Multicultural education in secondary schools in South Africa : an analysis of teachers' needs

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dc.contributor.advisorCilliers, C. D.en_ZA
dc.contributor.authorVan der Merwe, Ann-Marieen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Educational Psychology.
dc.date.accessioned2012-08-27T11:37:08Z
dc.date.available2012-08-27T11:37:08Z
dc.date.issued1997-12
dc.descriptionThesis (MEd) -- University of Stellenbosch, 1997.
dc.description.abstractENGLISH SUMMARY: The aim of this research was to determine the perceptions and problems of teachers regarding their black pupils in the areas of language, cognitive, inter-personal, and intra-personal development in selected secondary schools in which these pupils had been enrolled, with the purpose of determining the implications for the development of teacher training programmes pertaining to multicultural education. In addition, the study aimed to determine the extent ·of the teachers' training in these fields and the extent of their needs to address these problems. The opinions of 106 teachers Were obtained via an extensive needs analysis questionnaire for teachers, which was compiled with the assistance of the Human Sciences Research Council (HSRC) (Cape) and specialists in the areas covered in the questionnaire. The results indicated that the majority of respondents regarded language and the lack of self-esteem as the two main problems regarding the black pupils in their classes. Most problems were found to be in the areas of intra-personal skills and language skills and to a lesser extent in the areas of cognitive development or inter-personal skills. Most teachers regarded problems relating to the inter-personal skills of black pupils as Of minor importance. The respondents on the whole did not perceive their black pupils as having problems with general cognitive development. The majority of respondents had received little or no formal training in inter-personal skills or intra-personal skills; and indicated a strong need to be trained in these areas, especially regarding the understanding of the black pupil's home environment. In addition they need knowledge of second language methodology in order to assist their black pupils to cope with the English language.
dc.description.abstractAFRIKAANSE OPSOMMING: Die doel van hierdie navorsing was om die persepsies en probleme van onderwysers te bepaal ten opsigte van die behoeftes op die gebied van taal, kognitiewe. interpersoonlike en intra-persoonlike ontwikkeling wat swart leerlinge in geselekteerde sekondere skole ondervind. Hierdieinligting sou gebruik kon word om die implikasies vir die toekomstige ontwikkeling van onderwyseropleidingsprogramme in verband met multikulturele onderwys te bepaal. 'n Verderedoel van die studie was om die omvang van die opleiding wat onderwysers alreeds ontvang het, asook die omvang van hulle bestaande behoeftes in hierdie verband, te bepaal. Die menings van 106 onderwysers is verkry deur middel van 'n omvattende behoefteanalisevraelys vir onderwysers; wat opgestel is met behulp van die RGN (Kaap), asook van spesialiste opdie verskeie gebiede wat deur die vraelys gedekis. Die uitslae van hierdie ondersoek dui aan dat taal en die gebrek aan selfagting deur die meerderheid respondente beskou word as die twee hoofprobleme wat swart leerlinge ondervind. Die meeste probleme le op die gebied van intra-persoonlike en taalvaardighede en, in 'n mindere mate, op die gebied van kognitieween interpersoonlike vaardighede. Inter-persoonlike behoeftesis laag geskat en oor die algemeen is dit die mening van onderwysers datswart leerlinge nie juis probleme met kognitiewe ontwikkeling ondervind nie. Die meerderheid respondente het min of geen fonnele opleiding ontvang op die gebied van inter-persoonlikie en intra-persoonlike vaardighede nie en het die behoefte uitgepsreek om hierin opgelei te word. Twee besondere behoeftes wat uitgespreek is, is om swart leerlinge setuisagtergrond te verstaan en om kennis te verwerf van tweedetaalmetodologie, sodat hulle swart leerlinge se taalbehoefte ten opsigte van die gebmik van Engels sou kon aanspreek.
dc.format.extent105 pages
dc.identifier.urihttp://hdl.handle.net/10019.1/55591
dc.language.isoen_ZA
dc.publisherStellenbosch : Stellenbosch University
dc.rights.holderStellenbosch University
dc.subjectMulticultural education -- South Africaen_ZA
dc.subjectSchool integration -- South Africaen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.titleMulticultural education in secondary schools in South Africa : an analysis of teachers' needsen_ZA
dc.typeThesisen_ZA
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