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Die belewing van vernuwing op skoolvlak : 'n onderwysbestuurperspektief
Dissertation (DEd) -- Universiteit van Stellenbosch, 1995.
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| Other Authors: | |
| Format: | Thesis |
| Language: | Afrikaans |
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Stellenbosch : Stellenbosch University
2012
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| _version_ | 1867613951387238400 |
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| access_status_str | Open Access |
| author | Faasen, Nicolaas |
| author2 | Prinsloo, N. P. |
| author_browse | Faasen, Nicolaas Prinsloo, N. P. |
| author_facet | Prinsloo, N. P. Faasen, Nicolaas |
| author_sort | Faasen, Nicolaas |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Dissertation (DEd) -- Universiteit van Stellenbosch, 1995. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/54689 |
| institution | Stellenbosch University (South Africa) |
| language | Afrikaans |
| last_indexed | 2026-06-10T12:44:18.274Z |
| 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:10019.1/54689 Die belewing van vernuwing op skoolvlak : 'n onderwysbestuurperspektief Faasen, Nicolaas Prinsloo, N. P. Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Educational change Education -- Management School management and organization Dissertations -- Education Dissertation (DEd) -- Universiteit van Stellenbosch, 1995. 1. Aim of study and research focuses The aim of the study was to understand teachers' experience of radical curriculum innovation.Important concepts in the study were: - the meaning-filled qualities of human actions within specific environments and -the role of language, interpretation, reflection and communication in experience. In addition the researcher also had a practical interest in human development through curriculum development and school development.The researcher also reflected critically on his interpretative research approach. 2. Conceptual paradigm Dialogical interaction, creation of meaning and interpretation within social situations are highlighted in the postmodern world. Characteristics of these situations are complexity, simultaneity, selfordering and unpredictability.Doing science is seen as a meaning-filled human action. The scientist does not merely passively register chunks of knowledge which have meaning in themselves. Scientists are also creatively involved in the construction of knowledge and meaning.In this research knowledge was generated by interpreting the meanings which people create in their dialogical interaction between themselves and their worlds. (See Chapter 2.) Such interpretative knowledge is always open to further intersubjective interpretation and creation of meaning of which the nature and content are unpredictable. 3. Research methods and the course of the study Distinctive methods have to be developed for the study of human experience in order for researchers to illuminate the unique nature of human action and experience within their natural surroundings.The researcher used field methods in two primary schools to enter into the life worlds of two teachers. Actions and words along with other naturalistic sources were recorded and interpreted in the contexts of the two schools' cultures. (See Chapter 4). These contexts are described in details (Chapter 3). Next, one interview with a teacher was interpreted (Chapter 5). From this analysis preliminary theoretical propositions were formulated (Chapter 6) which were expanded and refined by a reinvestigation of the sources (Chapter 7).By using Senge’s systems thinking approach as a "conceptual lens" the researcher further clarified his insights (Chapter 7).This provided the basis for reformulating the preliminary theoretical propositions into theoretical propositions from which three hypotheses were formulated (Chapter 8). Thus the researcher advanced from the substantive theoretical analysis which looked at the particulars of specific situations to a formal analysis which begins to illuminate more general, generic aspects. Finally, the researcher’s reflections and conclusions are given (Chapter 9). 4. Conclusions The conclusions (see Chapter 8) indicate the important roles of the individual teachers in the innovations, in conjunction with the systemic role of loose and tight couplings in the primary schools. A systems perspective on innovation and a sensitive approach to the understanding of the experience of innovation seem to be important. Doctoral 2012-08-27T11:36:41Z 2012-08-27T11:36:41Z 1995 Thesis http://hdl.handle.net/10019.1/54689 af Stellenbosch University 239 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Educational change Education -- Management School management and organization Dissertations -- Education Faasen, Nicolaas Die belewing van vernuwing op skoolvlak : 'n onderwysbestuurperspektief |
| title | Die belewing van vernuwing op skoolvlak : 'n onderwysbestuurperspektief |
| title_full | Die belewing van vernuwing op skoolvlak : 'n onderwysbestuurperspektief |
| title_fullStr | Die belewing van vernuwing op skoolvlak : 'n onderwysbestuurperspektief |
| title_full_unstemmed | Die belewing van vernuwing op skoolvlak : 'n onderwysbestuurperspektief |
| title_short | Die belewing van vernuwing op skoolvlak : 'n onderwysbestuurperspektief |
| title_sort | die belewing van vernuwing op skoolvlak n onderwysbestuurperspektief |
| topic | Educational change Education -- Management School management and organization Dissertations -- Education |
| url | http://hdl.handle.net/10019.1/54689 |
| work_keys_str_mv | AT faasennicolaas diebelewingvanvernuwingopskoolvlaknonderwysbestuurperspektief |