Letteratura scientifica selezionata sul tema "Onderwysstudent"

Parody as hybridic text: research report Parody can be seen as one of the techniques of selfreferentiality through which a consciousness of the context dependency of meaning is revealed in an aesthetic way. This article explores the theoretical background of parody as literary style against which the researcher challenged a group of teacher education students in a research programme to generate their own parodies. The task required that they choose a well-known fairy tale and use its structure to mock their own society. Students of another group were asked as the writers’ peers to read the stories in order to engage in a dialogue between encoder and decoder in the process of reception. The educational aim of the programme was to equip students to reflect critically and react creatively to social, political and economic issues that surround them. Furthermore, the researcher wanted to discover how these texts would generate a flexibility, fluency and hybridity in relationship with the students’ cultural identity and how they would project their own liminality in a no-man’s land between youth and adulthood. Analysis and interpretation of the parody texts revealed themes of late capitalism, materialism and consumerism, as well as typical student cultural manifestations of language usage and some of their existing attitudes toward the South African political society in post-apartheid. The students’ parodies have intertextual density with imitation and subversion of the original text contexts and values. The writers used a variety of stylistic techniques to generate double-voiced narratives as manifestation of literary creativity.

The aim of this research study was to describe guidelines for more effective management of a distance education institution at a residential university. Opsomming Die doel van hierdie navorsingstudie was tweeledig van aard. Eerstens, om die belewenis van onderwysstudente te verken en te beskryf wat studeer aan 'n afstandsonderrig instansie van 'n residensiele universiteit. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

Finland word dikwels gesien as die ‘goudstandaard‘ in natuurwetenskaponderwys, danksy die land se uitmuntende prestasie in internasionale toetse soos die program vir internasionale studentassessering (PISA) en tendense in internasionale wiskunde- en natuurwetenskapstudie (TIMSS). Daarteenoor laat Suid-Afrika se prestasie in TIMSS veel te wense oor. Volgens die Wêreld-Ekonomiese Forum (WEF) se wêreldwye mededingendheidsverslag (2010–2011), is Suid-Afrika 137ste op die ranglys van 139 lande wat betref die gehalte van wiskunde- en natuurwetenskaponderwys. Die skrywers van hierdie artikel beskou die gehalte van natuurwetenskaponderwysers as die sleutel om hierdie probleem die hoof te bied. Ons dink na oor Finland as die ‘superoutoriteit’ in natuurwetenskaponderwys en oor lesse wat Suid-Afrika kan leer omtrent die verskaffing van beter voordiensopleiding vir studente wat hulle as natuurwetenskaponderwysers wil bekwaam. In hierdie artikel verbind ons ontluikende temas wat uit kwalitatiewe navorsingsdata na vore gekom het met aanbevelings oor hoe voordiensopleiding vir voornemende onderwysers verbeter kan word, gebaseer op die beste gebruike in Finland. Ons gebruik onderhoude met Finse onderwysers en onderwysdosente, skoolwaarneming in beide lande, artefakte soos die refleksies van Suid-Afrikaanse onderwysstudente oor hulle ondervindings in skole, en onderwysers se reaksies op die Sienings van die Aard van Natuurwetenskappe (Views of the Nature of Science)-vraelys. Die derdegenerasie–kultuurhistoriese aktiwiteitsteorie (KHAT) word gebruik as ’n navorsingslens om ‘spanning/onderstrominge’ in natuurwetenskaponderwys in Suid-Afrika te beklemtoon, en ons dui aan hoe hierdie aspekte by die opleiding van onderwysers verreken kan word.

A stable and healthy personality is a requirement to deal effectively with the different stressors and demands that are part and parcel of a profession in education. Therefore, it is of the utmost importance to ensure that prospective teachers present well balanced personality profiles, which will enable them to become good teachers. Against the abovementioned background, this research study had the aim to: • by means of a literature study, determine the criteria that are generally used in the selection process of prospective education students nationally and internationally, and to determine the role and function of a personality assessment in the selection of prospective education students; • by means of a literature study, determine the characteristics of the desired personality profile of a teacher by applying the Five Factor Model of personality; • empirically determine the characteristics of the personality profiles of full-time registered education students at a higher education institution; • empirically determine whether there are differences between the personality profiles of 1) male and female education students; 2) education students in the different education phases; 3) education students with different home languages; 4) education students at different academic levels; and 5) education students who indicated education as first choice of study, and those who did not; and • to determine what the application possibility of the NEO-FFI is in the selection of prospective education students. The literature study produced the following results: • Academic criteria are mostly used in selecting education students, nationally and internationally and personality assessment does not play a role in the selection of education students in South Africa. • The desired personality profile of teachers, according to the Five Factor Model of personality, renders low scores on Neuroticism and high scores on Extraversion, Openness to Experience, Agreeableness and Conscientiousness. The empirical study produced the following results: • The group of education students generally presented the characteristics of the theoretical preferred personality profile with regard to Neuroticism, Extraversion, Agreeableness and Conscientiousness, but they presented relatively low mean raw scores for Openness to Experience. • No meaningful differences were found between the personality profiles of education students with regard to the education phase, home language, academic year and education as study choice, however, there were meaningful differences between male and female education students pertaining Agreeableness, where female education students presented higher mean raw scores than their male counterparts. Stanines were calculated to develop norms which can be used for personality assessment in the selection of prospective education students. Gender-specific norms were developed for this purpose. On grounds of the results of the investigation, it is recommended that personality assessment form an integral part of the selection process of prospective education students and that the NEO-FFI appears to be fruitful in this regard.
Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013

The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning methods for training had to be identified to achieve outcomes in the most effective way. New methods of presentation and assessment had to be exploited to address the new challenge of reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions in South Africa had to be determined so that general outcomes and guidelines for effective training of Foundation Phase student teachers in Life Skills could be established. A literature study was done to determine the nature of Life Skills for Foundation Phase student teachers. Four outcomes were identified were identified from this study, namely health promotion, promotion of the environment, development of human potential and the promotion of moral, cultural and religious values as main components of Life Skills. In addition a literature study was done on effective teaching-learning methods which should be applied to ensure effective Life Skills training for student teachers. The four most important components or essential features that should be considered during the facilitation of Life Skills for Foundation Phase student teachers, namely the lecturer, student, learning environment as well as the aim of teaching, including teaching content and assessment were set out. After questionnaires regarding the nature of training for Foundation Phase student teachers in Life Skills were sent to institutions for higher education and the responses were statistically analysed, it was possible to make a number of findings and recommendations. From the empirical research it became clear that the identified outcomes were also valued and applied by lecturers at other institutions for higher education. Furthermore, it became apparent that active teaching learning-methods and self-regulated learning are valued as important aspects of effective teacher training. Skills should not only be practised during contact sessions, but learning environments should be extended. It should include a variety of contexts like community service, practical teaching experience at schools under supervision of mentors as well exposure to diverse and multicultural teaching learning-environments. By effective planning and organising, it is possible for lecturers to guide students to become self regulated and effective learners within the context of reduced contact time.
Thesis (M. Ed.)--North-West University, Potchefstroom Campus, 2005.

The purposes of this study were to determine 1. the levels of communication apprehension in mother tongue and English experienced by black students at Mamokgalake Chuene College of Education whose native language is not English ; 2. if communication apprehension of these students changes during the course of their studies. Other variables were the extent to which communication apprehension varies within the following interaction contexts: group discussions, meetings, conversations, public speaking and in the classroom, exposure to mother tongue and English, marks in English and mother tongue and sex of the speaker. PRCA-24 scores and other data obtained from 278 students indicated that most of the students had lower levels of communication apprehension than the United States norm of 65 (out of 120) or 54,2% for the corresponding situations. (Total group: Mother tongue: 59,3 (49,4%); English: 61,8 (51,5%)) Females were more apprehensive when communicating in mother tongue and English, probably due to their culturally inferior position. (Men: Mother tongue: 56,3 (46,9%); English: 57,5 (47,9). Women: Mother tongue: 60,7 (50,6%); English: 63,6 (53, 0%)) There was a slight increase in communication apprehension during the course of their studies. Neither the exposure to English or mother tongue nor the marks in English and mother tongue correlated with communication apprehension. Possible explanations for high levels of communication apprehension of certain students may be the fact that the medium of instruction at school from their fifth year at school for these students is not their mother tongue but English, that the school system is based on Western culture which may be too far removed from the African culture and that these students may experience language anxiety and culture shock. Another factor may be that these students feel negative about their own (African) languages because they are not official languages. A reason why the communication apprehension level of this group is lower than surveys of the USA may be due to the fact that this group was a selected group of students who voluntarily chose an occupation (teaching) in which communication plays a major role. Solutions to this problem: that lecturers and teachers be informed about communication apprehension, that students and pupils be tested and treated for this problem, that teaching methodology be adjusted and affective factors be considered to ensure a relaxed class atmosphere.
Skripsie (MEd)--PU vir CHO, 1994

Tesis ingehandig as voltooiing van vereistes vir die graad “Master of Technology Education” Grondslagfase-Wiskunde in die Fakulteit Onderwys en Sosiale Wetenskappe by die “Cape Peninsula University of Technology” 2014
Die navorsingstudie is onderneem om ondersoek in te stel na die voorkoms van vraagstellingspraktyk by Grondslagfase-onderwysstudente tydens die aanbieding van wiskundige probleemoplossing. Die keuse van die navorsingsonderwerp is beïnvloed deur my persoonlike beroepsveld as tersiêre Wiskunde Onderwysdosent vir Grondslagfaseonderwysstudente: Hoe word vraagstellingspraktyk gebruik deur Grondslagfaseonderwysstudente tydens die aanbieding van wiskundige probleemoplossing? Wanneer die navorsingsonderwerp ontrafel word, word drie komponente onderskei, naamlik: aanbieding van wiskundige probleemoplossing, die Grondslagfase-onderwysstudent se rol in hermeneutiek en die voornemende opvoeder se vraagstellingspraktyk. Die navorsingsonderwerp word ondersoek met ‘n geamalgameerde teoretiese lens. Die drie opvoedkundige teorieë wat amalgameer om ‘n kaderlens van beskouing te vorm, is Skemp se Teorie van Verbandhouding, Davis se Teorie van Enaktivisme en Bloom se Hersiene Taksonomie. ‘n Uitgebreide literatuurstudie wat die navorsing fokus in bestaande literatuur, is onderneem. Die verband tussen vraagstellingspraktyk, wiskundige probleemoplossing en die vorming van begrip by die leerder word uitgelig. Die navorsingstudie vergestalt in ‘n gevallestudie. Die spesifieke verskynsel is observeer in die natuurlike omstandighede, deurdat lesaanbiedinge met wiskundige probleemoplossing as fokus deur Grondslagfase-onderwysstudente gedoen is in ‘n graad 1-klaskamer. As deelnemende observeerder het ek die gebruik van vraagstellingspraktyk waargeneem. Data is ingesamel deur observasieblaaie, transkripsies, digitale opnames, lesplanne, individuele vraelyste en ‘n fokusgroep-onderhoud. ‘n Kwalitatiewe ondersoek met ‘n interpretatiewe paradigma is onderneem. Ryk, kwalitatiewe data is ingesamel. Die verkose navorsingsmetodologie het my gelei tot data-analisering deur die proses van kodering, kategorisering en tematisering. Die verskynsel word beskryf deur die gebruik van woordbeelde. Die verifikasie van data het maksimale aandag geniet deur triangulasie. Etiese riglyne is getrou gevolg en verseker die verantwoordbaarheid van die ondersoek. Alhoewel internasionale en nasionale literatuur die belangrikheid van vraagstelling beklemtoon om leerders te begelei tot begrip op hoëvlak-denke, word die vaardigheid om dit toe te pas in wiskundige probleemoplossing nie noodwendig ingebou in opleidingsprogramme vir onderwysstudente nie. Studente is bewus van die rigtinggewende rol wat vraagstelling tydens wiskundige probleemoplossing speel, maar is onseker oor die toepassing van gewenste vraagstellingspraktyk tydens lesaanbiedinge. Die gebruik van effektiewe vraagstellingspraktyk tydens die aanbieding van wiskundige probleemoplossing moet eksplisiet onderrig word aan Grondslagfase-onderwysstudente.

Thesis (Masters Diploma (Teacher Training)) -- Cape Technikon, 1991
One aspect of modern technology which affects today's society is the use of computers. Against this background a study of curriculation is made and a needs assessment done on word-processing for commercial education students at South African technikons. In order to determine the needs for training in wordprocessing amongst commercial teachers in the Cape Province, permission was obtained from the Cape Department of Education to sent out a questionnaire. A second questionnaire was distributed to lecturers who train commercial teachers at technikons in the Republic of South Africa in order to obtain knowledge and insight which could lead to the establishment of criteria for the tuition of word-processing to the said education students. This study is supported by a continuous literature study. According to the random sample the commercial teachers mentioned regarding word-processing skills as very important and would like to attend a short in-service training course in this respect. Based on feedback on the other questionnaire distributed to lecturers at the five South African technikons currently training commercial teachers, criteria were formulated for the presentation of word-processing to commercial education students. Personal interviews on word-processing were conducted with experts in the field of education in order to verify indicators from both the questionnaires mentioned. With reference to personal interviews, the questionnaires and the literature study a curriculum model for wordprocessing was drawn up to be used during the training of commercial education students at technikons.

Die navorsingstudie is kwalitatief in benadering en vanuit die interpretatiewe paradigma onderneem. Deur van ʼn gevallestudie-navorsingontwerp en van ʼn doelgerigte steekproef gebruik te maak, is daar spesifiek gefokus op primêre skole in Kemptonpark wat in terme van art. 20 van die Skolewet (wet 84 van 1996) onderwysstudente in diens geneem het om deur middel van ervaringonderrig ʼn intern-program by die skool te deurloop in ʼn poging om die al groter-wordende uitdaging wat Suid-Afrika met betrekking tot onderwyseropleiding in die gesig staar, asook die werwing en behoud van kwaliteit onderwysers te ondervang. Inligting is ingesamel deur semi-gestruktureerde onderhoude met skoolhoofde en onderwysstudente in diens van skoolbeheerliggame te voer. Die navorsing het getoon dat van al die onderwysstudente in diens van die skoolbeheerliggaam van die deelnemende skole verwag word om betrokke te wees by kurrikulêre en buitekurrikulêre aktiwiteite en om te verseker dat die opvoeding van die leerders doeltreffend ondersteun word onder toesig van ʼn professionele opvoeder by die opvoedkundige instansie. Die terugvoer van die deelnemers korreleer met die literatuur wat toon dat die professionele bestuur van die skool en die aanwending van onderwysstudente binne die opvoedkundige program, soos vermeld in art. 16a(2) van die Skolewet, onder die pligte en verantwoordelikheid van die skoolhoof resorteer. Uit die navorsing blyk dit duidelik dat die skoolhoof toerekenbaar gehou kan word vir die aanwending van die onderwysstudente binne die opvoedkundige program van die skool en dat die skoolhoof ook aanspreeklikheid aanvaar vir die ervaringonderrig-opleiding wat die onderwysstudente as deel van die internskapprogram ontvang. Deurgaans is dit beklemtoon dat die aard van die skoolhoof se taak die basis vorm van alle aktiwiteite van menslike hulpbronbestuur binne die skool. Hierdie studie poog om ʼn sinvolle bydrae te lewer tot die huidige kennisbasis van die aanspreeklikheid van die skoolhoof vir die aanwending van onderwysstudente in diens van skoolbeheerliggame. Daar word aanbeveel dat die beperkte navorsing oor die aanspreeklikheid van die skoolhoof vir die aanwending van onderwysstudente in diens van skoolbeheerliggame wat tans bestaan, deur verdere studies aangespreek word. ENGLISH : The research was conducted from a qualitative perspective and interpretative paradigm. Using a case study design and purposeful sampling, the research focused on primary schools in Kempton Park, that in terms of sec. 20 of the schools act (act 84 of 1996) employ student teachers to be trained via an internship programme hosted by the school in an attempt to assist in the challenge that education in South Africa faces with regard to the training of educators as well as in the recruiting and retaining of quality educators. The research has shown that all the student teachers employed by school governing bodies of the participating schools were expected to be actively involved in extra- and co-curricular activities and to assist and observe class teaching. Students were expected to observe how the educational and general welfare of all learners are catered for and to observe and assist at an elementary level the overseeing of learner discipline and the general welfare of all learners. The student teachers were also expected to be involved in the maintenance of contact with sporting, social and cultural activities. Feedback from the participants correlates with the literature that shows that the professional management of the school is the responsibility of the principal. These responsibilities include effective staff training programmes, as well as orientation and induction programmes for staff. The research has shown that the school principal can be held accountable for the mentoring, coaching and general support of student teachers. In terms of sec. 16a(2) of the School’s Act the school principal must undertake the management of all educators and the support of staff. The research has confirmed that the school principal can be held accountable for the utilisation of student teachers within the educational programme of the school as well as for the training received during the internship programme hosted by the school. Throughout the research it was emphasised that the nature of the task of the principal forms the basis of all human resource management activities in the school. This study attempts to contribute to the existing knowledge concerning the accountability of the school principal with regard to the utilisation of student teachers employed by school governing bodies. It is recommended that the limited research concerning the accountability of the school principal with regard to the utilisation of student teachers employed by school governing bodies be further researched. Copyright
Dissertation (MEd)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted

A literature study has revealed that relatively little research has been done on the relationship between clarity, as variable, and student achievement. Research that has been done in this regard, shows that student achievement increases if a teachers vagueness score decreases. Clear lesson structures, however, lead to an increase in student achievement, as does the decreasing use of mazes by the teacher. Various investigational reports confirm the above mentioned findings. As a result of the investigational reports studied, the conclusion was reached that teachers and lecturers show a lack of teacher clarity. Teacher clarity can be enhanced by the correct training methods. The purpose of this experimental research was to: * define the concept teacher clarity * operationalise teacher clarity in the experimental context * develop a training programme for teacher clarity * determine the influence of a special micro-teaching programme on teacher clarity of a group of teacher students. The hypothesis was stated that teacher clarity of teacher students can be measured and improved through a special micro-teaching programme. A true experimental research design was used. After the concept teacher clarity was defined, a study of all the available measuring instruments and training programmes, was done. A reliable and valid instrument was constructed for measuring the teacher clarity of Afrikaans-speaking teacher students. A training programme, to stimulate teacher clarity was also developed. The research population consisted of the Afrikaans-speaking final-year teacher students (1991) of the Potchefstroom University for Christian Higher Education. Two groups of 15 students each were randomly chosed, the one as an experimental, and the other as control group. The first micro-lesson of each group was recorded (audio), transcribed and decoded by specially-trained decoders. The attention of the experimental group, which underwent the specially developed micro-teaching programme, was focused on teacher clarity. The final lessons, which consisted of a repetition of the first lessons, were also recorded, transcribed and decoded. The results of the pre-and post-tests were compared by means of t-tests. The results of the experiment showed that the hypothesis was partially correct: teacher clarity can be measured and certain teacher clarity variables can be improved by means of a specially developed micro-teaching method.
Proefskrif (PhD)--PU vir CHO, 1993

With the introduction of outcomes-based education (OBE) in South Africa the role of teachers and learners in the teaching and learning process had to change. Teachers had to adopt a facilitation role and learners had to focus on active learning and the mastering of outcomes. With the focus of OBE on outcomes, teachers in the teachinglearning process are continuously pressurised not only to focus on the teaching of theoretical subject matter, but also the development of higher-order cognitive skills (HOCS). Since 2006 the development of learners' HOCS in South African Schools have been emphasized in the Further Education and Training Phase (grades 10-12) through the National Curriculum Statements. Teachers in Business Studies (the new subject that replaced Business Economics as secondary school subject in 2006) have doubts in their ability to develop learners' HOCS because they doubt their own ability to demonstrate HOCS. This study indicates that the teacher training of Business Studies students should focus on the development of their HOCS, because they won't be able to develop their learners' HOCS if they can't demonstrate it themselves. The purpose of this study was to develop a teaching model for the development of education students in Business Studies' HOCS. Lecturers can use the teaching model during teacher training, to develop education students' knowledge of HOeS in Business studies, their ability to demonstrate HOCS and their critical and creative thinking skills. This study was approached from a pragmatic research paradigm. A literature study was conducted to motivate the rationale for the development of education students' HOCS, to investigate the meaning of HOCS and to determine the way in which HOCS can be learned, taught and assessed. The proposed teaching model that was developed, is based on the literature study. From the literature study a workable definition of HOCS was developed for the aim of this study. The literature study also showed that HOCS can best be learned and taught in a social constructivist learning environment, where lecturers enable students to construct their own knowledge and skills, with a combination of inductive teaching, cooperative learning and problem/activity based learning. During the empirical component of this study the teaching model for development of HOCS was applied to education students in Business Studies. Data was gathered over a period of four months by means of a mixed methods research design. This research design acted as a purposeful research framework wherein quantitative and qualitative methods were used to solve the research problem. Findings from the results of the empirical study indicated the extent to which the teaching model led to the development of the education students' HOCS, the experience of the education students and the way in which the model was executed. The contribution of this research is viewed as a clarification of the concept HOCS, the rationale for the development of HOCS and the proposed teaching model.
Thesis (PhD (Education))--North-West University, Potchefstroom Campus, 2010

Praktiese onderwys is onderrig aan leerders by skole. Die onderrigleier is die persoon wat die verantwoordelikheid vir die onderwysstudente by die skool aanvaar. Die doel van die navorsing is om vas te stel wat die rol van die onderrigleier in die opleiding van onderwysstudente by die skool is. As ‘n kwalitatiewe benadering is ‘n etnografiese ontwerp gebruik om vas te stel watter leierskaprol die geskikste sou wees vir die begeleiding van onderwysstudente by skole. Dienslewerende leierskap is as konseptuele raamwerk gebruik. In die navorsing van dienslewerende leierskap word die “SERVE”-model gebruik om die toepassing van dienslewerende leierskap te evalueer. Daar is gevind dat onderrigleiers wat dienslewerende leierskap toepas die onderwysstudene die beste dien deur hulle toekomsgerig voor te berei en deur professionele opleiding te bied wat gerig is op moontlike veranderinge en aanpassings in die onderwys. Die onderwysstudente moet voldoen aan die hoë verwagtinge wat gestel word deur die personeel by die skool. Dienslewerende onderrigleiers stel self die voorbeeld deur hulle leefwyse en professionele optrede in en buite die skool. Die onderrigleiers voldoen aan die verwagtinge van die universiteite en die Departement van Basiese Onderwys (DBO) deur dienslewerende leierskap aan te wend tot voordeel van die onderwysstudente. Die rol van die onderrigleiers is dus om die onderwysstudente te dien op alle vlakke van die onderwys. Die onderrigleiers moet in vennootskap tree met die universiteite en die universiteite adviseer oor tekortkominge en veranderinge in die voorgeskrewe kurrikulum wat die opleiding van onderwysstudente kan verbeter. Die onderrigleiers moet die verantwoordelikheid wat deur die DBO aan hulle opgedra is, nakom deur mentoronderwysers op te lei en te bemagtig sodat hulle saam met die onderrigleiers die onderwysstudente beter tot diens kan wees.
ENGLISH : Practical teacher training is the short-term “in-service training” (exposure to the teaching profession’s day-to-day tasks and responsibilities) of education students at schools. Practical teacher training is the responsibility of a specifically appointed instructional leader at a school. The purpose of the research is to determine what the role of the instructional leader should be in the practical training of education students at schools. As a qualitative approach an ethnographic design was used to determine what kind of leadership model would be most suitable for the instructional leader to utilise in the guidance of education students at the school during in-service training. Four case studies were used to assess the utilisation of the “SERVE” model (Blanchard en Miller, 1994) in the application of servant leadership by the instructional leaders during the practical teaching process at school. It was found that instructional leaders who use the “SERVE” model for the application of servant leadership serve their educational students best by preparing them for the future with a shared vision and through professional training and teaching them to be flexible so as to adapt to any changes and alterations in education. The education students will be able to satisfy the high expectations that are set by the staff at the school. Servant-instructional leaders set the example through their own way of life and their professional conduct in and outside the school. The instructional leaders are able to satisfy the expectations of the universities and the Department of Basic Education (DBE) through the application of servant leadership to the benefit of the education students. Therefore the role of the instructional leader at the school is to serve the education students on all levels of teaching. The instructional leaders must enter into a partnership with the universities to advise them about shortcomings and changes that can improve the practical teaching of education students. The instructional leaders must take up the responsibilities that the Department of Basic Education bestows on them by appointing mentor teachers who have been trained and empowered to assist the instructional leaders to best serve the education students.
Dissertation (MEd)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted