Dissertation/ Thesis
Examining emergent active learning processes as transformative praxis : the case of the schools and sustainability professional development programme
| Τίτλος: | Examining emergent active learning processes as transformative praxis : the case of the schools and sustainability professional development programme |
|---|---|
| Συγγραφείς: | Schudel, Ingrid Joan |
| Στοιχεία εκδότη: | Rhodes University Faculty of Education, Education |
| Έτος έκδοσης: | 2013 |
| Θεματικοί όροι: | Active learning -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Student-centered learning -- Research -- South Africa -- Eastern Cape Environmental education -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Environmental education -- Curricula -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Teachers -- Training of -- South Africa -- Eastern Cape, edu, socio |
| Περιγραφή: | This is a study on the nature of learning, particularly the emergence of active learning processes in the case of an environmental education teacher professional development programme – the Eastern Cape Border-Kei cohort of the 2008 Schools and Sustainability Course. This was a part-time, one-year course supporting teachers to qualify, strengthen and deepen opportunities for environmental learning in the South African curriculum. An active learning framework (O’Donoghue, 2001) promoting teaching and learning with information, enquiry, action and reporting/reflection dimensions was integrated into the Schools and Sustainability course design to support these environmental learning opportunities. In this study, the notion of active learning is elaborated as a situated, action-oriented, deliberative and co-engaged approach to teaching and learning, and related to Bhaskar’s (1993) notion of transformative praxis. The study used a nested case study design, considering the case of six Foundation Phase teachers in six primary schools within the Border-Kei Schools and Sustainability cohort. Interviews, observations (of workshops and lesson plan implementation in classrooms) and document review of teacher portfolios (detailing course activities, lesson plans, learners’ work and learning and teaching support materials) were used to generate the bulk of the data. A critical realist theory underpinning the methodology enables a view of agency as emergent from social structures and mechanisms as elaborated in Archer’s (1998b) model of morphogenesis and Bhaskar’s (1993) model of four-planar being. The critical realist methodology also enables a view of emergent active learning processes as open-ended, responsive to particular potential, but dependent on contingencies (such as learning and teaching support materials, tools and methodologies). The analysis of emergent active learning processes focuses particularly on Bhaskar’s (1993) ontological-axiological chain (MELD schema) as a tool for analysing change. The MELD schema . |
| Τύπος εγγράφου: | thesis |
| Γλώσσα: | English |
| Relation: | http://hdl.handle.net/10962/d1006079 |
| Διαθεσιμότητα: | http://hdl.handle.net/10962/d1006079 |
| Rights: | undefined |
| Αριθμός Καταχώρησης: | edsbas.13201D54 |
| Βάση Δεδομένων: | BASE |
| Η περιγραφή δεν είναι διαθέσιμη |