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A teacher's story of personal and professional growth and development through the use of reflection
Thesis (MEdPsych)--Stellenbosch University, 2003.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2012
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| _version_ | 1867613854399201280 |
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| access_status_str | Open Access |
| author | April, Lynne Celeste |
| author2 | Newmark, R. |
| author_browse | April, Lynne Celeste Newmark, R. |
| author_facet | Newmark, R. April, Lynne Celeste |
| author_sort | April, Lynne Celeste |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEdPsych)--Stellenbosch University, 2003. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/53305 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:42:44.343Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2012 |
| publishDateRange | 2012 |
| publishDateSort | 2012 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/53305 A teacher's story of personal and professional growth and development through the use of reflection 'n Opvoeder se storie oor die gebruik van refleksie vir die bevordering van persoonlike en professionele groei. April, Lynne Celeste Newmark, R. Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Effective teaching -- South Africa Teachers -- Training of Reflection (Philosophy) -- Study and teaching (Higher) Education -- Research -- Methodology Narration (Rhetoric) -- Study and teaching Employee empowerment Dissertations -- Education Thesis (MEdPsych)--Stellenbosch University, 2003. ENGLISH ABSTRACT: The research question I wondered about was whether becoming a reflective practitioner/teacher could contribute to a sense of empowerment and greater effectiveness in practice. I am telling my own story in this study and have chosen to do this through the use of a variant of Life History Research called Narrative Inquiry. This is a qualitative approach to research and makes use of narratives. Field texts (journal entries, family stories, teacher stories) were produced through conversations, observation and journal writing. These field texts were then presented in narrative form. Analysis of the field texts, as well as the story was done throughout the research process. I used conceptual tools developed within Narrative Inquiry to analyse the narrated data in order to foreground the two main areas namely personal and professional growth. Based on this study of my personal experience of the use of reflection, it would seem that becoming a reflective practitioner could indeed contribute to a sense of empowerment and more effective classroom practice by supporting personal and professional growth and development. AFRIKAANSE OPSOMMING: Die navorsingsprobleem waaroor ek wonder is of die gebruik van refleksie as reflektiewe praktisyn kan bydra tot 'n gevoel van bemagtiging en groter effektiwiteit binne die klaskamer. Aangesien ek my eie storie in hierdie studie wou vertel het ek besluit om gebruik te maak van 'n variant van lewensgeskiedenisnavorsing naamlik 'Narrative Inquiry'. 'Narrative Inquiry' is 'n kwalitatiewe benadering tot navorsing en maak gebruik van stories. Narratiewe data (dagboekinskrywings, familieen onderwyserstories) is geproduseer uit gesprekke, waarneming en die skryf van 'n dagboek en is in die vorm van 'n storie vertel. Analise van narratiewe data vind plaas regdeur die navorsingsproses. In die analise van die narratiewe data is gebruik gemaak van konseptueie terme wat binne 'Narrative Inquriry' ontwikkel is om die professionele en persoonlike ontwikkeling uit te lig. Uit hierdie studie van persoonlike ervaring van die gebruik van refleksie as 'n reflektiewe praktisyn wil dit blyk dat die gebruik van refleksie wel kan bydra tot gevoelens van bemagtiging en groter effektiwiteit binne die praktyk, aangesien dit professionele en persoonlike groei en ontwikkeling ondersteun. Masters 2012-08-27T11:35:24Z 2012-08-27T11:35:24Z 2003-12 Thesis http://hdl.handle.net/10019.1/53305 en_ZA Stellenbosch University 74 p. application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Effective teaching -- South Africa Teachers -- Training of Reflection (Philosophy) -- Study and teaching (Higher) Education -- Research -- Methodology Narration (Rhetoric) -- Study and teaching Employee empowerment Dissertations -- Education April, Lynne Celeste A teacher's story of personal and professional growth and development through the use of reflection |
| title | A teacher's story of personal and professional growth and development through the use of reflection |
| title_full | A teacher's story of personal and professional growth and development through the use of reflection |
| title_fullStr | A teacher's story of personal and professional growth and development through the use of reflection |
| title_full_unstemmed | A teacher's story of personal and professional growth and development through the use of reflection |
| title_short | A teacher's story of personal and professional growth and development through the use of reflection |
| title_sort | teacher s story of personal and professional growth and development through the use of reflection |
| topic | Effective teaching -- South Africa Teachers -- Training of Reflection (Philosophy) -- Study and teaching (Higher) Education -- Research -- Methodology Narration (Rhetoric) -- Study and teaching Employee empowerment Dissertations -- Education |
| url | http://hdl.handle.net/10019.1/53305 |
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