Browsing by Author "Wentzel, Andrew"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    The status and value of physical education at primary schools in the Kuils River area with specific reference to curriculum 2005
    (University of Western Cape, 2001) Wentzel, Andrew; Meerkotter, Dirk
    The purpose of this project was to determine the status and value of physical education at primary schools as well as the extent to which it is offered. It is also hoped that this study will be useful in putting forward an argument for the inclusion or re-inclusion of physical education as a compulsory subject in the curriculum of schools. There appears to be a decline in the teaching of the subject at primary schools. Time tables afford little or no time to the teaching of physical education. This has implications for the holistic development of pupils and for providers of physical education teachers. Such institutions would find it difficult to provide opportunities for in-service experiences in physical education for prospective teachers and may come to perceive such courses as not viable.
  • No Thumbnail Available
    Item
    Teachers' understanding of the roles required to respond meaningfully to HIV and AIDS challenges in primary schools in the Western Cape
    (University of the Western Cape, 2011) Wentzel, Andrew; Faculty of Education
    This research proceeds via a mixed methods paradigm using both qualitative and quantitative methods in a case study research design. A conceptual framework of mutually interacting variables influencing each other and impacting on and defining the roles teachers have to execute to deal effectively with HIV and AIDS challenges, is provided to facilitate the research process. This conceptual framework in conjunction with a theoretical framework which includes critical constructivist theory and the pedagogical models of Delors and Bronfenbrenner, guide the course of this study. The main recommendation of this study was that formal focused training should be given to teachers. This formal training should emphasise the role of the teacher as counselor, the teacher as an anti-stigma, anti-discrimination and anti-prejudice agent, a HIV-aware, HIV-competent and HIV-safe teacher and pastoral carer having the competence to deal with the practical issues around HIV and AIDS.