Browsing by Author "Ferreira, Pieter"

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    HIV/AIDS education and the professional development of teachers : investigating the potential of an e-learning programme
    (Stellenbosch : University of Stellenbosch, 2011-10) Ferreira, Pieter; Schreuder, D. R.; Reddy, C. P. S.; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The focus of my study was to investigate an existing professional development programme for HIV/AIDS education in schools using e-learning as a delivery method. I investigated aspects of pedagogy that provide efficient workplace training for educators, such as constructivist approaches to adult teaching and learning, assessment strategies, creating opportunities for communication and a focus on learners’ voices as crucial elements of in-service training. I reviewed the advantages and disadvantages of e-learning as a delivery method and discussed the trade-off between richness and reach in education. I focused on interpreting and making meaning from the experiences of the educators who participated in the e-learning pilot study. I scrutinised the participants’ electronically submitted journals in which they documented their experiences of the HIV/AIDS and Education module. My aim was to interpret their descriptions of how they experienced their growth as educators and to analyse their views on how the module enabled them to implement courses on HIV/AIDS across the curriculum. My research methodology was a combination of interpretative and critical research, focusing on interpreting and making meaning from the experiences of the individuals who took part in the study. To produce data I used a cyclical process where the participants performed key roles, giving regular feedback, recording their experiences and contributing to the upgrading of the programme. HIV/AIDS and its possible impact on education have changed the rules of many aspects of classroom learning programme development, including sex and sexuality education. The Department of Education alone can therefore not sustain quality HIV/AIDS education, and it is imperative that departmental efforts should be augmented by tapping into existing professional development programmes offered by higher education institutions. I also support the international tendency that integrates aspects of HIV/AIDS education into all the Learning Areas because HIV/AIDS affects all aspects of life.
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    Die rol van die onderwysleier in onderwystransformasie met spesifieke verwysing na toelatingsbeleid : 'n gevallestudie van 'n gestremde leerder
    (Stellenbosch : Stellenbosch University, 2002-12) Ferreira, Pieter; Schreuder, D. R.; Stellenbosch University. Faculty of Education . Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: Educational provision to all the peoples of South Africa comes with political baggage. Educational provision in South Africa is entangled in the political system and restricted by financial constraints. This research report shows the fragmented history of educational provision to five groups of learners, namely the previous four racial groupings, but also the fifth grouping, those learners with special and/or specific educational needs. The research report recounts the adaptation and progress of a disabled pupil in a mainstream school. The specific needs of the learner are researched, but the part that the educators play, who often have very little or even no knowledge of learners with special needs, are also researched and the findings reported. The role that the support teams play in the progress of these learners progress are researched and formulated. The part the school manager plays and the acceptance of the responsibility by the school to provide schooling of maximum quality for the disabled learner are weighed up against the acceptance of the disabled learner by fellow learners of the school. The case study is about one disabled learner in a mainstream school, and no conclusions or recommendations are made. The story is told so that educators who are confronted with a disabled learner will not feel threatened by the presence of such learner. They should also not be concerned about the influence that a disabled learner could have on learners in an ordinary class. The educators of the learner in this study however found that they had to keep the disabled learners' specific needs in mind when they did their planning. This was never done to the detriment of any of the other learners. These educators rather found that all learners benefited by the inclusion of the disabled learner at this particular school.