3. Electronic Theses and Dissertations (ETDs) - All submissions

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    The application of adult education principles to school-based curriculum changes: a case study of a school-based curriculum change for Hebrew literature at a Jewish day school (Grades 8-9) in Johannesburg
    (2014-04-10) Herman, Chaya
    This case study explores, through critical reflection, the process of a school-based curriculum change (SBCC) and examines to what extent the application of adult education principles facilitates this process. The change is related to three issues: the process of curriculum development; the shift towards professional development based on adult education principles; and the changing role of the consultant in relation to curriculum development. Tire consultant came to realize that in order to promote school based curriculum development it was necessary to work with the head of the department and the teachers in a participative mode, rather than taking a stand as a curriculum development expert. The research findings suggest that in order to apply adult education principles to teachers’ professional development, the consultant needs to move from consultancy based on an expert role towards consultancy based on a process role. The research proposes that professional development based on adult education principles and teamwork could be a promising introduction to a secondorder change promoting a school culture of teamwork and critical reflection. The researcher came to question the appropriateness of a case study based on participant observation as a research methodology in the workplace. She suggests that an action research could be more advantageous to promote a second-order change and could be more in line with adult education principles.
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    Self Evaluatation as a Method of Improving Teaching Practice at the University of the Witwatersrand
    (2006-11-16T12:06:56Z) Bam, Belinda
    This research report investigates the relationship between critical self-evaluation and improved teaching practice. A sample of nine lecturers at the University of the Witwatersrand were identified, and, by means of a questionnaire and semi-structured interviews, participants were asked to disclose their attitudes towards performance evaluation as a practice at the University, and their personal views in relation to critical self reflection. Critical reflection involves an appraisal of that which is being reflected upon. When such appraisal involves assumption or presupposition, it “holds major potential for effecting change in one’s established frame of reference (Mezirow, 1998). This reflection leads to improved teaching practice. Lecturers at the University all support the notion of self-evaluation, but in practice only one of the nine participants actively and critically reflected upon his teaching. Most of the subjects sanction self-evaluation as a concept, do not practise critical reflection. The reasons for this are numerous as the conclusions to the study reveal, but most significant is that lecturers do not see any reason to reflect upon their own performance, nor see any benefit in doing so.
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