A reflective account of facilitator practice improvement in a leadership development programme in the Technical and Vocational Education and Training (TVET) sector
| dc.contributor.advisor | Frick, B. L. | en_ZA |
| dc.contributor.advisor | Albertyn, R. M. | en_ZA |
| dc.contributor.author | Adams, Tania Bernadette | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. | en_ZA |
| dc.date.accessioned | 2018-02-07T09:10:57Z | |
| dc.date.accessioned | 2018-04-09T06:51:01Z | |
| dc.date.available | 2021-02-01T03:00:07Z | |
| dc.date.issued | 2018-03 | |
| dc.description | Thesis (PhD)--Stellenbosch University, 2018. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: The purpose of this study was to facilitate transformative learning, essential to address the need for leadership capacity building in the South African Technical Vocational Education and Training (TVET) College Sector. The underlying research approach used to guide and operationalise the study was the Living Educational Theory (LET) within an action research methodology. The action research study was concerned with the development of epistemological understanding of how to facilitate transformative learning in practice within a leadership development intervention. Moreover, the study proposed recommendations for other novice facilitators on epistemological development of transformative learning practice. The empirical part of this study was conducted over a five-year period. True to the nature of action research, a cyclical process was followed. The study consisted of three action research cycles. The focus of the first action research cycle was to facilitate a transformative learning model to help leaders change perspectives about leadership challenges in the TVET sector. The sample included sixty-one (61) participants, who signed up for the leadership development workshop on a voluntary basis. Data collection methods for Cycle 1 included participant reflection journals; workshop evaluation forms; audio recordings and transcripts of these recordings from informal interviews conducted during the workshops; independent participant evaluation and practitioner-researcher reflection journals. Reflective learning was facilitated in Cycle 2. Participants were encouraged to engage in a deeper level of reflective learning, which was not achieved during the first cycle, with five participants taking part in reflective learning activities. Data collection methods for Cycle 2 were transcripts from audio recordings derived from semi-structured interviews and practitioner-researcher reflection journals. The third cycle involved the participants from the previous cycle, who were engaged in reflective dialogue and action activities. The facilitation process concluded the final two quadrants in the transformative learning model. In the third cycle, data were collected through a focus group activity that was audio-recorded during the workshop and participant evaluation forms. This study is significant as no study could be found, where transformative learning was facilitated in leadership development in the TVET sector in South Africa. This study addressed such research gap and proposed a transformative capacity-building framework to build leadership capacity in the TVET sector in South Africa. This study explored the developmental learning experiences of a novice facilitator of transformative learning in South Africa. My original contribution is a transformative professional development framework that demonstrated how a novice facilitator of transformative learning developed an epistemology of practice. In conclusion, the study recommends that transformative learning theory be integrated into leadership development aimed at the individual transformational capacity building of the leadership in the TVET sector. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om transformatiewe leer te fasiliteer, wat noodsaaklik was om die behoefte aan leierskap kapasiteitsbou in die Suid-Afrikaanse Tegniese Beroepsonderwys en Opleiding (TBOO)-Kollege Sektor aan te spreek. Die onderliggende navorsingsbenadering wat gebruik was om die studie te operasionaliseer was die Lewende Opvoedkundige Teorie (LOT) binne 'n aksie navorsingsmetodologie. Die aksie navorsingstudie het ten doel die ontwikkeling van epistemologiese begrip van hoe om transformatiewe leer in die praktyk binne 'n leierskap ontwikkeling intervensie te fasiliteer. Verder het die studie aanbevelings vir ander beginner fasiliteerders op die epistemologiese ontwikkeling van transformatiewe leer in praktyk voorgestel. Die empiriese deel van hierdie studie is oor 'n tydperk van vyf jaar uitgevoer. Getrou aan die aard van aksienavorsing, was 'n sikliese proses gevolg. Die studie het uit drie aksienavorsing siklusse bestaan. Die fokus van die eerste aksienavorsing siklus was om ‘n transformatiewe leermodel as implimenteringsraamwerk te fasiliteer om leiers te bemagtig aangaande perspektiewe oor leierskap uitdagings in die TBOO-Kollege sektor. Die teikengroep het een en sestig (61) deelnemers ingesluit, wat op 'n vrywillige basis aan die leierskap werkswinkels deelgeneem het. Data-insamelingsmetodes vir Siklus 1 het deelnemer refleksie joernale; werkswinkel evalueringsvorms; klankopnames en transkripsies van hierdie opnames van informele onderhoude gevoer tydens die werkswinkels; onafhanklike deelnemer evaluering en praktisyn-navorser refleksie joernale, ingesluit. Reflektiewe leer is in Siklus 2 gefasiliteer. Vyf deelnemers is aangemoedig om in reflektiewe leeraktiwiteite deel te neem en in 'n dieper vlak van reflektiewe leer betrokke te raak, wat nie bereik is tydens die eerste siklus nie. Data-insamelingsmetodes vir Siklus 2 was transkripsies van klank opnames, afgelei vanaf semi-gestruktureerde onderhoude asook praktisyn-navorser refleksie joernale. Die derde siklus, het die deelnemers van die vorige siklus ingesluit, wat betrokke was by reflektiewe dialoog en aksie aktiwiteite. Die fasiliteringsproses is met die laaste twee kwadrante in die transformatiewe leer model afgehandel. In die derde siklus, is data deur ‘n fokusgroep aktiwiteit ingesamel, wat klank-opnames tydens die werkswinkel en deelnemer evalueringsvorms ingesluit het. Hierdie studie is baie insiggewend deurdat geen studie in Suid-Afrika gevind kon word, waar transfomatiewe leer in die ontwikkeling van leierskap in die TBOO-sektor gefasiliteer was nie. Die studie het sodanige navorsing gaping aangespreek en stel 'n transformerende kapasiteitsbou raamwerk voor om leierskap kapasiteit in die TBOO-sektor in Suid-Afrika te bou. Hierdie studie ondersoek die ontwikkelingsbehoeftes en leerervarings van 'n beginner fasiliteerder van transformatiewe leer in Suid-Afrika. My oorspronklike bydrae is 'n professionele transformatiewe ontwikkelingsraamwerk wat demonstreer hoe 'n beginner fasiliteerder van transformatiewe leer 'n epistemologie van die praktyk ontwikkel. Ten slotte, beveel die studie aan dat die transformatiewe leerteorie in die ontwikkeling van leierskap geintegreer word, wat daarop gemik is om die individuele transformasie-kapasiteitsbou van die leierskap in die TBOO-sektor te bevorder. | af_ZA |
| dc.embargo.terms | 2020-12-29 | |
| dc.format.extent | xv, iv, 356 pages : colour illustrations | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/10019.1/103258 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Facilitator practice | en_ZA |
| dc.subject | UCTD | en_ZA |
| dc.subject | Transformative learning -- South Africa | en_ZA |
| dc.subject | Development leadership -- South Africa | en_ZA |
| dc.subject | Vocational education -- South Africa | en_ZA |
| dc.subject | Technical education -- South Africa | en_ZA |
| dc.title | A reflective account of facilitator practice improvement in a leadership development programme in the Technical and Vocational Education and Training (TVET) sector | en_ZA |
| dc.type | Thesis | en_ZA |