subject:( Onderwysersopleiding)

University of Pretoria

1. Truter, Anna Magrietha. 'N Ondersoek na skoolgebaseerde onderwysersopleiding in die Zoeloelandstreek van Kwazulu-Natal.

Degree: Education Management and Policy Studies, 2013, University of Pretoria

URL: http://hdl.handle.net/2263/36768

► Konvensionele onderwysersopleidingsmodelle voorsien te min toetreders tot die onderwysprofessie en daar word beweer dat baie van die onderwysers in die onderwyssisteem nie van die kwaliteit… (more)

Subjects/Keywords: Onderwysersopleidingsmodelle; Onderwysprofessie; Onderwyssisteem; Zoeloelandstreek van KwaZulu-Natal; Onderwysersopleiding; UCTD

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APA (6^th Edition):

Truter, A. M. (2013). 'N Ondersoek na skoolgebaseerde onderwysersopleiding in die Zoeloelandstreek van Kwazulu-Natal. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/36768

Chicago Manual of Style (16^th Edition):

Truter, Anna Magrietha. “'N Ondersoek na skoolgebaseerde onderwysersopleiding in die Zoeloelandstreek van Kwazulu-Natal.” 2013. Masters Thesis, University of Pretoria. Accessed February 27, 2021. http://hdl.handle.net/2263/36768.

MLA Handbook (7^th Edition):

Truter, Anna Magrietha. “'N Ondersoek na skoolgebaseerde onderwysersopleiding in die Zoeloelandstreek van Kwazulu-Natal.” 2013. Web. 27 Feb 2021.

Vancouver:

Truter AM. 'N Ondersoek na skoolgebaseerde onderwysersopleiding in die Zoeloelandstreek van Kwazulu-Natal. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2263/36768.

Council of Science Editors:

Truter AM. 'N Ondersoek na skoolgebaseerde onderwysersopleiding in die Zoeloelandstreek van Kwazulu-Natal. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/36768

North-West University

2. Bailey, Roxanne. Information technology teachers' experience of multimedia-based professional development / Roxanne Bailey .

Degree: 2013, North-West University

URL: http://hdl.handle.net/10394/8780

► Professional development of teachers is a much-investigated area of research; however, teachers still complain that these endeavours do not cater for their specific needs. This… (more)

▼ Professional development of teachers is a much-investigated area of research; however, teachers still complain that these endeavours do not cater for their specific needs. This problem arises from teachers‟ need to have more frequent professional development activities whereby it is possible to enhance their knowledge and skills regarding specific areas effectively. Multimedia, in other words the use of various media such as video, pictures, narration and animation, is a possible tool to address certain needs in professional development. Furthermore, the incorporation of multimedia into professional development by making use of a digital versatile disc allows for professional development to occur within a distance mode of delivery setting. This research was done to investigate and understand how Information Technology teachers experience the incorporation of multimedia into professional development by means of digital versatile disc. In order to accomplish this research endeavour, an investigation into the body of scholarly knowledge was executed focused on professional development of teachers, specifically with regard to needs expressed in previous studies. Furthermore, the body of scholarly knowledge regarding the implementation of multimedia as an enhancement to professional development was also investigated in order to synthesise how the researcher should go about implementing it. From the knowledge gained, the researcher developed the professional development digital versatile disc, specifically focused on the programming language Scratch. This programming language is an addition to the Information Technology syllabus and therefore teachers were assisted in their endeavour to acquire knowledge and skills regarding the implementation of such a new programming language. An empirical study was conducted, specifically focusing on the experience of three teachers to determine how they experience multimedia-based professional development. All three participants expressed that they enjoyed the use of multimedia in professional development and that a digital versatile disc of this type had a place in their professional development endeavours; however, a need for personal interaction with the facilitator as well as colleagues still exists.

Subjects/Keywords: Professional development; Teacher training; Multimedia; Distance mode of delivery; Multimedia-based professional development and Information Technology teachers; Professionele ontwikkeling; Onderwysersopleiding; Multimedia; Afstandsonderrig; Multimedia-gebaseerde professionele ontwikkeling en Inligtingstegnologie-onderwysers

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APA (6^th Edition):

Bailey, R. (2013). Information technology teachers' experience of multimedia-based professional development / Roxanne Bailey . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/8780

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bailey, Roxanne. “Information technology teachers' experience of multimedia-based professional development / Roxanne Bailey .” 2013. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/8780.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bailey, Roxanne. “Information technology teachers' experience of multimedia-based professional development / Roxanne Bailey .” 2013. Web. 27 Feb 2021.

Vancouver:

Bailey R. Information technology teachers' experience of multimedia-based professional development / Roxanne Bailey . [Internet] [Thesis]. North-West University; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/8780.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bailey R. Information technology teachers' experience of multimedia-based professional development / Roxanne Bailey . [Thesis]. North-West University; 2013. Available from: http://hdl.handle.net/10394/8780

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

3. Wessels, Elsabé. Teacher knowledge and implementation of phonological awareness in Grade R / Elsabé Wessels.

Degree: 2011, North-West University

URL: http://hdl.handle.net/10394/4512

► South Africa’s current performance on national and international studies is an indication that all is not well with our literacy teaching. In spite of the… (more)

▼ South Africa’s current performance on national and international studies is an indication that all is not well with our literacy teaching. In spite of the implementation of the National Curriculum Statement Grade R-9, illiteracy is currently a serious problem in South Africa. Current international and national documents call for direct, explicit, systematic teaching of reading and language concepts to beginning readers. The five principal components of reading instruction, namely phoneme awareness; phonics; word study and spelling; reading fluency; and text comprehension encompass language instruction at the phoneme, grapheme, syllable, word, sentence, and discourse levels. Teachers need specific and explicit linguistic knowledge to recognise and address the needs of all learners on the continuum of reading and language proficiency. Phonological awareness skills are considered as the most important indicators of early reading skills. Literature suggests a strong positive correlation between phonological awareness skills and reading skills development. Longitudinal studies show that children who don’t have phonological awareness skills have difficulties in reading. Experimental studies on phonological awareness suggest that the implementation of phonological awareness training has positive effects on the development of reading and spelling abilities. Phonological awareness is a key component in the prevention of reading failure. The information collected through the assessment of phonological awareness, enables teachers to make informed decisions about modifications of the literacy learning programme and implement reading interventions to prevent failure of reading acquisition. This early, preventative intervention reduces the possibility that learners fall behind in reading. The teaching of phonological awareness is par excellence for emergent literacy in the grade R class. Phonological awareness can be improved through the systematic, explicit instruction thereof. Therefore, teachers need to be able to implement a variety of phonological awareness activities in their classroom instruction. Teachers need content knowledge about phonological awareness, and how to implement it successfully. The purpose of this study was to determine: What a SWOT analysis reveals about grade R-teachers’: * Current in-depth knowledge of phonological awareness. * Preparedness to teach phonological awareness. * Implementation of instructional practices relevant to phonological awareness. * Perceptions of the support received from DoBE, in terms of relevant documentation, teaching and learning support material and professional development. The limitations, if any, in the teacher support documents of the DoBE, regarding the teaching of phonological awareness in grade R and to make suggestion with regard to the improvement thereof. What the perceptions of grade R teachers are about their in-depth knowledge, instructional practices and preparedness, concerning phonological awareness, after the…

Subjects/Keywords: Alphabetical principle; Early childhood; Emergent literacy; Explicit instruction; Lower levels of language; Onset; Phonemic awareness; Phonics; Phonological awareness; Professional development; Rhyme; Rime; Teacher knowledge; Teacher training; Alfabetiese beginsel; Alliterasie; Direkte onderrig; Foneem bewustheid; Fonologiese bewustheid; Klank; Onderwyserskennis; Onderwysersopleiding; Ontluikende geletterdheid; Professionele ontwikkeling; Rym; Vroeë kinderjare

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APA (6^th Edition):

Wessels, E. (2011). Teacher knowledge and implementation of phonological awareness in Grade R / Elsabé Wessels. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4512

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wessels, Elsabé. “Teacher knowledge and implementation of phonological awareness in Grade R / Elsabé Wessels. ” 2011. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/4512.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wessels, Elsabé. “Teacher knowledge and implementation of phonological awareness in Grade R / Elsabé Wessels. ” 2011. Web. 27 Feb 2021.

Vancouver:

Wessels E. Teacher knowledge and implementation of phonological awareness in Grade R / Elsabé Wessels. [Internet] [Thesis]. North-West University; 2011. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/4512.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wessels E. Teacher knowledge and implementation of phonological awareness in Grade R / Elsabé Wessels. [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/4512

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

4. Viljoen, Anna Hendriena. Riglyne aan grondslagfase-onderwysers om basiese konsepte in Engels aan Engels tweedetaalleerders te onderrig .

Degree: 2012, University of South Africa

URL: http://hdl.handle.net/10500/7060

► In this study essential guidelines are given to Foundation Phase educators for the teaching of basic English concepts to English second language learners. Die research… (more)

▼ In this study essential guidelines are given to Foundation Phase educators for the teaching of basic English concepts to English second language learners. Die research design is explained and recommendations are made. The following underlying problems, which were encountered in the research recommendation, are identified and discussed: Learning barriers with specific reference to English as a second language. The causes of learning barriers which include the discussion of intrinsic and extrinsic factors. Educator training is lacking and educators do not have the necessary knowledge and skills to teach basic concepts in English to second language learners. The necessity and advantages of timeous identification of barriers to learning to ensure that basic concepts are taught. The study was concluded with practical guidelines to reinforce basic concepts in learners in the Foundation Phase who are taught in English as a second language. Recommendations were made to parents, educators and the Department of Education.; In die studie word riglyne aan Grondslagfase-onderwysers gegee vir die onderrig van basiese konsepte in Engels aan Engels tweedetaalleerders. Hierdie basiese konsepte is noodsaaklik vir vordering in die Grondslagfase. Die navorsingontwerp verduidelik en aanbevelings gemaak. Die volgende sub-probleme wat onderliggend is aan die navorsingsvoorstel is geïdentifiseer en bespreek, naamlik: Struikelblokke tot leer met spesifieke verwysing na Engels as tweedetaal. Die oorsake wat lei tot struikelblokke tot leer waaronder intrinsieke en ekstrinsieke faktore word bespreek. Onderwyseropleiding is onvoldoende en onderwysers beskik nie oor die kennis en vaardighede om basiese konsepte in Engels aan Engels tweedetaalleerders te onderrig nie. Die noodsaaklikheid van vroeë identifisering en die voordele verbonde aan vroegtydige identifisering van struikelblokke tot leer om te verseker dat basiese konsepte voldoende vasgelê word. Die studie is afgesluit met praktiese riglyne vir die vaslegging van basiese konsepte aan leerders in die Grondslagfase wat in Engels as tweede taal onderrig word. Aanbevelings is aan die ouers, onderwysers en die Departement van Onderwys gemaak. Advisors/Committee Members: Hugo, Anna Johanna, 1947- (advisor).

Subjects/Keywords: Basic concepts; Inclusive education; Non-English mother tongue learners; Intrinsic barriers; Extrinsic barriers; Timeous identification and support; Educator training; Guidelines; Reinforce; Basies konsepte; Inklusiewe onderwys; Nie-Engels moedertaalleerders; Intrinsieke struikelblokke; Ekstrinsieke struikelblokke; Vroegtydige identifisering en ondersteuning; Hulpverlening; Onderwysersopleiding; Riglyne; Vaslegging

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APA (6^th Edition):

Viljoen, A. H. (2012). Riglyne aan grondslagfase-onderwysers om basiese konsepte in Engels aan Engels tweedetaalleerders te onderrig . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/7060

Chicago Manual of Style (16^th Edition):

Viljoen, Anna Hendriena. “Riglyne aan grondslagfase-onderwysers om basiese konsepte in Engels aan Engels tweedetaalleerders te onderrig .” 2012. Masters Thesis, University of South Africa. Accessed February 27, 2021. http://hdl.handle.net/10500/7060.

MLA Handbook (7^th Edition):

Viljoen, Anna Hendriena. “Riglyne aan grondslagfase-onderwysers om basiese konsepte in Engels aan Engels tweedetaalleerders te onderrig .” 2012. Web. 27 Feb 2021.

Vancouver:

Viljoen AH. Riglyne aan grondslagfase-onderwysers om basiese konsepte in Engels aan Engels tweedetaalleerders te onderrig . [Internet] [Masters thesis]. University of South Africa; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10500/7060.

Council of Science Editors:

Viljoen AH. Riglyne aan grondslagfase-onderwysers om basiese konsepte in Engels aan Engels tweedetaalleerders te onderrig . [Masters Thesis]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/7060

University of South Africa

5. Dreyer, Johannes Machiel. Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika .

Degree: 2000, University of South Africa

URL: http://hdl.handle.net/10500/16685

► This study was undertaken because of the realisation that a new approach to teacher education will have to be followed if teachers are to be… (more)

▼ This study was undertaken because of the realisation that a new approach to teacher education will have to be followed if teachers are to be empowered to teach within the framework of the new educational dispensation, Curriculum 2005. Because such a change implies a new curriculumfor teacher training there is a need for research on how providers will have to adapttheir training approach and curriculum to meet the challeng.es of Curriculum 2005. In this study the development of a model for outcomes-based learning programme design is undertaken. To achieve this: outcomes-based education systems in the USA, Australie, New Zealand, Canada and England are investigated; he unique model of outcomes-based education that is being implemented in Soutr Africa is described and explained; requirements for the training of teachers in the context of outcomes-based education and Curriculum 2005 are identified and described; a model for outcomes-based learning programme design is developed to serve as a possible framework for the design of learning programmes for teaeher education for outcomes-based education in South-Africa. The study shows that outcomes-based teacher education has received only scant attention in the rest of the world. It is also shown that the design of learning programmes for outcomes-based education requires a somewhat different approach than traditional curriculum design, where content play such a dominant role. A model for outcomes-based teacher.education is suggested to facilitate the development of such programmes. It is hoped that the model will be of use and that it will contribute to sensible learning programmes which will empower teachers to function successfully in an outcomes-based education system.; Hierdie studie het ontstaan uit die besef dat 'n nuwe benadering tot onderwysersopleiding gevolg sal moet word as onderwysers in staat gestel moet word om die nuwe kurrikulum, Kurrikulum 2005, op uitkomste- gebaseerde wyse in die praktyk te fasiliteer. Omdat so 'n verandering 'n nuwe kurrikulum impliseer is daar 'n behoefte aan navorsing om te bepaal hoe onderwysersopleidingsinstansies hul opleidingsbenadering en-kurrikulum moet aanpas om aan die eise van die nuwe kurrikulum en die nuwe onderrigrnodel in Suid-Afrika te voldoen. In hierdie studie is daar gepoog om 'n model vir uitkomste-gebaseerde leerprogramontwerp, vir die·opleiding van Suid-Afrikaanse onderwysers te ontwikkel. Om dit te kon regkry is: 'n ondersoek geloods na uitkomste-gebaseerde onderrigstelsels in die VSA, Australie, Nieu-Zeeland, Kanada en Engeland; die ontstaan en ontwikkeiing van die unieke model van uitkomste-gebaseerde onderrig wat tans in Suid-Afrika geimplementeer word, beskryf en verklaar; vereistes vir die opleiding van onderwysers geidentifiseer en beskryf binne die konteks van 'n uitkomste-gebaseerde onderrigrnodel en Kurrikulum 2005; 'n model vir uitkomste-gebaseerde leerprogram ontwikkel wat as moontlike raamwerk kan dien vir die ontwerp van leerprogramme vir opleiding van … Advisors/Committee Members: Booyse, J. J. (Johannes Jacobus), 1952- (advisor).

Subjects/Keywords: Uitkomste-gebaseerde onderrig; Onderwys in Suid-Afrika; Onderwysersopleiding; Leerprogramontwerp; Kurrikulum 2005; Uitkomste; Outcomes-based education; Education in South Africa; Teacher education; Learning programme development; Curriculum 2005; Outcomes

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APA (6^th Edition):

Dreyer, J. M. (2000). Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/16685

Chicago Manual of Style (16^th Edition):

Dreyer, Johannes Machiel. “Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika .” 2000. Doctoral Dissertation, University of South Africa. Accessed February 27, 2021. http://hdl.handle.net/10500/16685.

MLA Handbook (7^th Edition):

Dreyer, Johannes Machiel. “Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika .” 2000. Web. 27 Feb 2021.

Vancouver:

Dreyer JM. Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika . [Internet] [Doctoral dissertation]. University of South Africa; 2000. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10500/16685.

Council of Science Editors:

Dreyer JM. Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika . [Doctoral Dissertation]. University of South Africa; 2000. Available from: http://hdl.handle.net/10500/16685

North-West University

6. Kruger, Corné Gerda. 'n Evaluering van die Noordwes-Universiteit GOS-opleidingsprogram vir graad R-onderwysers / Cornè Gerda Kruger.

Degree: 2010, North-West University

URL: http://hdl.handle.net/10394/6395

► According to the South African White Paper 5 on Early Childhood Development (ECD), the initiative of the Department of Education (DoE), whereby grade R is… (more)

▼ According to the South African White Paper 5 on Early Childhood Development (ECD), the initiative of the Department of Education (DoE), whereby grade R is being implemented as part of compulsory education, is directed at the poorest of the poor. Grade R teachers responsible for the education of 5/6 year old learners will therefore have to possess knowledge and skills to enable them to lead grade R learners from deprived circumstances to optimal development and learning readiness. For under-or unqualified Foundation Phase teachers who work and live in rural areas, distance learning is often the only option for professional development and concurrent increase in compensation. The School of Continuing Teacher Education of the North-West University designed an open distance learning model to provide in the educational needs of under and unqualified teachers. The Foundation Phase Curriculum within the Professional Educator Development programme of the Advanced Certificate in Education presented by the North West University (hereafter referred to as the NWU Foundation Phase ACE programme) is delivered via open distance learning. The National Curriculum Statements (Grade R-9) include grade R to three in the Foundation Phase Curriculum and therefore the NWU Foundation Phase ACE programme will be a financially viable option to train a large number of grade R teachers to provide in the need for qualified grade R teachers. This study investigates the way in which the NWU Foundation Phase ACE programme enables grade R teaching competency as programme outcome. To attain the research aims of the study a literature and empirical study were performed. The research aims of the literature study include the establishment of the knowledge, skills and attitudes to be included in a training programme with the aim of capacitating grade R teachers to facilitate the optimal development of five/six year olds from deprived circumstances. The literature is further researched to determine national and international criteria for effective design and content for training programmes for teachers of 5/6 year old learners. Through the literature study the criteria for effective training programmes for grade R teachers are determined and more specific the criteria for the effective implementation of distance learning for the training of grade R teachers. A comparative study between the NWU Foundation Phase ACE programme and similar distance learning programmes implemented internationally also serves as benchmarking for the evaluation of the NWU Foundation Phase ACE programme. Findings from the literature study serves as benchmark for the evaluation of the NWU Foundation Phase ACE programme and for the designing of questionnaires as measurement instruments for the empirical study. The empirical research has as its first aim to determine how the NWU Foundation Phase ACE programme provides grade R teacher-students the opportunity to develop the necessary knowledge, skills and attitudes to facilitate the optimal development and learning readiness of…

Subjects/Keywords: Aanvangsjaar (graad R); Vyf/sesjariges; Gedepriveerde omstandighede; Grondslagfase; Effektiewe onderwysersopleiding; Gevorderde onderwyssertifikaat; Afstandsleer; Oop afstandsleer; Sosiale leer; Leer deur reflektering; Ervaringsleer; Reception year (grade R); Five/six year olds; Deprived circumstances; Foundation phase; Effective teacher training; Advanced certificate in education; Distance learning; Open distance learning; Social learning; Reflective learning; Experience learning

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APA (6^th Edition):

Kruger, C. G. (2010). 'n Evaluering van die Noordwes-Universiteit GOS-opleidingsprogram vir graad R-onderwysers / Cornè Gerda Kruger. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/6395

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kruger, Corné Gerda. “'n Evaluering van die Noordwes-Universiteit GOS-opleidingsprogram vir graad R-onderwysers / Cornè Gerda Kruger. ” 2010. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/6395.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kruger, Corné Gerda. “'n Evaluering van die Noordwes-Universiteit GOS-opleidingsprogram vir graad R-onderwysers / Cornè Gerda Kruger. ” 2010. Web. 27 Feb 2021.

Vancouver:

Kruger CG. 'n Evaluering van die Noordwes-Universiteit GOS-opleidingsprogram vir graad R-onderwysers / Cornè Gerda Kruger. [Internet] [Thesis]. North-West University; 2010. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/6395.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kruger CG. 'n Evaluering van die Noordwes-Universiteit GOS-opleidingsprogram vir graad R-onderwysers / Cornè Gerda Kruger. [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/6395

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

7. Kok, Cornelia. Implementering van die Transvaalse onderwysdepartement se senior primêre klasmusieksillabus vanaf 1978 tot 1992 .

Degree: 1995, University of South Africa

URL: http://hdl.handle.net/10500/17111

► The supposition exists that the Transvaal Education Department's Senior Primary Class Music syllabus is not being implemented in all aspects and that this is connected… (more)

Subjects/Keywords: Instrumentale spel; Liedere; Literatuur; Musiekbeluistering; Notasie; Opvoeders; Onderwysersopleiding; Primere Klasmusiek; Sillabus; Skeppende aktiwiteite; Playing of instruments; Songs; Literature; Listening to music; Notation; Educators; Teacher Training; Primary Class Music; Syllabus; Creative activities

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APA (6^th Edition):

Kok, C. (1995). Implementering van die Transvaalse onderwysdepartement se senior primêre klasmusieksillabus vanaf 1978 tot 1992 . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/17111

Chicago Manual of Style (16^th Edition):

Kok, Cornelia. “Implementering van die Transvaalse onderwysdepartement se senior primêre klasmusieksillabus vanaf 1978 tot 1992 .” 1995. Masters Thesis, University of South Africa. Accessed February 27, 2021. http://hdl.handle.net/10500/17111.

MLA Handbook (7^th Edition):

Kok, Cornelia. “Implementering van die Transvaalse onderwysdepartement se senior primêre klasmusieksillabus vanaf 1978 tot 1992 .” 1995. Web. 27 Feb 2021.

Vancouver:

Kok C. Implementering van die Transvaalse onderwysdepartement se senior primêre klasmusieksillabus vanaf 1978 tot 1992 . [Internet] [Masters thesis]. University of South Africa; 1995. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10500/17111.

Council of Science Editors:

Kok C. Implementering van die Transvaalse onderwysdepartement se senior primêre klasmusieksillabus vanaf 1978 tot 1992 . [Masters Thesis]. University of South Africa; 1995. Available from: http://hdl.handle.net/10500/17111

8. Esterhuizen, Hendrik Daniel. The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen .

Degree: 2012, North-West University

URL: http://hdl.handle.net/10394/8736

► North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching… (more)

▼ North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching and learning policy with an e-learning policy. The School of Continuing Teacher Education at North-West University is currently training about 24 000 in-service teacher students through Open Distance Learning. Only a few students submit assignments in typed format and seldom electronically. Students rarely use electronic technologies to augment their learning, and the SCTE employs few to support students. This does not comply with the South African Government’s policy on e-Education that demands information and communication technology mastery in teacher training. The aim of this research was integration of learning technologies in open distance learning at SCTE NWU through recommendations compiled in a sociologically transformative emergent implementation framework. The researcher followed a concurrent mixed-method sociologically transformative approach, focussing on the use of technology for social empowerment to cross the digital divide, through a theoretical lens of ICT for development. The lived experience in the natural setting of distance education students, lecturers, and involved stakeholders was used as initial data collection, informed by a continuous literature study of emergent learning technology use. Purposeful sampling was used during participant selection. The role of the researcher was that of participant observer, interviewer, and human instrument, from a position of methodological pragmatism as a method of inquiry. Using a design-based research approach, the thesis addresses the main research question through five research papers; each addressing one of the sub-questions as design-based research cycles, while collectively addressing the research problem to address the main research question. Nonstandardised measuring instruments were developed based on themes identified from literature and the analysis of qualitative data. Significant barriers to population-wide ICT adoption exist. Strong intentions of perseverance in attaining functional computer literacy are evident. Support and enablement are required to promote trust to attempt using computers, necessary to obtain self-confidence through accomplishment. In this way perseverance to attain functional computer literacy may be cultivated. The study presents a model for intention to use, confidence, trust and perseverance in attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional model for computer literacy learning emotions is presented. Perceptions during professional development produced a model for faculty development towards socially transformative learning technology integration for open distance learning. The researcher also presents a people-technology interaction in teaching and learning…

Subjects/Keywords: Computer literacy; e-Learning; Faculty training; Higher Education; Interactive white boards; Learning technology integration; Open Distance Learning; Student support; Teacher training; Technology adoption; Technology Enhanced Learning (TEL); Technophilia; Technophobia; Akademici opleiding; e-Leer; Hoër Onderwys; Interaktiewe witborde; Leertegnologie integrasie; Liefde vir tegnologie; Onderwysersopleiding; Oop afstandsleer; Rekenaargeletterdheid; Studenteondersteuning; Tegnologieaanvaarding; Tegnologie-verrykte Leer; Tegnologievrees

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APA (6^th Edition):

Esterhuizen, H. D. (2012). The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/8736

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Esterhuizen, Hendrik Daniel. “The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen .” 2012. Thesis, North-West University. Accessed February 27, 2021. http://hdl.handle.net/10394/8736.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Esterhuizen, Hendrik Daniel. “The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen .” 2012. Web. 27 Feb 2021.

Vancouver:

Esterhuizen HD. The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen . [Internet] [Thesis]. North-West University; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10394/8736.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Esterhuizen HD. The integration of learning technologies in open distance learning at the North-West University / Hendrik Daniel (Hennie) Esterhuizen . [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/8736

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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