. 3 (July 2015): 271–75. http://dx.doi.org/10.1111/teth.12294.
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Baliyan, Som Pal, and Fazlur Rehman Moorad. "Teaching Effectiveness in Private Higher Education Institutions in Botswana: Analysis of Students’ Perceptions." International Journal of Higher Education 7, no. 3 (June 10, 2018): 143. http://dx.doi.org/10.5430/ijhe.v7n3p143.
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This quantitative study analyzed the perceptions of students on teaching effectiveness in private higher education institutions in Botswana. An exploratory and descriptive survey research design was adopted in this study. A valid and reliable questionnaire was used to collect data through a survey of 560 stratified randomly sampled students in private higher education institutions in Botswana. A One sample t-test and an Independent t-test were used for data analysis. A significant high level of teaching effectiveness was determined. Several items measuring teaching effectiveness contributed significantly negative to teaching effectiveness and therefore, it was recommended that lecturers should use strategies to improve on those areas of teaching to enhance their teaching. No difference in teaching effectiveness was determined with respect to age, gender and nationality of the students. However, there was a significant difference in the students’ perceptions on teaching effectiveness between the university and the non- university institutions and, lecturers were found to be more effective in their teaching at the universities as compared to the lecturers in the non -university institutions. Therefore, a further study exploring the factors contributing to such differences is recommended to improve the quality of teaching in the non- university type of private higher education institutions in Botswana.
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Ketlhoilwe, Mphemelang Joseph, and Kgosietsile Velempini. "Wilding educational policy: The case of Botswana." Policy Futures in Education 19, no. 3 (January 27, 2021): 358–71. http://dx.doi.org/10.1177/1478210320986350.
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Teaching and learning must be transformed in order to prepare learners to respond to escalating social, economic and environmental challenges. The primary purpose of this paper is to contribute to the process of wilding pedagogy. The lessons learned in this paper emerge mainly from a desktop study and educational excursions to a natural resources management centre in a rural village and an educational reserve. The excursions provide practical illustrations of learning in the wild by students. Responding to social, economic and environmental challenges can be facilitated through pedagogical policy interventions. In Botswana, educational policy seeks to promote learner-centred approaches to education. However, in practice, there are limited opportunities for a wilding of pedagogies. Most schools are constrained by a number of factors when trying to facilitate wildness in teaching and learning, yet the natural environment provides seemingly unlimited opportunities for active teaching and authentic learning. Though not explicitly stated, it is taken for granted that learning institutions are limited in their abilities to practise wild pedagogies due to budgetary constraints and a congested curriculum. This paper suggests that educational policy interventions can be implemented to enable transformative change that also promotes students’ engagement, discovery and autonomy while also learning in outdoor settings that support the aims of wild pedagogies.
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Sokwane, Lentswe, and Gbolagade Adekanmbi. "Exploring the Teaching and Learning Quality Question in Technical Education in Botswana." International Journal of Adult Vocational Education and Technology 10, no. 2 (April 2019): 25–39. http://dx.doi.org/10.4018/ijavet.2019040103.
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Due to a perception that the quality of their certificates was in question, students of the Gaborone Technical College (GTC), along with their counterparts in similar institutions, went on a strike in 2016. Based on a subsequent case study of the college, completed in 2018, this article examines the quality question in technical education in Botswana. The study set out to assess the implementation of policies guiding teaching and learning; examines the quality of resources for teaching and learning; appraises the nature and use of support systems for teaching and learning; investigates the views of lecturers and students on the quality of teaching and learning and identifies the factors which inhibit the quality of teaching and learning. Using a mixed method approach, the study collected data from students, lecturers and college managers through questionnaires and semi-structured interviews. The results show the absence of a specific teaching and learning policy, thus questioning the quality of the implementation of the policy itself. The study shows that the availability of resources for enhancing quality teaching is questionable, and the general perception by staff and students is that the overall quality of teaching and learning is average. However, most staff have the required qualifications for quality teaching, adequate support services exist, but a low utilization of the support services is observed. Factors inhibiting the quality of teaching and learning include inadequate library reference materials, the slow pace of internet connectivity, the absence of technical support for staff and inadequate resources in laboratories. In line with the literature, the article recommends a prioritization of quality teaching as a strategic objective, the establishment of a teaching and learning framework and the continuing professional development of staff, among others.
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Bose, Kabita, and Grace Seetso. "Science and mathematics teaching through local games in preschools of Botswana." South African Journal of Childhood Education 6, no. 2 (November 29, 2016): 9. http://dx.doi.org/10.4102/sajce.v6i2.453.
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This article presents a study regarding preschool teachers’ skills and competencies in teaching science and mathematics. The aim of the project was twofold; one to find out the preschool teachers’ knowledge about mathematics and science concepts and then to develop support material to empower them with skills and competencies to teach these concepts in preschools. A qualitative approach was adopted, and a case study method was used. Data were collected through two workshops and focus group discussions with preschool teachers. The study revealed that the preschool teachers had content knowledge, but lacked pedagogical knowledge that is crucial in teaching of preschool children, and they provided science and mathematics experiences in preschools scarcely. A resource book of 33 local games and rhymes thus was developed as a support material to empower the teachers with skills and competencies to use play to teach science and mathematics in preschools. The resource book developed consists of 33 local games/rhymes and is packaged with the games’ illustrations, steps and rules followed in the games, science and mathematics concepts and competencies that could be taught to children, along with probing questions that would help in teaching of science and mathematics concepts to children.
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Whitfield, Bryan J. "Teaching Dante in the History of Christian Theology." Religions 10, no. 6 (June 7, 2019): 372. http://dx.doi.org/10.3390/rel10060372.
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Outside of core curriculum programs or Great Books classes, few undergraduates who are not literature majors read and discuss Dante’s Divine Comedy. This paper describes the redesign of a course in the history of Christian theology as a model for integrating the study of Dante into additional contexts within general education. Reading Dante not only as poet but also as theologian can enhance students’ learning and their engagement with medieval theology. A focused reading of Paradiso provides a novel and exciting way for a survey course in historical theology to balance general education’s needs for both breadth and depth. At the same time, reading Dante also helps students to experience the significant intersections of culture and theology in the medieval period.
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Hill, Mark. "LEGAL THEOLOGY." Journal of Law and Religion 32, no. 1 (March 2017): 59–63. http://dx.doi.org/10.1017/jlr.2017.20.
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Ecclesiology is the study of the church which explores the origins, nature, and purposes of the church universal. Its method includes developing categories to indicate the attributes of the church, as e.g. one, holy, catholic, and apostolic; the people of God; and the fellowship of the spirit. One aim of ecclesiology is to teach and help us understand what may be authentic, required, permissible, or appropriate church structures, such as in ministry, government, discipleship, evangelism, worship, and teaching. Legal theology might be considered to be a branch of ecclesiology. Many scholars refer to church law as applied ecclesiology, and in so doing they speak of a “theology of church law” and a “theology in church law.” The former is a doctrinal and perhaps more speculative exercise; the latter is more descriptive and scientific.
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Adeninhun, Deborah Adeninhun. "The Challenges of Teaching and Learning English Literature in L2 Context: The Case of Junior Secondary Schools in Botswana." International Journal of Literacy, Culture, and Language Education 1 (March 5, 2012): 213–26. http://dx.doi.org/10.14434/ijlcle.v1i0.26835.
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Various Botswana policy documents (Republic of Botswana, 1977, 1994, 2002) and Vision 2016 (1997) have advocated for an enlightened and wellinformed society and the provision of a ten-year basic education as a fundamental human right of her citizens. It is against this background that this paper discusses the importance of English Literature in the Junior Secondary School (JSS) curriculum and examines the challenges faced by teachers and students in the teaching/learning process that can hamper the achievement of the country’s educational and social goals. Two Form One classes were chosen in two schools in Gaborone, the capital of Botswana, for this study. The 35 students in each of the two classes (totaling 70 students) and their 2 teachers were used in the study by adopting simple qualitative and quantitative descriptions. The study showed that the major difficulties faced by the teachers include lack of interest/enthusiasm for learning the subject by the students, as well as their lack of basic background in English, among others. Other problems on the part of the students include difficulty in understanding and difficult vocabulary/language in texts. As a result, pertinent recommendations were made for improved teacher practices and strategies.
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Wolfteich, Claire. "Graceful Work: Practical Theological Study of Spirituality." Horizons 27, no. 1 (2000): 7–21. http://dx.doi.org/10.1017/s0360966900020776.
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AbstractThis article calls for closer conversation between two growing academic fields: the scholarly study of spirituality and practical theology. Practical theology investigates the contemporary situation as it relates to questions of faith, ministry, and public religious leadership. Practical theology loses its center when it neglects the critical study of spirituality. Practical theological study of spirituality can help to integrate the three dominant methods in spirituality scholarship: the anthropological, the historical-contextual, and the theological approaches. The integration of these three approaches promotes a mutually critical correlation between the Christian tradition and the contemporary situation. Reflection on the practices of ministry students and teachers further reveals the importance of practical theological study of spirituality, which should inform the practice of teaching, the conception of theological education, and the formation of ministry students.
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Arua, Arua E. "Flea market voices on literacy in Botswana." JULACE: Journal of the University of Namibia Language Centre 3, no. 2 (December 31, 2018): 61–71. http://dx.doi.org/10.32642/julace.v3i2.1385.
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This paper presents the views of some flea market vendors and clients, especially those whose voices are never heard, on the literacy and education issues that affect Botswana. Although small, the sample of respondents used for this study is representative of the kinds of people that populate flea markets. However, a large percentage of the respondents are male, thus indicating that male voices are dominant even in this setting. The findings of the study, which are similar to those in the literacy literature on Botswana, include the following: children lack interest in reading; parents have not been involved in their children’s reading development; and there are inadequate library and other resources to support a reading culture in Botswana. Some respondents advocate direct teaching of reading to their children, procuring reading materials for them and sending them to good private schools as ways of improving their children’s reading. Overall, the study shows that there is need to complement the top-down approach with the bottom-up approach, as there are valuable lessons policy makers can glean from canvassing the views of those in non-traditional government structures such as the flea markets.
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TORIOLA, O. M. "Secondary School Physical Education Curriculum: Implications for Sports Development in Botswana." Asian Journal of Physical Education & Recreation 9, no. 1 (June 1, 2003): 69–73. http://dx.doi.org/10.24112/ajper.91144.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.In many countries, a major rationale for curriculum design in physical education is that it promotes a physically active lifestyle among the youths and provides a basis for the development of fundamental sports skills. Access to physical education and sport is not only a fundamental human right but it also promotes health, desirable social attitudes and values. Based on the above rationale physical education was introduced to Botswana secondary schools in 1999. In this study, the Botswana secondary school physical education curriculum was analysed regarding its potential role in sports development in the country. Structured interviews were carried out with Principals of selected public secondary schools in which physical education is a teaching subject and the curriculum development unit in the Ministry of Education. Results were discussed in the following specific areas: curriculum content analysis, implementation problems, time allocation, provision of teaching and learning resources, funding, personnel, opportunities for competitive sport participation and assessment procedures. Problems affecting the teaching of physical education in Botswana were also discussed and possible solutions proffered. Finally, analysis of implications of the physical education curriculum for sport development in Botswana was presented.體育運動對學童成長過程非常重要，本文旨在探討非洲波斯尼亞中學體育課程，從多方面分析體育課程與體育運動發展的關係，透過與校長及敎育部長面談，了解影響體育運動發展的原因。
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Hulela, Keba. "The Practice of Scaling Down Practical Assessment Components of Agriculture in Junior Secondary Schools Curriculum: A Synthesis of Teachers Perceptions." Journal of Education and Training Studies 5, no. 3 (February 5, 2017): 43. http://dx.doi.org/10.11114/jets.v5i3.2197.
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This ethnographic research study aimed at investigating factors that contributed to the decline in the number of practical assessed projects in junior secondary agricultural education assessment in Botswana. Participant-observation technique was used to gather data in the form of field notes from in-service teachers at BCA and in-school teachers during school visits teaching practice and lessons at BCA respectively. Students’ performance assessment in practical agriculture measures the extent to which students performed their tasks. The study used two groups of teachers; five (5) in-service student teachers pursuing their Bachelor of Science (BSc) degree in Agricultural Education at Botswana College of Agriculture and five (5) in-school teachers of agriculture to investigate the decline in the number of practical projects assessed in schools. The participants were purposely selected for their proximity to the researcher. Field notes prepared during school visits through interviews and surveys using open ended question were used to gather data for this study. Narrative data were gathered and analysed by coding the emerging themes and applying descriptive analysis. The study took on theoretical issues forming the basis for the understanding of the culture of teaching and assessing practical agriculture projects to include (1) teacher motivation (2) validity issues on assessment (3) teaching standards, teacher education, and (4) practices in teaching, and students’ attitudes. The study concluded by discussing implications on education of agriculture science teachers.
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Ganeri, Martin. "The Catholic magisterium and world religions: a study in the modern history of theology." Downside Review 135, no. 2 (January 6, 2017): 111–23. http://dx.doi.org/10.1177/0012580616685695.
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From the time of the Second Vatican Council, the Catholic Church has sought to develop a positive approach to other religions and to interreligious relations in its official teaching. This article outlines the main themes of this teaching in Conciliar and subsequent Papal documents. The Church’s approach is seen to be rooted in the affirmation of the unity of all humanity and is always Christological and ecclesiological in character. The consequent call for dialogue and collaboration becomes a means by which Christians can share in and extend God’s own saving dialogue with humanity. The scope of dialogue has also been deepened so that it encompasses the whole of the lived relation Christians have with members of other religions. The article also considers the main ways in which Catholic theologians have extended official teaching in their more systematic approaches.
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Agarwal, A., Pitso I, and Dintwa E. "Implementation of Integrated E-Learning and Microteaching in Engineering: A Case Study of University of Botswana." JETL (Journal of Education, Teaching and Learning) 5, no. 2 (September 30, 2020): 409. http://dx.doi.org/10.26737/jetl.v5i2.190.
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<p class="0abstract">It is indispensable for the instructors imparting competencies should have the capability to perform their task efficiently and effectively for the development of workforce skills. In this paper, we discussed the application of combining Micro-lecture methodology with the latest e-learning techniques in a core-engineering course. Audio-visual facilities enabled smart classrooms with micro-lectures using point-based videos, PPTs and images save more time for students to engage more towards practical in the laboratory and to understand the concept easily, which instigates students’ interest and creativeness. This study aims to investigate the effect of using the microteaching methodology in integration with the latest e-learning techniques at the University of Botswana. To achieve this objective evolution is done by considering different pass percentages and online software-based student evolution of course and teaching system. The post-application results showed that the group showed a good rating in grades, presence and knowledge. Students rating received were good i.e. 4.2 and 4.3 in teaching and major course evolution on a scale of five with the pass percentage of 73.1% showing 23% increments from the previous year’s results and excellent reviews.</p>
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Negara, Made Jaya. "TEOLOGI VAIŚNAVADALAM PUSTAKA BHAGAVAD-GĪTĀ (Tinjauan Nilai pendidikan Sosio-religius)." Jurnal PASUPATI 5, no. 2 (December 30, 2018): 178. http://dx.doi.org/10.37428/pspt.v5i2.121.
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The complex theology in Bhagavad-Gita, and one of them is Vaisnava theology. Vaisnava theology is a part of Hindus theology to emphasize to devote in Visnu as the highest God. Vaisnava as the teaching and a trust (the belief) for the trustee (the believer) in Hindu called by Bhakti (devotion). This research used a qualitative method and as data and source qualitative so descriptive with case study that data analyses to qualitative-descriptive. Choosing Bhagavad-Gita as researching because of Bhagavad-Gita teaching as a lightly that Bhagavad-Gita as the main books where Krishna as a personalty God and miisison by God. These researches combined by some theories, such as religion theory, functional theory and hermeneutika theory.
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Cooey, Paula M. "Fiddling While Rome Burns: The Place of Academic Theology in the Study of Religion." Harvard Theological Review 93, no. 1 (January 2000): 35–49. http://dx.doi.org/10.1017/s0017816000016655.
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Theology, defined specifically as academic theology, belongs as a legitimate area of expertise in the study of religion. Academic theologians, like historians, comparatists, philosophers, and social scientists of religion, should hold a rightful and honorable place as teachers and scholars in the discipline. Like other scholars of religion, academic theologians advance knowledge of religion. As intentional critics and makers of religious symbol systems and as critics of the wider cultures within which such systems flourish, academic theologians make a distinctive, valuable contribution to teaching and to scholarship—in non-sectarian liberal education environments, as well as in seminaries and divinity schools. In this essay I seek to represent the contribution of academic theology to private undergraduate institutions of liberal education in particular.
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Kimutai, Chesosi Bonface. "Oral Theology: An alternative Theological Model for African Theology." International Journal of Culture and Religious Studies 1, no. 1 (May 30, 2020): 1–7. http://dx.doi.org/10.47941/ijcrs.403.
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Purpose: The crux of this paper is to explore the rationale and basis of doing oral theology in the African context and situation. It debunks the myth that written theology is the only viable modus operandi of doing African theology.Methodology: The study using the desktop research methodology or library research establishes the vitality and significance of oral theology in the quest for authentic African theology which adheres to Biblical fidelity and cultural relevance.Results: The challenges of Oral Theology can be mitigated by importing written form of theology to capture the Oral Theology without minimizing or obfuscating its distinctiveness of Oral Theology. It can also be stored in for posterity so that it is not lost. We can also integrate Oral Theology with narrative theology to formulate, promulgate, define, defend and document an oral Theology that has the narrative at its trust. Oral Theology cannot be a standalone Theology. It needs to be buttressed with written Theology to preserve it for posterity. It also needs to be integrated to systematic Theology to make it intelligible relevant and appropriate to the African context and situation. Oral Theology needs to be formulated in a sense that it should supplement rates than supplant Bible hermeneutics story telling should not viewed as a surrogate to Biblical exposition of the text.Unique contribution to theory, practice and policy: The study recommends an integrated theological method that synergizes oral theology with written theology for African theology to have both biblical fidelity and cultural relevance. Oral theology ought to be included in the church teaching curriculum especially in its theological education by extension which is an informal theological education targeting church ministers. This will go a long way in enhancing the quality of church ministers and will lead eventually to exponential church growth
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Homan, Ken. "Hazards of the Therapeutic: On the Use of Personalist and Feminist Teaching Methodologies." Horizons 24, no. 2 (1997): 248–64. http://dx.doi.org/10.1017/s0360966900017163.
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AbstractThis article expands a project begun as a participant in the first American Academy of Religion and Lilly Endowment Teaching Workshop on Religion. The original project examined feminist teaching methodologies and how a male theology professor could use these methodologies in a general undergraduate theology classroom. This work describes the processes of feminist and personalist teaching methodologies and analyzes their impact on undergraduate theology classrooms.While these approaches help students come to a greater sense of participation in and ownership of their knowledge, there has also been the attending risk that such pedagogies seemingly involve the student too intensely, too personally, and the course becomes a form of therapy. This study examines how this therapeutic turn appears to develop. It concludes with a discussion about the need for clearly articulated teaching methodologies and how their use where appropriate helps us anticipate and respond to therapeutic classroom dynamics.
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Ball, Hugo. "Carl Schmitt's Political Theology." October 146 (October 2013): 65–92. http://dx.doi.org/10.1162/octo_a_00157.
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Carl Schmitt ranks among the few German savants who are equal to the professional dangers of a teaching chair in the present era. I do not hesitate to suggest that he has taken and established for himself the type of the new German savant. If the writings of this remarkable professor (not to say confessor) served only towards the recognition and study of its author's catholic (universal) physiognomy, that alone would be enough to assure him a preeminent status. In a fine essay, “On Ideals,” Chesterton says that the remediation of our confused and desperate age in no way requires the great “practical man” who is clamored for the world over, but rather the great ideologist. “A practical man means a man accustomed to mere daily practice, to the way things commonly work. When things do not work, you must have the thinker, the man who has some doctrine about why they work at all. It is wrong to fiddle while Rome is burning; but it is quite right to study the theory of hydraulics while Rome is burning.” Carl Schmitt belongs to those who “study the theory of hydraulics.” He is an ideologist of rare conviction, and indeed it's safe to say that he will restore to this word a new prestige, which among Germans has carried a pejorative meaning since Bismarck.
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Tella, Adeyinka, S. M. Mutula, Athulang Mutshewa, and Angelina Totolo. "An Evaluation of WebCT Course Content Management System at the University of Botswana." International Journal of E-Adoption 2, no. 2 (April 2010): 48–78. http://dx.doi.org/10.4018/jea.2010040104.
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This study evaluated a WebCT course content management (CCMS) system at the University of Botswana. Survey methodology was used and questionnaires were distributed to 503 students selected from six faculties, and an in-depth interview were conducted involving (20) twenty lecturers who teach via the WebCT platform. Findings reveal that, generally, WebCT CCMS is doing well at the University of Botswana and that the system has been a success. The results also confirm the quality of course materials uploaded on the system, that is, service quality and the quality of the teaching and learning via the system. Furthermore, by learning through WebCT, students are able to self regulate their learning and, given the opportunity, they are ready to use and continue learning using the WebCT platform. Results also indicate that generally students are satisfied with the performance of WebCT and that there are many benefits associated with the system in context to teaching and learning at the university. Problems associated with WebCT CCMS that are experienced by staff and students of the University include access, network /server failure, lack of link between ITS and WebCT, lack of teaching expertise using WebCT, and failure to remove completed courses from the system.
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Mashiach, Amir. "Ontological Theology in Religious Zionism—Rabbi Y.M. Harlap as a Case Study." Religions 11, no. 7 (July 13, 2020): 352. http://dx.doi.org/10.3390/rel11070352.
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The present study sets out to shed light on R. Yaakov Moshe Harlap (1882–1951), Kabbalist, head of the Merkaz Ha-Rav yeshivah, in his understanding of ontological theology—material labor, meaning the basic life pattern, in which one gets up daily in the morning and goes to “work.” Did R. Harlap see labor as no more than a need and an obligation incumbent upon man to provide for his family? Or did he, perhaps, see labor as a religious value, an outgrowth of the theology he upheld? The conclusion is that work in the teaching of R. Harlap is not only needed to earn a living, but part of the multidimensional theology of Torah, textual–spiritual study and practical work effort. All this is part of the perfecting of the Land of Israel, which became central in the messianic age. Labor is a precondition and an indication of redemption—national, human and Divine.
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Nkateng, Unity, and Sue Wharton. "Professional writing: Description of the writings of social workers in Botswana." Language Teaching 45, no. 3 (June 15, 2012): 401–2. http://dx.doi.org/10.1017/s0261444812000110.
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The main purpose of this study is to identify the professional writing needs of undergraduate students studying social work in the University of Botswana. In order to do this, it seeks to analyse the types of texts produced by social workers in their professional setting, to find out what relationship exists between the writing done by professional social workers and the writing taught in the dedicated English Language Support unit at the University of Botswana, and to explore the similarities and differences between the documents written by the students and those produced by professional social workers. It also examines current approaches to teaching writing in the University, with the aim of identifying the writing needs of social work students and exploring how these can be effectively addressed.
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Galegane, Golebamang. "Group Work and Classroom Interaction in Communication and Study Skills Classes (CSS) of the University of Botswana." Theory and Practice in Language Studies 8, no. 12 (December 1, 2018): 1595. http://dx.doi.org/10.17507/tpls.0812.04.
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This study addresses the role of group work and how it assists the students to interact in the University of Botswana classrooms. The purpose of the study was to establish whether or not the students display quality classroom interaction when working in groups. Four (4) CSS lecturers teaching a total of 162 students were observed. The four lecturers observed did not only teach CSS but they also used group work in their teaching. The same number of lecturers and twelve students were from the various faculties that are offered CSS. Looking at the observation data, it was found out that students interact better when they are working in groups as compared to when they work individually. The main contributing factor was that when the students are asked to individually participate in classroom talk, they seem to be reluctant. On the other hand, when they are asked to work in smaller groups and later report their findings, they are eager to participate. The aforementioned participation makes the students’ classroom interaction to be at a ‘higher level’. The main conclusion drawn from this study was that the CSS lecturers should engage the students more in group work in an endeavour to develop and maintain dialogic classrooms. The dialogic classrooms provide the students with the motivation to help them interact within the classrooms, university, the world of work and socially.
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Iloanya, Jane. "Democratisation of Teaching and Learning: a tool for the implementation of the Tuning Approach in Higher Education?" Tuning Journal for Higher Education 4, no. 2 (May 31, 2017): 257. http://dx.doi.org/10.18543/tjhe-4(2)-2017pp257-276.
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<p>Teaching and learning in Contemporary Higher Education is experiencing a change of paradigm in the approach used for curriculum design and instruction. This paper examines the application of democratisation of teaching and learning as a crucial tool for the implementation of the Tuning Approach in the teaching and learning processes in higher education. A qualitative research approach was used to collect information from two institutions of higher learning in Botswana. Findings from the study indicate, that, there are democratic elements in the teaching and learning processes as evidenced by the use of the learning –outcomes approach in lesson planning by the lecturers, and in the various ways students are engaged in teaching and learning processes. However, the study revealed that students are not fully involved in planning curriculum and workload.</p>
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Ozan, Ceyhun. "The Relationship between Prospective Teachers’ Thinking Styles and Attitudes towards Teaching Profession." Journal of Curriculum and Teaching 8, no. 3 (August 5, 2019): 50. http://dx.doi.org/10.5430/jct.v8n3p50.
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The aim of this study is to determine the prospective teachers' thinking styles, attitudes towards teaching professionand the relationship between thinking styles and attitudes towards teaching profession. Relational survey model wasused in the study. The universe of the study consists of the prospective teachers studying in the Faculty of Theology,Faculty of Theology and Pedagogical Formation Program of a state university in the fall semester of 2017-2018academic years. The sample of the study consisted of 1215 prospective teachers who were selected throughconvenience sampling method. According to the results of the study, prospective teachers preferred the mostlegislative, monarchic, executive, judicial, liberal thinking styles e.g. the hierarchic, conservative, oligarchic andanarchic thinking styles. Prospective teachers' attitudes towards teaching profession are positive. A significantpositive relationship was found between liberal, external, monarchic, executive, hierarchic, legislative, judicial andconservative thinking styles and attitudes towards teaching profession. On the other hand, a significant negativecorrelation was found between the oligarchic thinking style and the attitude towards teaching profession. Therelationship is moderate in liberal and external thinking styles and low in other thinking styles.
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Lewis, Sean. "Mathematics, Mystery, and Memento Mori: Teaching Humanist Theology in Dante’s Commedia." Religions 10, no. 3 (March 26, 2019): 225. http://dx.doi.org/10.3390/rel10030225.
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Undergraduate students in the United States of America are increasingly less religious, and this decline in religiosity is felt not only at secular colleges and universities, but also at those with a religious affiliation. This article seeks to answer the question of how one can effectively teach the Christian vision in Dante’s Commedia to undergraduates who have little or no religious formation. The methods I have used to teach freshmen in core Humanities courses have differed somewhat from the methods I have used to teach upperclassmen in Literature electives. For the freshmen, focusing on what I call “humanist theology” has been successful, allowing them to see that the Christianity found in Dante’s epic is not merely a list of rules, but a way of viewing human life that is consonant with their own experiences. Purgatorio is the most important canticle for this method, and the case of Virgil’s damnation is a vital topic. For upperclassmen, finding analogies to Christian Mystery in the fields of mathematics, the sciences, and creative writing has proven fruitful. The main conclusion of this study is that these techniques are useful in presenting Dante’s work to non-religious students without sacrificing the epic’s specifically Christian content.
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Aflisia, Noza, Nurwadjah Ahmad E.Q, and Andewi Suhartini. "Nilai Teologi Islam: Telaah Materi Ajar Bahasa Arab Madrasah Tsanawiyah." An Nabighoh: Jurnal Pendidikan dan Pembelajaran Bahasa Arab 23, no. 1 (June 16, 2021): 17. http://dx.doi.org/10.32332/an-nabighoh.v23i1.2993.
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The importance of integrating and internalizing religious values in education, especially Arabic learning, is interesting to study. So that the Arabic learning paradigm, which at first glance only focuses on cognitive and psychomotor aspects, is missing from the mental side of educators and students. This study aims to identify and analyze the value of Islamic theology in Arabic teaching materials at Madrasah Tsanawiyah. So that it can raise awareness of these religious values and serious attention to this through exploration and implementation in learning Arabic, this study will become a reference for policyholders related to Arabic teaching materials in evaluating and improving the quality of Arabic learning at Madrasah Tsanawiyah. This library research was carried out by collecting data, understanding the characteristics of Arabic teaching materials at Madrasah Tsanawiyah, analyzing and identifying the theological values in the content of teaching materials, and conducting verification and inferences. The study results reveal the importance of Islamic theology in the Arabic teaching materials of Madrasah Tsanawiyah. Includes the unity of the people, loving nature, forming a happy family, protecting oneself from danger and misery, studying, loving others, tauhid, aqidah, faith, sincerity, purity, and love the weak.
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Oladokun, Olugbade, and Lenrie Aina. "ODL and the impact of digital divide on information access in Botswana." International Review of Research in Open and Distributed Learning 12, no. 6 (October 7, 2011): 157. http://dx.doi.org/10.19173/irrodl.v12i6.1053.
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<p>Open and distance learning (ODL) has created room for the emergence of virtual education. Not only are students found everywhere and anywhere undertaking their studies and earning their degrees, but geographical boundaries between nations no longer appear to have much relevance. As the new education paradigm irretrievably alters the way teaching and learning is conducted, the application of modern educational ICTs has a major role to play.</p><p>With students of transnational or cross-border education dispersed into various nooks and crannies of Botswana, many others enlist for the “home-baked” distance learning programmes from their diverse locations. Like the face-to-face conventional students, distance learners also have information needs which have to be met. But blocking the distance learners’ realization of their information needs is the digital divide, which further marginalizes the underclass of “info-poor.”</p><p>The survey method was used, and a questionnaire administered to 519 students of four tertiary level distance teaching institutions that met the criteria set for the study yielded a 70.1% response rate. The results showed that while the Government of Botswana has made considerable effort to ensure country-wide access to ICT, which now constitutes an effective instrument for meeting information needs, a number of problems still exist. The factors impeding easy access are unearthed. The findings of an empirical study portraying some learners as information-rich and others, information-poor, and the consequence of distance learners studying on both sides of the digital divide, are discussed. Suggestions on bridging the digital divide are offered.</p>
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Moahi, Donlisha, and Elmarie Costandius. "When art informs: challenging stereotypes in a multicultural educational setting in Botswana." Scholarship of Teaching and Learning in the South 2, no. 2 (September 30, 2018): 18. http://dx.doi.org/10.36615/sotls.v2i2.43.
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As classrooms become increasingly multicultural, authentic teaching and learning is essential to avoid the creation of a negative image of the ‘other’. Using a case study from a secondary school, an interpretive analysis was used to gain insight into how students made sense of their experiences and the significance of art as a platform to negotiate stigmas and stereotypes in class and school. The project generated space and context for students with different backgrounds to tell their stories and hear each other. Students revealed that language and dialects are also fundamental components of culture that should be supported by the education system. Art can be an especially effective catalyst for developing a critical awareness of issues of race, immigration, difference, and privilege. It is a platform for the negotiation and construction of meaning and could contribute towards removing the historic inequalities and injustices created by a stratified society.
How to cite this article:MOAHI, Donlisha; CONSTANDIUS, Elmarie. When art informs: challenging stereotypes in a multicultural educational setting in Botswana. Scholarship of Teaching and Learning in the South. v. 2, n. 2, p. 18-36, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=43&path%5B%5D=24
This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Marobela, Motsomi Ndala. "Industrial relations in Botswana – workplace conflict: behind the diamond sparkle." Emerald Emerging Markets Case Studies 4, no. 2 (March 5, 2014): 1–16. http://dx.doi.org/10.1108/eemcs-2014-5555.
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Subject area Management: human resources management. Study level/applicability Undergraduate and postgraduate. Case overview This case gives critical insights in the complex issues surrounding the management of employment relationship in Africa, specifically focusing on Botswana. It is set in the context of explosive industrial relations involving Debswana Diamond Mining Company and the Botswana Mine Workers Union over the contentious issues of pay bonus and collective bargaining. Failure to reach an amicable compromise by both parties' results in a debilitating strike which costs the company millions of funds and affected it's the corporate image contrary to its well crafted social responsibility. More painfully, the end game is a loss of employment and dreams shattered for 461 dismissed workers who depended solely on this work as their only source of income. Expected learning outcomes At the end of reading the case students are expected to: understand the limits of managerial prerogative and the right to manage; appreciate the inherent conflict of interests between labour and capital; consider more equitable compensation schemes in dealing with collective bargaining; and discuss the concept of social responsibility in the context internal customers-employees. Supplementary materials Teaching note.
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Bulawa, Philip. "Transfer of Computer Knowledge and Skills to the Workplace: The Perspective of Primary School Heads." Journal of Studies in Education 6, no. 4 (November 4, 2016): 75. http://dx.doi.org/10.5296/jse.v6i4.9992.
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The use of computer technology in schools has become a topical subject of enquiry among researchers globally. As in other countries, the government of Botswana has come up with policy on the use of computer technology in public schools in its effort to improve teaching and learning. For this initiative to be achieved, higher education institutions in the country are expected to provide knowledge and skills to school management teams and members of their teaching staff on Information and Communication Technologies (ICT). This descriptive and qualitative study sought to find out whether primary school heads are using the computer knowledge and skills they acquired during in-service training at the University of Botswana in their schools. Using purposive sampling, 22 participants out of 26 who had volunteered to participate in the study responded to the questionnaire about the use of computers by school heads in primary schools. The result of the study shows that while school heads are willing to use computers in their schools, they have encountered some challenges, many of which are external and therefore, beyond their control. Further revealed is that there are a few school heads that do not see the use of computers as a priority, in spite of the knowledge and skills they possess. The study recommends further research to find out from regional officers the intervention measures that may be put in place to enable school heads to effectively use computer technology in primary schools.
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Rudhumbu, Norman, and Elize du Plessis. "Utilizing the Expectancy Value Theory to Predict Lecturer Motivation to Apply Culturally Responsive Pedagogies in Universities in Botswana." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 192–209. http://dx.doi.org/10.26803/ijlter.20.7.11.
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The expectancy value theory (EVT) has been used in many studies to predict the motivation processes of individuals with regard to how they think and act in particular ways. Critical to how individuals think and act are the three elements of the EVT, namely the expectancy cognition (expectancy), instrumentality cognition (instrumentality) and valence. This study therefore seeks to establish whether the EVT could be used to predict and explain the motivation of lecturers to apply culturally responsive pedagogies (CRPs) in the teaching of culturally heterogeneous classes in universities in Botswana. Using a sample of 291 lecturers from three selected universities, the study employed a structured questionnaire for data collection. Confirmatory factor analysis (CFA) was used for data purification. Structural equation modelling (SEM) using AMOS version 22 was used for data analysis. The study established that the expectancy (β = .419; p < .001) and instrumentality (β = .315; p < .001) cognitions of lecturers as well as the valence (β = .268; p < .001) had a significant influence on the motivation of lecturers to apply CRPs in the teaching of culturally heterogeneous classes in universities. These results also showed significant relationships between expectancy cognition and valence (β = .316; p < .001) and also between instrumentality cognition and valence (β = .301; p < .001). These results therefore demonstrate that the EVT could be used to predict the motivation of lecturers in universities to apply CRPs in their teaching of culturally diverse university students.
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Bokwa, Ignacy. "Impulsy ze strony teologicznej myśli Karla Rahnera SJ (1904-1984) i teologii narracyjnej w kierunku pogłębienia teologii imienia Jezus." Poznańskie Studia Teologiczne, no. 32 (August 5, 2019): 119–39. http://dx.doi.org/10.14746/pst.2018.32.07.
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The theological dimension of the name of Jesus is not only a domain of biblical teaching, pa- trology, theology of spirituality or theology of liturgy. It is also a eld for re ection of systematic theology. This study starts with a brief theological analysis of the name of Jesus and states that this is a summary of His earthy mission which is a saving mission to man and the world. Karl Rah- ner’s contribution to contemporary christological re ection is hard to overestimate. His so-called transcendental christology is an attempt to include anthropology into the structure of theology as its integral component. In contrast, narrative theology deals with modern man as the addressee of the Christian message about salvation. It develops particular ways of access by a man, who is not a believer, to the Person and work of Jesus of Nazareth as the true and living Son of God.
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Moalosi, Smitta Waitshega Tefo. "Teachers Self Efficacy: Is Reporting Non-Significant Results Essential?" Journal of International Education Research (JIER) 9, no. 4 (December 2, 2013): 397–406. http://dx.doi.org/10.19030/jier.v9i4.8266.
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Self-efficacious teachers are viewed as having the ability to organize relevant activities, patient with students who are struggling in learning, and spending more time designing relevant teaching activities. The teachers exhibit good performance and probably remain committed to their work. And they are committed to organizing appropriate teaching activities, engaging students in learning. Teachers with high self- efficacy keep students on task and perform better because they use innovative teaching methods that encourage students autonomy and reduce custodial control. The main purpose of this paper is to report non-significant findings of a study that was carried out in Botswana with 1000 junior secondary school teachers in Gaborone and surrounding areas between November 2010 and February 2011. The study was about teacher efficacy and classroom management among Botswana junior secondary school teachers. Teacher Sense of Efficacy scale (TSES) instrument was used to collect data for the study. TSES comprises of three subscales, Efficacy in Student Engagement, Instructional Strategies and Classroom Management. Efficacy in Student Engagement was the only significant subscale among other sub-scales of TSES. The TSES means of districts, cities, towns and villages were not significant. This prompted the researcher to report non-significant results because they can assist teacher educators and stakeholders on how best to improve the training of pre-service and in-service teachers. Teacher commitment to work can enhance student learning. Teacher effectiveness can also promote positive effect in student learning, because teachers can plan their work using relevant materials that can motivate students to learn. Managing classrooms can enhance student learning if teachers encourage students to be responsible to their learning, and can put students on task and to reduce students undesirable behaviors that may interfere with their learning.
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Ikpe, Ibanga B. "E-learning platforms and humanities education: an African case study." International Journal of Humanities and Arts Computing 5, no. 1 (March 2011): 83–101. http://dx.doi.org/10.3366/ijhac.2011.0022.
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The advent of e-learning has been a welcomed development in African universities, especially in countries where the demand for university education far outstrips capacity. This form of instruction not only has helped in reducing the problem of managing and testing large classes, but it also has helped lecturers in providing valuable assistance to students who would otherwise not have such access. The limitations of the e-learning platform coupled with a distorted student-teacher ratio has raised concerns about quality, especially for traditional humanities disciplines where the emphasis on argumentative rigor and critical thinking are at odds with the science-leaning orientation of e-learning platforms. This concern is especially important because the technology is relatively new and there are problems of access not only in terms of infrastructure but also in terms of the relevant computer literacy skills required of users of the technology. This essay examines the problems associated with the use of e-learning in teaching and examining traditional humanities courses in general but especially the problems encountered in using e-learning in teaching and assessing critical thinking courses at the University of Botswana. I argue that although certain aspects of e-learning are structured, confining, and therefore unsuitable for traditional humanities disciplines, e-learning can still be an appropriate tool for the humanities if used appropriately and creatively.
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Mangope, Boitumelo, and Sourav Mukhopadhyay. "Preparing Teachers for Inclusive Education in Botswana: The Role of Professional Development." Journal of International Special Needs Education 18, no. 2 (October 1, 2015): 60–72. http://dx.doi.org/10.9782/2159-4341-18.2.60.
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Abstract The continuing professional development of teachers is crucial for implementation of inclusive education and improving the quality of educational service delivery of all learners. The purpose of this preliminary study was to explore teachers' beliefs about professional development for inclusive education in two primary and two secondary schools in two educational administrative regions of Botswana. A mixed method research design was utilized to measure teachers' beliefs, current practices of professional development, training needs as well as modes of professional development programs to implement inclusive education. A three part, 25 item self - administered questionnaire was specially designed for this study. It was administered to all participants (N=86) who participated in a three-day workshop on inclusive education. In addition 12 teachers who had had experience in teaching learners with Special Educational Needs (SENs) were purposively selected for a follow-up one-on-one in-depth interview. Both quantitative and qualitative data were triangulated to write this report. Findings of the research suggest that although participants realized the importance of professional development for the implementation of inclusive education, they were of the opinion that ‘one-time workshops’ alone was not effective to change classroom practices. They highlighted the importance of ‘change processes’ therefore recommended ‘in-house mentorship’.
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MARTÍNEZ, Enrique. "Memoria de sí y educación del otro. El autoconocimiento como fuente de la actividad educativa en el pensamiento de santo Tomás de Aquino." Revista Española de Filosofía Medieval 8 (October 1, 2001): 83. http://dx.doi.org/10.21071/refime.v8i.9381.
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Knowledge and teaching of truth are deep-seated in self-conscience, and thus has been recognised in several moments in history of Philosophy and Theology, since exhortation Know yourself was engraved in Apollo's temple in Delph. Tins study tries to show the narrow linking between self-conscience and teaching order in Saint Thomas Aquinas' thought, who stands out no only because of his doctrine, but also because of his deep pedagogy.
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Fletcher, Madeleine. "The Almohad Tawhid: Theology Which Relies On Logic." Numen 38, no. 1 (1991): 110–27. http://dx.doi.org/10.1163/156852791x00060.
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AbstractThe Almohad dynasty of twelfth century Spain and North Africa patronized the study of Greek philosophy. Almohad scholars were largely responsible for editing and commentating the texts of Aristotle which came into the hands of Thomas Aquinas, greatly facilitating the development of scholastic theology in thirteenth century Europe. This paper investigates the theology of Ibn Tumart to describe the extent to which this taste for philosophy was consistent with the teaching of the aforementioned founder of the Almohad movement who was a Berber jurist from the Atlas Mountains of Morocco. We find that Ibn Tumart's teaching assigns a radically important role to reason in theology, declaring reason to be a source of religious doctrine along with scripture (the Koran and the Hadith). Throughout the essay, internal evidence provided by an ongoing comparison between Ibn Tumart's two murshidas and what had previously been assumed to be his most important credal document, his 'aqīda, reveals the latter to have been the product of a heavy editing process which occurred after Ibn Tumart's death, probably in 1183 at the time of the writing down of the manuscript a'azzu ma yutlab which was published as Le livre d'Ibn Toumert by Luciani in 1903. The paper attempts to define Ibn Tumart's theology of tawhīd in relation to other systems in which the word functions as a concept. Possible definitions thus provided are accepted or rejected. Questions considered are: 1 Whether Almohad lawhīd can be seen as a denial of the attributes of God as in Mu'tazilite theology. 2 Whether Almohad tawhīd can be seen as the tawhīd of ittisāl or of Pantheistic monism. 2 Whether Almohad tawhīd and its aspect of anti-anthromorphism can be seen as a rejection of animistic and folkloric remnants.
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Ford, David F. "Meeting Nicodemus: A Case Study in Daring Theological Interpretation." Scottish Journal of Theology 66, no. 1 (January 15, 2013): 1–17. http://dx.doi.org/10.1017/s0036930612000270.
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AbstractThe Nicodemus story can be read as a distillation of the Gospel of John and an example of many of its key features. John 3:1–21 poses a wide range of the problems raised by this most distinctive and mysterious of the four gospels. It shows characteristic practices of John as a reader, writer and teacher. In line with John's theology of the Spirit ‘leading into all the truth’, it also shows him as a daring theologian, opening up fresh interpretations and ways of doing theology beyond the Septuagint and the Synoptic Gospels and even beyond his own Prologue (itself a remarkably daring piece of theology). That same Spirit means that John also expects his readers to be led into further truth, and to improvise on his theology as he himself did on the Septuagint and on the Synoptic traditions. His ways of reading, writing and teaching encourage such a response in the Spirit by creating a work rich in intertextuality, imagery and conceptuality which has a ‘deep plain sense’, superabundant in meaning and always inviting the reader to reread, learn more and interpret afresh. So one challenge for readers now is whether they are open not only to thinking along with John but also to thinking beyond him, in ways appropriate to different people and contexts. But this transformation in thought and imagination is not all: it is inseparable from doing the truth ‘in God’. The mutual involvement of seeing, believing/trusting, knowing and living in love is above all communicated in the drama of John's Gospel, whose backbone is a series of meetings with Jesus and the injunction to follow Jesus. More embracing and fundamental than, for example, doctrinal theology or existential decision-making, is the dramatic reality of encountering other people and following Jesus in all the complexities of life in specific contexts. In John 3:1–21 the encounter of Jesus with Nicodemus is the dramatic heart of the passage, blending into a discourse which itself culminates in the ultimate drama of ‘deeds done in God’. But to stop interpretation there would be to refuse the Johannine invitation to enter into more truth with a view to ‘doing greater things’. So the article ends with two midrashic interpretations of Nicodemus for today.
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Hann, Robert R. "Commitment, Theology, and the Dilemma of Religious Studies at the State University." Horizons 19, no. 2 (1992): 263–76. http://dx.doi.org/10.1017/s0360966900026256.
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AbstractThe dominant practice among scholars in Religious Studies has been to exclude committed religious belief from the teaching of religion. Theology was once the center of the academic study of religion, but its present-day exclusion has deprived Religious Studies of a methodological center characteristic of a true academic discipline, and thus Religious Studies appears to be merely a marginal interdisciplinary program rather than a discipline in its own right. Theology was once taught in a denominational way that is inappropriate to the pluralism of a secular university. Another understanding of theology, however, is as a distinctive worldview offering a unifying perspective on life, a worldview which has the same rights on the campus as any other contemporary worldview. The presence of theology so understood would restore the methodological center to the discipline of Religious Studies and would enhance that intellectual pluralism to which the modern university is committed.
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Mokibelo, Eureka. "Using Portfolio Assessment at Lower Secondary Education in Setswana Language Lessons." Journal of Language Teaching and Research 9, no. 5 (September 1, 2018): 1059. http://dx.doi.org/10.17507/jltr.0905.21.
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This study examined practices in academic progress record keeping at Junior Secondary Schools in Botswana in the Setswana language programme. Using the qualitative approach it was observed that students’ academic progress at Junior Secondary Schools were recorded in scheme books with marks written at the back of it, either after an exercise or after writing monthly tests with no evidence produced when necessary during conferencing. The recordings did not show parents, educational officials and learners students’ academic strengths and weaknesses in a particular skill they were supposed to develop in the teaching and learning processes. The study involved in-service teachers at Junior Secondary Schools who were furthering their education at the University of Botswana. A questionnaire with open ended questions and interviews were used to collect data from the participants. Data were analyzed using the grounded theory by considering thematic statements that emerged from key research questions. The findings indicated that the measures used for academic records by teachers were not systematic and effective. The study recommends portfolio assessment not as a means to an end, but as a strategy that can be adopted and used to develop a systematic way of keeping students’ academic records and monitoring their academic growth and development progress.
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Knott, Kim. "The Study of Religion in the UK in its Institutional Context." NTT Journal for Theology and the Study of Religion 71, no. 1 (February 18, 2017): 44–57. http://dx.doi.org/10.5117/ntt2017.71.044.knot.
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Abstract How has the study of religion in the UK been shaped by its institutional contexts? Consideration is given to the Christian and secular foundations of universities and higher education colleges, the relationship of theology and religious studies, and the impact of institutional structures and drivers associated with teaching and research. The formation of ‘TRS’ as an instrumental and contested subject area is discussed, as is the changing curriculum. Research on religion is examined in relation to new institutional pressures and opportunities: the assessment of university research and the public funding of research. The importance of the impact agenda and capacity building are illustrated.
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Phuthego, Mothusi. "The Identification of Needs for the Provision of In-service Training in Music Education in Botswana." British Journal of Music Education 15, no. 2 (July 1998): 191–200. http://dx.doi.org/10.1017/s0265051700009347.
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This study investigates the in-service training needs of the primary school generalist teacher in Botswana. The findings established that singing is a major cross-curricular activity in schools. Dance on the other hand, despite being the most popular form of entertainment in and outside school, is not regarded as an aspect of music education. Instrumental teaching is virtually non-existent. Teachers' interests in further musical training are influenced by a misconception that singing should be the main activity in music lessons. As a result most are only interested in improving their skills in areas that will improve their singing, such as theory of music to aid sight reading.
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KASALE, Lobone L., and Martin M. MOKGWATHI. "Primary School Teacher' Perceptions towards the Physical Education Component of Creative and Performing Arts Curriculum in Botswana." Asian Journal of Physical Education & Recreation 16, no. 2 (December 1, 2010): 58–64. http://dx.doi.org/10.24112/ajper.161899.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.
Creative and Performing Arts is a new subject that has been introduced at the primary school level in Botswana. The subject draws its contents from various disciplines such as Arts and Craft, Design and technology, Home Economics, Business Studies, Drama, Dance, Music and Physical Education. The aim of the study is to evaluate the perceptions of the primary school teachers with regards to teaching of the Physical Education component of Creative and Performing Arts curriculum. Nine primary schools in the greater Gaborone area were randomly selected for the purpose of this study. The data was collected by means of a questionnaire that was designed for the purpose of this study. The Cronbach Alpha was used to test the reliability of the instrument and a value of 0.73 was obtained in the test. The questionnaire was distributed among the primary school teachers who responded to it. Data analysis revealed that teachers were not adequately trained to demonstrate physical education skills and therefore had difficulties in teaching the subject. It is hence recommended that teachers who are required to teach the physical education component of Creative and Performing Arts must be qualified physical education professionals who will be able to correctly demonstrate physical education skills to the learners. In this way, students may be able to benefit from creative and performing arts as a curriculum subject.
本文旨在探討博茨瓦納小學的體育科與創意藝術科的融合，結果顯示需要培訓足夠的教師去教授這些融合的課程。
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Sundberg, Albert C. "Enabling Language in Paul." Harvard Theological Review 79, no. 1-3 (July 1986): 270–77. http://dx.doi.org/10.1017/s001781600002054x.
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Paul of Tarsus, first-century Diaspora-Jew-become-Christian, became, through Augustine and Luther, the canonical theologian for Protestant Christianity. Consequently, his theology has been of overwhelming interest, whether in research, teaching, or preaching. This dominating concern with his theology, however, has diverted interest from other significant deposits Paul left us in his letters. F. W. Beare, in a study on “St. Paul as Spiritual Director,” has shown that this itinerant preacher of primitive Christianity has left us a record of his pastoral concerns that can still serve as a useful model for the modern pastor. A growing number of scholarly articles on Paul and women shows that while Paul sometimes simply reflects a male-dominated social reality, he occasionally envisions freedom and equality for women. Disappointment in other aspects of Paul's social perspective is largely overcome when that perspective is sought within his teaching on the church which, in his apocalyptic orientation, would be the continuing social reality.
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Mooney, Catherine M. "Interdisciplinarity in Teaching Medieval Mysticism: the Case of Angela of Foligno." Horizons 34, no. 1 (2007): 54–77. http://dx.doi.org/10.1017/s0360966900003935.
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ABSTRACTThis essay addresses two related challenges facing educators who teach about medieval saints, mystics, and their texts. The first is how to relate to the theologies and spiritualities of people who inhabited cultures radically distinct from the modern and postmodern periods. The second regards the contemporary tendency to evaluate medieval believers in terms of modernist intellectual frameworks, most notably clinical psychological categories. A case study approaching the medieval mystic Angela of Foligno from three disciplinary points of view—clinical psychology, historical theology, and cultural history—illustrates how educators might respond to students' penchant to privilege clinical psychology when considering medieval mystics and saints, and shows not only the complementarity of interdisciplinarity, but also its limitations.
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Oladiran, M. T., Jacek Uziak, and Venkata P. Kommula. "Tracking Design Elements in a Mechanical Engineering Curriculum." Advanced Materials Research 367 (October 2011): 601–10. http://dx.doi.org/10.4028/www.scientific.net/amr.367.601.
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Design activity is core to modern engineering practice. Some design experience is demanded by professional bodies that accredit degree engineering programmes (e.g. ABET and ECSA). The purpose of this paper is to track design related topics through the curriculum of the mechanical engineering degree programme at the University of Botswana. A questionnaire was designed and administered to staff teaching on the programme. The responses were used to map design components in the curriculum and assess the design experience of students. The results showed that design topics were delivered in various courses and the knowledge gained by students increased steadily from Year 3 to Year 5. Some observed deficiencies in the teaching of design included lack of industry recommended projects, negligible application of design software, and the use of only single discipline based problems (i.e. no multi disciplinary teaching approach). It was concluded that a programme review is needed to improve the pedagogy of design and enhance programme robustness. It is envisaged that the study will help in designing a new mechanical engineering curriculum to satisfy accreditation requirements.
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Baliyan, Som Pal, Pritika Singh Baliyan, and Sello Mokoena. "Occupational Stress among Teachers in Private Senior Secondary Schools in Botswana: Causes and Consequences." International Journal of Education 10, no. 2 (June 10, 2018): 32. http://dx.doi.org/10.5296/ije.v10i2.13085.
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Observing the importance of stress among employees, this study was conducted to investigate the causes and effects of stress among private secondary school teachers in Botswana. The specific objectives were to identify the causes of work related stress, to find out the effect of work related stress on performance, to explore and suggest ways of preventing work related stress among teachers. The findings of the study should guide the stakeholders especially policy makers towards reducing the stress in teachers. The study was conducted in two phases; pilot phase and final phase. In pilot phase, sampled teachers were interviewed to collect basic information on teachers stress helped in construction of data collection instrument. In the final phase, data was collected through a survey of 90 stratified random sampled teachers using a validated and reliable questionnaire. The data analysis was done through the descriptive statistics whereby mean and standard deviations were calculated. The school policies contradicting with working environment, too much work load (teaching and extra duties) and pupils indiscipline in class were identified the three most important causes of stress among teachers whereas; low morale and motivation, increase in job dissatisfaction and conflict at work place were the three important effects of stress. Effective planning and implementation, prioritizing work and ignoring the stressor environment were identified the three major ways to reduce stress. It was recommended that possible attempts should be made to reduce workload of teachers. Strategies should be devised and implemented to reduce indiscipline among students. Teachers should focus on proper planning and implantation of their work based on priority.
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Chornomorets, Yuriy. "Prospects for the development of spiritual education in Ukraine." Filosofiya osvity. Philosophy of Education 26, no. 2 (June 25, 2021): 8–24. http://dx.doi.org/10.31874/2309-1606-2020-26-2-1.
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The article is devoted to a critical study of the vision of Ukrainian theologians of the possible prospects for the development of spiritual education in Ukraine in connection with the general changes expected by various theologians in the position of religion in the national public space, identifying what is really connected with the potential for further positive changes in Ukrainian theology and spiritual education. Ukrainian theologians and their supporters among researchers associate positive prospects for the development of spiritual education with new opportunities that the postmodern or post-postmodern worldview supposedly provides. The present is assessed as a post-secular state of sociality, as religion returns to the public sphere. In this regard, the author criticizes the dualism of the secular and the religious characteristic of modernity, the modern identification of the social with the secular, and the attribution of the religious exclusively to the private sphere of life. Ukrainian theologians and their supporters believe that the crisis of secularization theories and the return of religion to the public sphere themselves legitimize the existence of theology as a science and the recognition of spiritual education as part of the national educational space. Legal recognition of theology in 2014 opened up opportunities for the legitimization of theological ideas in general scientific discourse, but it turned out that even political theology and theology of education can only offer rather limited projects that develop the ideas of Western postmodern neo-Augustinianism. The situation is aggravated by the dominance in a significant number of seminaries and in a large number of specific branches of theology "theology of repetition", due to the inability to offer their own Christian democratic ideas, due to the refusal to create a social teaching that would meet the complex challenges of our time. The analysis shows that today those confessional systems of spiritual education in Ukraine, which are provided by leading research institutes, have sustainable development. These institutes create high-quality scientific products, set the general high level of teaching and learning, and train highly qualified personnel. Thus, it is the modern educational technology of the creation by a certain denomination (or their associations, as in the case of Protestants) of the main scientific and educational center, which acts in accordance with all national and world standards of education and science, that makes it possible to justify theology and create conditions for the development of all ordinary elements of confessional systems of spiritual education.
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Dadosky, John D. "Grant Kaplan’s René Girard, Unlikely Apologist: Mimetic Theory and Fundamental Theology." Pro Ecclesia: A Journal of Catholic and Evangelical Theology 28, no. 4 (November 2019): 446–54. http://dx.doi.org/10.1177/1063851219874626.
Full textAbstract:
This article review’s Grant Kaplan’s, René Girard, Unlikely Apologist: Mimetic Theory and Fundamental Theology. The content of the book offers the occasion to comment on some themes in Girard’s thought in relation to theology. In particular it expands upon it with reference to some of the insights from Bernard Lonergan. Girard’s legacy can contribute to a reaffirmation of the uniqueness of Christian identity in a pluralistic age, and a contribution to Catholic social teaching --i.e. a preferential option for the scapegoated and marginalized. Although he reclaimed his Christian roots, Girard was neither a philosopher nor a theologian. Therefore, some of his provocative insights, while valuable, stand in need of a critical appropriation. Kaplan’s important study provides an oppurtunity to raise some of those questions.