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Now showing items 1-10 of 15
Guidelines for the training content of teacher support teams
(Stellenbosch : Stellenbosch University, 2000-03)
ENGLISH ABSTRACT: Teacher support teams were established in South Africa as part of the strategy for
handling the changing educational environment. These teams, without proper skills
training, were established in various ...
Learning to teach : communication skills in teacher education
(Stellenbosch : Stellenbosch University, 2015-03)
ENGLISH ABSTRACT: This study investigates the development of the classroom communication behaviours of Foundation Phase student teachers over the course of a B Ed degree programme at a South African university. It challenges ...
Enabling environmental education in an environmental education centre : a narrative account of opportunities and constraints
(Stellenbosch : University of Stellenbosch, 2007-03)
This mini-thesis documents a Narrative Inquiry as a phenomenon with special focus on reflective accounts of my experiences, opportunities and constraints in the process of self development as an environmental education ...
A teacher's story of personal and professional growth and development through the use of reflection
(Stellenbosch : Stellenbosch University, 2003-12)
ENGLISH ABSTRACT: The research question I wondered about was whether becoming a
reflective practitioner/teacher could contribute to a sense of
empowerment and greater effectiveness in practice. I am telling my own
story ...
An evaluation of a professional development programme in environmental education
(Stellenbosch : Stellenbosch University, 2011-12)
ENGLISH ABSTRACT: This thesis is an interpretive formative evaluation of a Professional Development Programme in Environmental Education. The specific aim of the study was to evaluate the extent to which the programme has ...
The role of tutor development in a flexible learning system
(Stellenbosch : Stellenbosch University, 2000-03)
ENGLISH ABSTRACT: Technikon Southern Africa defined its role as distance learning institution with the
implementation of the Integrated Learner Centred Distance Learning (ILCDE) model.
This model implied the establishment ...
The role of reflection in integrating theory and practice in foundation phase teacher education
(Stellenbosch : Stellenbosch University, 2015-12)
ENGLISH ABSTRACT: In this study the perceptions and experiences of a number of South African Bachelor of Education Foundation Phase (FP) teacher educators and students were explored to obtain insight into the role of ...
Die seinsisteem as leswaarnemingsinstrument in die opleiding van onderwysers
(Stellenbosch : Stellenbosch University, 2000-12)
ENGLISH ABSTRACT: There are few teaching issues which have elicited as much debate as the evaluation of teachers.
A review of the literature reveals an increasing concern about the validity and reliability used to
determine ...
e-Portfolio as reflection tool during teaching practice : the interplay between contextual and dispositional variables
(Education Association of South Africa, 2017)
This paper focuses on an e-portfolio pilot initiative at the Faculty of Education at a South African university and aims to determine whether the theoretical underpinning and expectations of an e-portfolio aligns with the ...
In-service teachers' perspectives of pre-service teachers' knowledge domains in science
(Education Association of South Africa, 2011)
The concept of pedagogical content knowledge is integral to teaching as a profession and is often considered to be an important aspect of a teacher's lived experience. Pedagogical content knowledge (PCK) is described as a ...