|dc.contributor.advisor||Bitzer, E. M.||en_ZA
|dc.contributor.author||Gugushe, Tshepo Sipho||en_ZA
|dc.contributor.other||University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.||
|dc.description||Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2009.||
|dc.description.abstract||Curriculum changes that have occurred in most South African dental schools have been
influenced by several factors such as organizational outlook (the dental school as a
learning organization), legislative frameworks that have had an influence on higher
education in South Africa and epistemological interpretations of these changes by
educators within dental schools.
Very little is known about how medical and dental educators experience curricular
change or innovations that in effect may contest their established pedagogical views.
They themselves (especially those who have been teaching for many years) are
products of a teacher-centred approach to learning. This, therefore, means they may
have a product orientation rather than a process orientation to curriculum development.
What may have been overlooked is that challenges and successes of curricular reform
or revision may also be influenced by challenges to the established identity and role of
teachers involved, and that some teachers’ perceptions about teaching may be in
conflict with the recommended changes or innovations.
The purpose of this study therefore, was to explore the influence (if any) on South
African dental educators’ perceptions towards curriculum change or innovation which
has occurred in the dental schools and to assess their orientation to modern pedagogic
The objectives of the study were twofold. Firstly to determine the South African dental
educators’ perceptions and pedagogic practices to the following trends in health
sciences education viz. curriculum organization, education for capability, community
orientation, self-directed learning, problem-based learning, evidence-based health
sciences education, communication and information technology and service learning.
The second objective was to determine the influence of socio-demographic variables to
the dental educators’ perceptions and pedagogic practices.
Data was collected through a questionnaire which was sent to all educators at dental
schools. At the time of conducting this study there were 220 educators; 168 educators
responded to the questionnaire. There was a 76% response rate to the questionnaire.
The data was processed utilizing responses and coding them into a computerized data
set. It was coded, edited and checked using the procedures provided by the Statistical
Analysis System (SAS) in order to work out the various calculations relevant to the
study. The SAS FREQ procedure was used to calculate the descriptive statistics
The study indicated that the teacher-centred paradigm is still predominant, even though
the educators claimed to be using some aspects of modern pedagogic practice. One
socio-demographic variable that had a significant influence (p<0,05) on community
orientation was the age of the educator. Another variable that had a significant
influence on evidence-based health sciences education was number of years in
|dc.publisher||Stellenbosch : University of Stellenbosch||
|dc.subject||Dissertations -- Education||en_ZA
|dc.subject||Theses -- Education||en_ZA
|dc.subject.lcsh||Dental schools -- Curricula -- South Africa||en_ZA
|dc.subject.lcsh||Dental schools -- Curricula change -- South Africa||en_ZA
|dc.subject.lcsh||Education, Higher -- Curriculum planning -- South Africa||en_ZA
|dc.title||Perceptions of curriculum innovation among educators in South African dental schools - an explorative study||en_ZA
|dc.rights.holder||University of Stellenbosch||