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A teacher's story of personal and professional growth and development through the use of reflection

dc.contributor.advisorNewmark, R.en_ZA
dc.contributor.authorApril, Lynne Celesteen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Educational Psychology.en_ZA
dc.date.accessioned2012-08-27T11:35:24Z
dc.date.available2012-08-27T11:35:24Z
dc.date.issued2003-12en
dc.identifier.urihttp://hdl.handle.net/10019.1/53305en
dc.descriptionThesis (MEdPsych)--Stellenbosch University, 2003.en_ZA
dc.description.abstractENGLISH 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 in this study and have chosen to do this through the use of a variant of Life History Research called Narrative Inquiry. This is a qualitative approach to research and makes use of narratives. Field texts (journal entries, family stories, teacher stories) were produced through conversations, observation and journal writing. These field texts were then presented in narrative form. Analysis of the field texts, as well as the story was done throughout the research process. I used conceptual tools developed within Narrative Inquiry to analyse the narrated data in order to foreground the two main areas namely personal and professional growth. Based on this study of my personal experience of the use of reflection, it would seem that becoming a reflective practitioner could indeed contribute to a sense of empowerment and more effective classroom practice by supporting personal and professional growth and development.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die navorsingsprobleem waaroor ek wonder is of die gebruik van refleksie as reflektiewe praktisyn kan bydra tot 'n gevoel van bemagtiging en groter effektiwiteit binne die klaskamer. Aangesien ek my eie storie in hierdie studie wou vertel het ek besluit om gebruik te maak van 'n variant van lewensgeskiedenisnavorsing naamlik 'Narrative Inquiry'. 'Narrative Inquiry' is 'n kwalitatiewe benadering tot navorsing en maak gebruik van stories. Narratiewe data (dagboekinskrywings, familieen onderwyserstories) is geproduseer uit gesprekke, waarneming en die skryf van 'n dagboek en is in die vorm van 'n storie vertel. Analise van narratiewe data vind plaas regdeur die navorsingsproses. In die analise van die narratiewe data is gebruik gemaak van konseptueie terme wat binne 'Narrative Inquriry' ontwikkel is om die professionele en persoonlike ontwikkeling uit te lig. Uit hierdie studie van persoonlike ervaring van die gebruik van refleksie as 'n reflektiewe praktisyn wil dit blyk dat die gebruik van refleksie wel kan bydra tot gevoelens van bemagtiging en groter effektiwiteit binne die praktyk, aangesien dit professionele en persoonlike groei en ontwikkeling ondersteun.af_ZA
dc.format.extent74 p.en_ZA
dc.language.isoen_ZAen
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.subjectEffective teaching -- South Africaen_ZA
dc.subjectTeachers -- Training ofen_ZA
dc.subjectReflection (Philosophy) -- Study and teaching (Higher)en_ZA
dc.subjectEducation -- Research -- Methodologyen_ZA
dc.subjectNarration (Rhetoric) -- Study and teachingen_ZA
dc.subjectEmployee empowermenten_ZA
dc.subjectDissertations -- Educationen_ZA
dc.titleA teacher's story of personal and professional growth and development through the use of reflectionen_ZA
dc.title.alternative'n Opvoeder se storie oor die gebruik van refleksie vir die bevordering van persoonlike en professionele groei.af_ZA
dc.typeThesisen_ZA
dc.rights.holderStellenbosch Universityen_ZA


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