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
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1869484229314740224 |
|---|---|
| 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 | 2026-07-01T04:11:34.423Z |
| 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. First year teachers -- South Africa Teachers -- South Africa -- Attitudes Public schools -- South Africa Educational equalization -- South Africa UCTD 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 Unpublished masters thesis.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 ENGLISH ABSTRACT: 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. AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die ervaring van beginner-opvoeders binne openbare skolevennootskappe (OSV). Openbare skolevennootskappe word gekenmerk deur gestruktureerde bestuurs- en ontwikkelingsraamwerke wat daarop gemik is om onderriggehalte en leerderprestasie te verbeter. Ten spyte hiervan is daar beperkte empiriese navorsing oor hoe beginner-opvoeders hierdie skoolomgewings beleef, veral ten opsigte van professionele ontwikkeling, outonomie en institusionele verwagtinge. Die doel van die studie was om te verken hoe beginner-opvoeders professionele groei en beperking binne OSV-skole ervaar en betekenis daaraan heg. Die studie is binne ’n interpretatiewe navorsingsparadigma gesitueer en het ’n kwalitatiewe navorsingsbenadering gevolg. Data is ingesamel deur middel van semi-gestruktureerde onderhoude met ses doelbewus geselekteerde beginner-opvoeders wat in OSV-skole werksaam is. Deelnemers is gekies op grond van spesifieke kriteria, insluitend onderwyservaring en betrokkenheid binne die OSV-konteks. Die data is tematies ontleed en geïnterpreteer aan die hand van Pierre Bourdieu se konsepte van veld, habitus en kapitaal, asook Edgar Schein se organisasiekultuurteorie, om ’n meer genuanseerde begrip van die deelnemers se ervarings te ontwikkel. Die bevindings dui daarop dat beginner-opvoeders ’n voortdurende spanning ervaar tussen professionele ontwikkeling en institusionele beperking. Alhoewel gestruktureerde raamwerke soos Teach Like A Champion (TLAC) en Get Better Faster (GBF) as ondersteunend vir professionele groei beleef word, word opvoeders se professionele outonomie dikwels ingeperk deur belewenisse van druk, monitering en beheer. Hierdie strukture beïnvloed opvoeders se identiteit en agentskap binne die skoolomgewing. Nietemin toon die bevindings dat beginner-opvoeders veerkragtig aanpas en strategieë ontwikkel om groei en sinvolle praktyke binne bestaande strukture te bevorder. Ten spyte van die beperkte steekproef dra die studie by tot ’n beter begrip van beginner-opvoeders se ervarings binne OSV-skole. Die bevindings lewer insigte wat relevant is vir skoolbestuur, beleidsontwikkeling en professionele ondersteuningspraktyke binne openbare skolevennootskappe.: 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 | First year teachers -- South Africa Teachers -- South Africa -- Attitudes Public schools -- South Africa Educational equalization -- South Africa UCTD 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 |
| topic | First year teachers -- South Africa Teachers -- South Africa -- Attitudes Public schools -- South Africa Educational equalization -- South Africa UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/136152 |
| work_keys_str_mv | AT mooironel insigteinbeginneropvoederssegeleefdeervaringsingeenfooiosvskole |