Ondersoek na 'n effektiewe metode van indiensopleiding vir Kuns en Kultuuronderwysers in Suid-Afrika

[摘要] In 1994 the first democratic election took place in South Africa. Since then large initiatives havebeen undertaken on national level to redress the inequalities of the past. One of these areaswhere drastic transformation was needed, is the education system of the country. A NationalQualifications Framework was created and Outcomes Based Education was used to implement anew curriculum. This required a total paradigm shift of teachers in terms of how they thoughtabout education as well as changes in their teaching practice. The learning area Arts and Culturewas included in the new curriculum to provide all learners with equal opportunities to take partin and enjoy the arts, cultural expression and conservation of heritage as a basic human right.The learning area however brought about unique problems for the teacher, as it is multidisciplinaryand most teachers were not trained to facilitate it. Initially it was given to teacherswho were specialists in one or the other of the arts disciplines, but these teachers progressivelyleft the education system, and since then the learning area has fallen into the hands of nonspecialists.The Department of Education has launched various training opportunities toempower teachers, but without much success. Teachers remain inadequately qualified regardingsubject knowledge and skills to bring the learning area to fruition and to reach the goals of thecurriculum. In the process learners are deprived of important opportunities for experiences in thearts and teachers become increasingly demotivated. Thus, in South Africa there exists a direneed for effective in-service training and professional development of Arts and Culture teachersin order to empower them to take their place in the unlocking and transmission of the spiritualgoods of the human race to our youth. This study investigates the true problems of Arts andCulture teachers in South Africa by placing the process of transformation in the educationsystem after 1994 into context and viewing Outcomes Based Education, the learning area Artsand Culture and the development of teachers through the looking glass. Three forms of trainingfor teachers are compared to try and find a possible best way to address these problems and todetermine whether effective in-service training of Arts and Culture teachers leads to professionaldevelopment, empowerment, a more positive vocational disposition and motivation. Training ona one-to-one basis lead by a specialist teacher emerges as the most effective alternative form oftraining.

[发布机构] Stellenbosch University