Demokratisering van die gesagsverhouding: 'n aksienavorsingprojek
| dc.contributor.advisor | Meerkotter, Dirk | |
| dc.contributor.advisor | Van der merwe, Prevot | |
| dc.contributor.author | Mosavel-Moos, Tougieda | |
| dc.date.accessioned | 2023-05-11T13:12:43Z | |
| dc.date.accessioned | 2024-04-12T08:09:43Z | |
| dc.date.available | 2023-05-11T13:12:43Z | |
| dc.date.available | 2024-04-12T08:09:43Z | |
| dc.date.issued | 1995 | |
| dc.description | Magister Educationis - MEd | en_US |
| dc.description.abstract | This mini-thesis is about an action research project that started in my classroom in order to improve or change my teaching practice. I wanted to involve the pupils in classroom activities so as to promote pupil involvement. After my first action research project f came to realize that I have to take a critical look at my role as teacher. My role as teacher was of an authoritarian nature and f therefor had to strive towards democratic practices. In chapter one I give a brief background history of my life and how various social, economical and political factors contributed towards me becoming the authoritarian figure in the classroom. I also give a lengthy account of the orientation program (which was held over a weekend) that had a great impact on my teaching practice and the changes that I have brought about in the classroom. Consequently, gives a lengthy explanation on how the weekend unfolded. I also give a brief historical background on some of the pupils I teach. In chapter two and four I retrospectively give an account of the two action research projects that I have done with my classes. Out of both action research projects unexpected results unfolded. In chapter three I give my understanding of the concept action research and why I choose to follow the emancipatory mode for my teaching practice. I also refer to the interpretative and positivist approaches to teaching and why these were not suited for my practice. from the last chapter I give a comprehensive summary of what f have discussed and what f have learned from the action research course. Further, I refer to the role of the teacher ahead and how they can empower themselves in order to improve the situation in their respective classrooms and not wait on experts to show then the way. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10566/10539 | |
| dc.language.iso | af | en_US |
| dc.publisher | University of the Western Cape | en_US |
| dc.rights.holder | University of the Western Cape | en_US |
| dc.subject | Assistent onderwyser | en_US |
| dc.subject | Aksienavorsing | en_US |
| dc.subject | Aksienavorsingsiklus | en_US |
| dc.subject | Demokratiese projekleierskap | en_US |
| dc.subject | Universiteit van Wes-Kaapland | en_US |
| dc.title | Demokratisering van die gesagsverhouding: 'n aksienavorsingprojek | en_US |
| dc.type | Thesis | en_US |