Die integrering van onderwysmedia by die bevoegdheidsgefundeerde opleiding van onderwysers
This thesis deals with the design and implementation of an instrument of observation for education mediation in the competency-directed training of teachers. The purpose of the observation instrument is to make students, as part of a training programme in education mediation, aware of and sensitive to the great variety of means of communication (mediation forms) which can be integrated into the teaching-learning event. This action of making aware can best occur by way of a micro-teaching programme. The study begins by highlighting the coherence between education media and educational communication. Attention is given to the special place which communication assumes within the intentional educational relationship. Stress is put in this regard on the individual as a unique person and as a communicator. The influence which qualitative perception has on this bi-polar communication act is stressed. From the basis of this point of departure to the final establishment of a justifiable model of communication for the teaching-learning event, a bridge is created. Secondly micro-teaching and interaction analysis are highlighted through the role of observation instruments in teacher training. Specific attention is directed in this regard to the competencies, skills and techniques of which students should dispose in order to be successful in the integration of educational media in offering lessons. This theme of the study gives rise directly to the compilation of an observation for teacher training in the competence of educational mediation. The relevant observation instrument forms the core of research. It attempts to render prospective teachers aware of and sensitive to a wealth of possibilities in educational mediation which come to the fore in the teaching learning situation. In the light of this, intrinsic and extrinsic forms of mediation, with the aid of a justifiable media classification, is discussed in detail. A number of observable and codifiable categories, which serve for the compilation of the observation instrument, are explicated. Intrinsic mediation is qualified in the categories: lecture, dramatize, demonstrate, conversation and assignment. Extrinsic mediation is classified in the categories: reality, pictures, sound recordings, programmes and simulations. The above categories are drawn together into a time-interval observation scale and can be applied in the objective analysis of mediation as teaching competence. In the third instance this study focuses on the experimental design as well as the progression of an empirical study. Statistical data, which have been obtained with the application of the observation instrument, are analysed. The aspects mentioned are of great interest for the study, seeing that there is a concentration on the empirical data which underline and emphasize the utility value of the research, as well as motivating it. From the statistical data which were collated, interpreted and evaluated, the conclusion was reached that the observation instrument for educational mediation, with which this research deals specifically, disposes of a high degree of codification reliability, content validity and utility. It can thus be used with great efficacy in a teachers' training programme. The hypothesis set, viz. that education students can be made aware of and sensitive to certain competencies in educational mediation by way of an observation instrument can thus be accepted as a finding of this research.
- Education