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dc.contributor.authorReitsma, Gerda Marié
dc.date.accessioned2009-02-26T08:59:00Z
dc.date.available2009-02-26T08:59:00Z
dc.date.issued2006
dc.identifier.urihttp://hdl.handle.net/10394/1200
dc.descriptionThesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.
dc.description.abstractThe term technology indicates the process where knowledge, skills and resources are applied to identify human problems and needs and to solve it through analysis, planning, manufacturing, implementation and evaluation. Technology education of the learner is important because it becomes necessary for all people to become technological literate to be able to solve problems, to understand and use technology responsibly and to show appreciation for the interaction between man, technology and the environment. Technology is a relative new learning area that was implemented in the curriculum of the Intermediate and Senior phase. The problem is that educators, who received training before the implementation of this learning area, are not specifically trained for this learning area. These educators are specialized in other subject disciplines than the one needed for the teaching of technology. It is important for educators to have adequate subject knowledge and skills, as well as subject specific pedagogical knowledge and skills to teach the subject effectively. Qualified educators can be retrained in a new subject field by attending in-service training courses. In-service training in the South-African school system is currently uncoordinated. is done in an ad-hoc way and is not regarded as part of the professional development of educators. It is especially short courses that show shortcomings with regard to the needs of the educators, time available and form of training. Educators who do attend in-service courses experienced problems to implement the new knowledge and skills in the school situation, due to a lack of support. The need for a comprehensive short course model based on the specific needs of learning area technology teachers was identified. A situation analyses where learning area technology subject advisors as well as the learning area technology teachers were involved, were done, after which a model was presented. The model is based on four variables, namely context, process, strategy and structure, and content. These four variables determine the further development of the model and influence the outcomes, design, implementation, evaluation and closing. Central to the model is the reflection that is integrated with each phase of the model. Through critical reflection problems in each phase can be identified in time after which the necessary adaptations could be made. This will contribute in making sure that training is still done according to the specific participants needs and that it is done as effectively as possible.
dc.languageAfrikaans
dc.publisherNorth-West University
dc.subjectTechnologyen
dc.subjectDesignen
dc.subjectLearning areaen
dc.subjectTeachingen
dc.subjectTrainingen
dc.subjectTeachersen
dc.subjectIn-service trainingen
dc.subjectContinuous educationen
dc.subjectTraining programmesen
dc.subjectShort courses.en
dc.title'n Model vir die kortkursus-indiensopleiding van onderwysers vir die leerarea Tegnologieafr
dc.typeThesisen
dc.description.thesistypeDoctoral


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  • ETD@PUK [6360]
    This collection contains the original digitized versions of research conducted at the North-West University (Potchefstroom Campus)

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