'n Gevallestudie van interaktiewe leer en onderrig in maatskaplike werk by die Hugenote Kollege, Wellington

[摘要] The policy statements of South Africa stipulate that students of social work have to be ledin an interactive way during teaching and learning in order to prepare them for theircareer, but also to attain the outcomes of the current tertiary education system of SouthAfrica. These outcomes have, among others, the purpose of empowering students todevelop into critical thinkers. During the mentioned teaching and learning processstudents are given the opportunity of bringing their own diverse frames of reference andexperiences to the learning situation and share with one another. Because different inputsare accommodated in the teaching- and learning process, students get the opportunity toappreciate their own diversity, that of their fellow students, as well as the diversity ofsociety. Students can consciously reflect on this and so doing understand theory betterand eventually integrate it.Lecturers in social work are not necessarily prepared and equipped to teach effectivelywithin the mentioned context. Although teaching and learning in social work is unique,the effectiveness of the process of teaching and learning depends on the implementationof a suitable teaching style by the lecturer, as well as the fitting of this style to theparticular learning style of the students by which empowering teaching and learning isfacilitated.In this research, the Huguenot College, Wellington was used as a case study to criticallystudy the application of interactive teaching and learning. A combined qualitative andquantitative research method was used to involve the final year students in social work inan exploratory study. Eight principal themes, including the traditional Christian characterof the Huguenot College and the preferred method of study of the students wereresearched. Significant findings of this study indicate that:• The students in social work at the Huguenot College are of the opinion that theChristian character of this institute should be preserved to play a role in teachingand learning and that the appropriate accommodation of the diverse spiritual needs of the students augments the effectiveness of the teaching and learningprocess.• The students in social work at the Huguenot College prefer to study according to acombination of the Assimilative Study Method (observe-and-think) and theConvergent Study Method (think-and-do). These two learning styles correspondwith the expectations of the outcomes based education system, according towhich, among others, students are expected to be critical thinkers in effectiveteaching and learning.• Lecturers in social work impair the effective handling of diversity during teachingand learning because class discussions on sensitive issues are ignored and thelecturers do not demonstrate adequate knowledge and understanding of thedifferences among students in a diverse context.In conclusion the recommendations of this study are given as guidelines for lecturers insocial work in order to optimize interactive teaching and learning. The most importantrecommendations resulting from this study indicate that:• The most relevant and appropriate way in which the Christian character of theHuguenot College can be accommodated has to be examined and implementedand the Christian church communities have to become involved in an appropriateway as co-role players in the teaching and learning of prospective social workers.• The course of the historic events at the Huguenot College must be utilized tostimulate the critical thinking process of the students.• Lecturers in social work must make a concerted effort to increase interactiveteaching and learning in social work by, for example, fitting the unique learningstyles of the students to appropriate teaching styles in a creative way with theview to optimizing the teaching and learning process.

[发布机构] Stellenbosch University