Effektiewe lewensvaardigheidsopleiding vir grondslagfase-onderwysstudente / Audrey Klopper

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dc.contributor.author Klopper, Audrey
dc.date.accessioned 2009-02-11T14:15:05Z
dc.date.available 2009-02-11T14:15:05Z
dc.date.issued 2004
dc.identifier.uri http://hdl.handle.net/10394/637
dc.description Thesis (M. Ed.)--North-West University, Potchefstroom Campus, 2005.
dc.description.abstract The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning methods for training had to be identified to achieve outcomes in the most effective way. New methods of presentation and assessment had to be exploited to address the new challenge of reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions in South Africa had to be determined so that general outcomes and guidelines for effective training of Foundation Phase student teachers in Life Skills could be established. A literature study was done to determine the nature of Life Skills for Foundation Phase student teachers. Four outcomes were identified were identified from this study, namely health promotion, promotion of the environment, development of human potential and the promotion of moral, cultural and religious values as main components of Life Skills. In addition a literature study was done on effective teaching-learning methods which should be applied to ensure effective Life Skills training for student teachers. The four most important components or essential features that should be considered during the facilitation of Life Skills for Foundation Phase student teachers, namely the lecturer, student, learning environment as well as the aim of teaching, including teaching content and assessment were set out. After questionnaires regarding the nature of training for Foundation Phase student teachers in Life Skills were sent to institutions for higher education and the responses were statistically analysed, it was possible to make a number of findings and recommendations. From the empirical research it became clear that the identified outcomes were also valued and applied by lecturers at other institutions for higher education. Furthermore, it became apparent that active teaching learning-methods and self-regulated learning are valued as important aspects of effective teacher training. Skills should not only be practised during contact sessions, but learning environments should be extended. It should include a variety of contexts like community service, practical teaching experience at schools under supervision of mentors as well exposure to diverse and multicultural teaching learning-environments. By effective planning and organising, it is possible for lecturers to guide students to become self regulated and effective learners within the context of reduced contact time.
dc.publisher North-West University
dc.subject Life skills en
dc.subject Foundation phase en
dc.subject Teaching of life skills en
dc.subject Student teacher training en
dc.subject Early childhood development en
dc.subject Life orientation en
dc.subject Environmental education en
dc.subject Health promotion en
dc.subject Teaching-learning strategies en
dc.subject Teaching-learning en
dc.subject Teaching methods en
dc.subject Assessment en
dc.subject Values en
dc.subject Norms en
dc.subject Attitudes en
dc.subject Reduced contact time as well as a combination of above-mentioned words en
dc.title Effektiewe lewensvaardigheidsopleiding vir grondslagfase-onderwysstudente / Audrey Klopper en
dc.type Thesis en
dc.description.thesistype Masters

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    This collection contains the original digitized versions of research conducted at the North-West University (Potchefstroom Campus)

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