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‘n Analise van oordragdinamiek, leerfasilitering en praktyk in ‘n Nagraadse Sertifikaat in Hoër Onderwys (Afrikaans)
Thesis (PhD (Curriculum Studies))--University of Pretoria, 2007.
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| Format: | Thesis |
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University of Pretoria
2013
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| _version_ | 1867613507615195136 |
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| access_status_str | Open Access |
| author2 | Hattingh, Annemarie |
| author_browse | Hattingh, Annemarie |
| author_facet | Hattingh, Annemarie |
| collection | Thesis |
| dc_rights_str_mv | © University of Pretor |
| description | Thesis (PhD (Curriculum Studies))--University of Pretoria, 2007. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/27858 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:37:15.129Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/27858 ‘n Analise van oordragdinamiek, leerfasilitering en praktyk in ‘n Nagraadse Sertifikaat in Hoër Onderwys (Afrikaans) Hattingh, Annemarie Hay, H.R. mheyns@telkomsa.net Heyns, Marilein Higher education Trainer Knowledge society Adult learning Certificate Constructivism Whole brain learning Learning Transfer Learner-centered learning UCTD Thesis (PhD (Curriculum Studies))--University of Pretoria, 2007. The aim of this study explicates both the dynamics in theoretical and practical perspectives of novice and experienced practitioners on the effects of a Postgraduate Certificate in Higher Education. This programme is designed and developed with the dual purposes to empower higher education, training, and development practitioners to facilitate learning in an innovative way and to ensure transfer of learning. Following the global critique on the lack of training of novice practitioners, the lack of training of experienced practitioners; quality teaching and learning in higher education, improvement and reform of teaching in higher education, and transfer as “an ultimate goal that has thus far proved elusive” (Pedersen&Liu 2003:313), the enquiry exposed key results and insights into the programme, transfer, and higher education. Quantitative data from seven case studies enhanced holistic understanding sprouting from internal and external influences on learners in comparrison to the teoretical paradigm and outcomes set by the programme. This paradigm nutures factors driving transfer, innovative teaching strategies and approaces employed by the programme and South African educational system. The study substantiated transferred professional and personal development and ideological change attributing to competence as three major findings. This study therefore suggests that it is possible to attribute current competence, knowledge, facilitating skills, attitudes, and values to the programme as initial learning provider. The greatest inhibitor to transfer appeared to be a deification of traditional forms of education agains the modern paradigm as well as insificient cencern with a substantial knowledge base and facilitating skills. Recommendations includes modelling of principles of approaches to teaching and learning regarding OBE, learner-centrered, adult learning, the accomodation of learning style and integration of “multiple layers of meaning and experience rather than defining human possibilities narrowly” (Miller 2003). The findings and recommendations constitute greater attention to the facilitators of learning’s ways of knowing in the classroom as critical to supporting adult learning and growth. The study employed a lens through which learning and teaching experiences are and could be filtered, given developmentally appropriate supports and challenges to enhance facilitating skills and competencies to meet the demands of the changing nature of work and learning. Therefore, turning to a specific alternative (and surely not flawless) application of the messages carried by interpretation of theory transferred to the art of teaching and training practices, this study portrays the broader concept of symbolic inversion and transgression. The study becomes the variety of facts and figures, of form and future in the wholeness and limitations of being, belonging and seeing in higher education. The interior translation of the inputs and process of a Postgraduate Certificate in Higher Education by the facilitators of learning who participated in this programme hold the multiple ways of more sustained and more profound effect in their teaching practice, translating learning into the real and living world. Curriculum Studies PhD unrestricted 2013-09-07T12:31:17Z 2007-09-13 2013-09-07T12:31:17Z 2007-09-06 2007-09-13 2007-09-10 Thesis Heyns, M 2007, ‘n Analise van oordragdinamiek, leerfasilitering en praktyk in ‘n Nagraadse Sertifikaat in Hoër Onderwys (Afrikaans), PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/27858> Pretoria http://hdl.handle.net/2263/27858 http://upetd.up.ac.za/thesis/available/etd-09102007-164922/ © University of Pretor application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf University of Pretoria |
| spellingShingle | Higher education Trainer Knowledge society Adult learning Certificate Constructivism Whole brain learning Learning Transfer Learner-centered learning UCTD ‘n Analise van oordragdinamiek, leerfasilitering en praktyk in ‘n Nagraadse Sertifikaat in Hoër Onderwys (Afrikaans) |
| title | ‘n Analise van oordragdinamiek, leerfasilitering en praktyk in ‘n Nagraadse Sertifikaat in Hoër Onderwys (Afrikaans) |
| title_full | ‘n Analise van oordragdinamiek, leerfasilitering en praktyk in ‘n Nagraadse Sertifikaat in Hoër Onderwys (Afrikaans) |
| title_fullStr | ‘n Analise van oordragdinamiek, leerfasilitering en praktyk in ‘n Nagraadse Sertifikaat in Hoër Onderwys (Afrikaans) |
| title_full_unstemmed | ‘n Analise van oordragdinamiek, leerfasilitering en praktyk in ‘n Nagraadse Sertifikaat in Hoër Onderwys (Afrikaans) |
| title_short | ‘n Analise van oordragdinamiek, leerfasilitering en praktyk in ‘n Nagraadse Sertifikaat in Hoër Onderwys (Afrikaans) |
| title_sort | n analise van oordragdinamiek leerfasilitering en praktyk in n nagraadse sertifikaat in hoer onderwys afrikaans |
| topic | Higher education Trainer Knowledge society Adult learning Certificate Constructivism Whole brain learning Learning Transfer Learner-centered learning UCTD |
| url | http://hdl.handle.net/2263/27858 http://upetd.up.ac.za/thesis/available/etd-09102007-164922/ |