Die voorbereiding van onderwysers vir uitkomsgebaseerde onderwys binne die leerarea sosiale wetenskappe

[摘要] ENGLISH ABSTRACT: Since 1994 South Africa has been characterized by transformation inter aliain the field of education. A process characterized by preparation anddevelopment of a new, extended curriculum evolved between 1994 and1997. On 24 March 1997 Curriculum 2005 with an outcomes-basedapproach was introduced. Curriculum 2005 strives to bridge the imbalancesof the past. Owing to the complexity of this curriculum and the problemsencountered in practice, Curriculum 2005 was revised between January andJuly 2001 in order to address the problem areas.A change in curriculum necessitates a change in teaching-instructionstrategies, learning programmes, assessment strategies and the method ofrecording and reporting. As educators are directly affected by the process ofchange in curricula, it is essential that educators are curriculum-competent tounderstand and implement the changes. In this regard, Evans (1996:55)states: One of the necessary ingredients of such a restructuring isempowering the players, the teachers. An essential condition for successfulimplementation of change is the empowerment of educators to manage thechange.The essential questions addressed in this study are:• To what degree are educators trained to manage these changes?• What does the successful implementation of change, entail specificallywithin the Social Sciences Learning Area?• What are the educators' needs and experience regarding change?The main focus of this study is to make a qualitative and quantitativeevaluation of the current changes with a view to developing a theoreticalframework for the training of educators for Outcomes-based Education(OBE) within the Social Sciences Learning Area.To achieve the main focus of this study, the following specific aims havebeen formulated:• executing of a literature study, with regard to appropriate curriculumtheory, curriculum practice and development of educators;• making a qualitative and quantitative evaluation of the training processof educators within the Social Sciences Learning Area; and• developing a theoretical framework to address the problems that havebeen identified, regarding educator development.The contribution of this study is located not only in the appropriate literaturestudy, but also in the fact that the outcome of this research can contribute tothe development of a relevant, effective and contextualised disseminationprocess. It is clear that ineffective dissemination is the root cause ofineffective curriculum development, as educator development cannot beoptimalised in such conditions.

[发布机构] Stellenbosch University