Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Insigte in beginner-opvoeders se geleefde ervarings in geen-fooi OSV-Skole
Thesis (MEd)--Stellenbosch University, 2026.
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Published: |
Stellenbosch : Stellenbosch University
2026
|
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613935132213248 |
|---|---|
| access_status_str | Open Access |
| author | Mooi, Ronel |
| author2 | Jansen, Jonathan |
| author_browse | Jansen, Jonathan Mooi, Ronel |
| author_facet | Jansen, Jonathan Mooi, Ronel |
| author_sort | Mooi, Ronel |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2026. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/136152 |
| institution | Stellenbosch University (South Africa) |
| last_indexed | 2026-06-10T12:44:02.133Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/136152 Insigte in beginner-opvoeders se geleefde ervarings in geen-fooi OSV-Skole Mooi, Ronel Jansen, Jonathan Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. Thesis (MEd)--Stellenbosch University, 2026. Mooi, R. 2026. Insigte in beginner-opvoeders se geleefde ervarings in geen-fooi OSV-Skole. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/7f7451f2-30b3-4670-bedb-f6a0ae835c61 This study explores the experiences of novice teachers within public school partnerships (PSPs). Public school partnerships are characterised by structured management and development frameworks aimed at improving teaching quality and learner performance. Despite these structures, limited empirical research exists on how novice teachers experience and navigate these school environments, particularly in relation to professional development, autonomy, and institutional expectations. The purpose of the study was to explore how novice teachers experience and make sense of professional growth and constraint within PSP schools. The study was situated within an interpretive research paradigm and employed a qualitative research approach. Data were collected through semi-structured interviews with six purposively selected novice teachers working in PSP schools. Participants were selected based on specific criteria, including teaching experience and involvement within the PSP context. The data were analysed thematically and interpreted using Pierre Bourdieu’s concepts of field, habitus and capital, alongside Edgar Schein’s theory of organisational culture, to develop a nuanced understanding of participants’ experiences. The findings indicate that novice teachers experience an ongoing tension between professional development and institutional constraint. While structured frameworks such as Teach Like A Champion (TLAC) and Get Better Faster (GBF) are perceived as supportive of professional growth, teachers’ professional autonomy is often constrained by experiences of pressure, monitoring and control. These structures influence novice teachers’ professional identity and sense of agency within the school environment. Nevertheless, the findings reveal that novice teachers demonstrate adaptability and resilience, developing strategies to foster professional growth and meaningful practice within existing institutional structures. Despite the limited sample size, the study contributes to a deeper understanding of novice teachers’ experiences within public school partnerships. The findings provide insights relevant to school leadership, policy development and professional support practices within the PSP context. Masters 2026-04-23T12:37:39Z 2026-04-23T12:37:39Z 2026-03 Thesis https://scholar.sun.ac.za/handle/10019.1/136152 Stellenbosch University 103 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Mooi, Ronel Insigte in beginner-opvoeders se geleefde ervarings in geen-fooi OSV-Skole |
| title | Insigte in beginner-opvoeders se geleefde ervarings in geen-fooi OSV-Skole |
| title_full | Insigte in beginner-opvoeders se geleefde ervarings in geen-fooi OSV-Skole |
| title_fullStr | Insigte in beginner-opvoeders se geleefde ervarings in geen-fooi OSV-Skole |
| title_full_unstemmed | Insigte in beginner-opvoeders se geleefde ervarings in geen-fooi OSV-Skole |
| title_short | Insigte in beginner-opvoeders se geleefde ervarings in geen-fooi OSV-Skole |
| title_sort | insigte in beginner opvoeders se geleefde ervarings in geen fooi osv skole |
| url | https://scholar.sun.ac.za/handle/10019.1/136152 |
| work_keys_str_mv | AT mooironel insigteinbeginneropvoederssegeleefdeervaringsingeenfooiosvskole |