Theses and Dissertations (Teacher Education)
https://hdl.handle.net/10500/4678
2024-03-28T12:17:10ZTowards interdisciplinarity in teacher education : demystifying hegemonic social factors influencing fragmented use of knowledge by student teachers in Zimbabwe
https://hdl.handle.net/10500/30575
Towards interdisciplinarity in teacher education : demystifying hegemonic social factors influencing fragmented use of knowledge by student teachers in Zimbabwe
Chigerwe, Wilfred
This study was conducted to explore the social causes of the use of knowledge in fragmented form by student-teachers in Zimbabwe’s Midlands Province so as to find ways to promote interdisciplinarity in the use of course disciplines’ knowledge. Literature related to the theoretical framework, disciplinarily, interdisciplinarity and theory-practice in Zimbabwe and globally was reviewed. The study was guided by Antonio Gramsci’s cultural hegemony theory that posits that domination is maintained through cultural means transmitted as the norm through social institutions such as education. The transmission enables the powerful to strongly influence the values, norms, ideas, expectations, worldviews, and behaviours of the rest of society, including knowledge fragmentation. The study was conducted at three teacher training colleges, and was informed by the critical theory paradigm, adopting the qualitative approach and case study design involving 90 participants purposively sampled as the critical case. Interview, document analysis and observation methods and their attendant instruments were employed to generate data. The data generated was manually and thematically analysed and findings confirmed the benefits of interdisciplinarity to students though disciplinarity reigned, driven by dominant powerful subjects that thrived on knowledge categorisation which led to animosity between disciplines and members as disciplinary tribes and territories. Solutions proposed as ways to help students to embrace interdisciplinarity included team-teaching, advocacy and engaging resource persons among others. For these ways to succeed, putting in place policies to promote interdisciplinarity and harmonisation of disciplines was recommended together with institutional effort to capacitate lecturers and transform curricula towards interdisciplinarity.
2023-01-31T00:00:00ZWomen's Christian temperance union : aspects of early feminism in the Cape, 1889 to 1930
https://hdl.handle.net/10500/18193
Women's Christian temperance union : aspects of early feminism in the Cape, 1889 to 1930
McKinnon, June
1995-11-01T00:00:00ZInvloed van stres op die akademiese prestasie van die volwassene-leerder : 'n orto-andragogiese studie
https://hdl.handle.net/10500/17237
Invloed van stres op die akademiese prestasie van die volwassene-leerder : 'n orto-andragogiese studie
Lotz, Jan Willem
Stress is a complex and multi-dimensional phenomenon of which topical significance is
given at present. The aim of this study was to focus on the influence of stress on
academic performance of the young student. First, a comprehensive study of the
literature was undertaken in order to arrive at an understanding of the foregoing. An
overview of the nature, etiology and manifestation of stress, as well as how it is coped
with, is offered. Special attention was devoted to factors that cause the young student
to experience distress.
In addition the way in which the personal actualisation of the young student occurs, was
researched. From the research it appeared that owing to, among other things, the
experiencing of distress and inadequate personal actualisation, some young students are
in a situation involving need, which requires urgent and essential ortho-andragogic
guidance. Consequently, the ortho-andragogic responsibility of rendering aid within the
context of tertiary training was addressed.
Lastly, an empirical investigation of the correlation between distress and particularised
academically oriented issues was launched. Based on the findings and conclusions
arrived at during the course of the study and investigations, recommendations have been
made for future research.; Stres is 'n komplekse en veelvlakkige fenomeen wat in die huidige tydsgewrig van
aktuele belang beskou word. Die doel van die studie is om die fokus te laat val op die
invloed van stres op die akademiese prestasie van die jeugdige student. Ten einde tot
begrip van die voorgaande te kom, is daar in eerste instansie 'n omvattende literatuurstudie
onderneem. 'n Oorsig is gebied ten opsigte van die aard, etiologie, manifestering
en bantering van stres. In die besonder is gelet op faktore wat aanleiding tot
distresbelewing by die jeugdige student gee.
Benewens die voorgaande, is die wyse waarop die persoonsvoltrekking van die jeugdige
student geskied, nagevors. Uit die navorsing het dit geblyk dat sommige jeugdige
studente vanwee onder meer distresbelewing en ontoereikende persoonsvoltrekking, in
'n noodsituasie verkeer, wat orto-andragogiese begeleiding noodsaaklik maak. Gevolglik
is 'n blik op die orto-andragogiese aanspreeklikheid vir hulpverlening binne tersiere
opleidingsverband gewerp.
In laaste instansie is 'n empiriese ondersoek na die korrelasie tussen stres en verbesonderde
akademiesgeorienteerde aangeleenthede geloods. Na aanleiding van die
bevindinge en gevolgtrekkings waartoe daar in die loop van die studie en ondersoek
gekom is, ls aanbevelings vir toekomstige navorsing gedoen.
Summaries in Afrikaans and English; Text in Afrikaans
1995-09-01T00:00:00ZGuidelines for language teachers in assisting disadvantaged learners in the junior primary phase
https://hdl.handle.net/10500/17031
Guidelines for language teachers in assisting disadvantaged learners in the junior primary phase
Joshua, Jennifer Joy
The Junior primary teachers have the task of catering for the needs of pupils of varying
abilities in their charge. With the admission of culturally different groups of children (many
of them from disadvantaged communities) to schools previously accustomed to having one
cultural group, this task of catering for the needs of pupils presents a problem as teachers
are not trained to deal with disadvantaged children.
The aim of this study was to formulate scientifically sound guidelines according to which
class teachers can plan and implement language programmes for disadvantaged learners.
In order to formulate such guidelines, a theoretical investigation was undertaken on normal
language development and on the effects of disadvantagement on the scholastic and
language performance of the child. Various programmes available for disadvantaged
learners which are being implemented in other countries were evaluated.
On the basis of these findings guidelines were suggested to class teachers for planning
language programmes for disadvantaged learners.
1995-06-01T00:00:00Z