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dc.contributor.advisorSchutte, B.C.
dc.contributor.authorVan den Berg, Adolf Matthys
dc.date.accessioned2013-03-18T07:55:32Z
dc.date.available2013-03-18T07:55:32Z
dc.date.issued1969
dc.identifier.urihttp://hdl.handle.net/10394/8319
dc.descriptionProefskrif--PU vir CHO
dc.description.abstract1. Research into developments in the practical training of teachers in South Africa, especially in the Transvaal, revealed many shortcomings in the initial form of teacher training, viz. the pupil-teacher system. From inception, the first Transvaal colleges of education attempted to establish demonstration schools on or off campus. These attempts proved unsuccessful and were finally abandoned in the late 1930's. Since then a system of combined practical training in the training institutions and in teaching practice schools became general. 2. Empirical research into the practical training of teachers in the Transvaal was carried out by means of questionnaires to students and lecturers of training institutions and to principals and teachers of teaching practice schools. a. The main research findings on training at the training institutions are: (1) Demonstration lessons by students and lecturers using school pupils are rarely attempted, probably because of inadequate facilities. (2) Students' training in the employment and techniques of teaching aids was found inadequate. (3) A considerable percentage of students do not actively participate in common students' activities. Training in leadership is indirect through participation in students' societies and other activities. The conclusion is that students receive inadequate training for their comprehensive task as teachers. (4) Few institutions provide even limited facilities for scientifically planned child study and child guidance. b. Practical training during teaching practice reveals the following main shortcomings: (1) Although most principals and teachers accept co-responsibility for the training of teachers, they lack sufficient time to devote to students. (2) The differing standards and requirements demanded in criticism lessons by individual lecturers, cause confusion and frustration amongst students. (3) A marked difference in the subject and method approach between lecturers and teachers was found. (4) Poor liaison and co-operation between lecturers and teachers in that they seldom act as a team in the training of students, constitutes a great weakness in the present training system at teaching practice schools. (5) The study reveals that although at many schools students find teaching practice a rewarding and stimulating experience, at other schools little guidance or assistance is given. Finally, the study underlines the necessity in the practical training of teachers for a combined lecturer, principal, teacher team approach.en_US
dc.language.isootheren_US
dc.publisherPotchefstroom University for Christian Higher Education
dc.titlePraktiese opleiding van onderwysers in Transvaal : 'n historiese en empiriese ondersoekafr
dc.typeThesisen_US
dc.description.thesistypeDoctoralen_US


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