Die invloed van onderwysers se demokratiese waardes op hulle houding teenoor inklusiewe onderwys

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dc.contributor.advisorEngelbrecht, P.
dc.contributor.advisorSteyn, J. C.
dc.contributor.authorOswald, Marietjie M.
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Education Policy Studies.en_ZA
dc.date.accessioned2012-08-27T11:34:54Z
dc.date.available2012-08-27T11:34:54Z
dc.date.issued2001-12
dc.descriptionThesis (MEd)--Universiteit van Stellenbosch, 2001.en_ZA
dc.description.abstractENGLISH ABSTRACT: Since 1994 the South African government has been committed to the transformation of the educational system driven by the process of democratisation. Inclusive education, as a recent initiative in education, finds its philosophical position within the niche created by the democratic ideal of freedom. equality and justice. Both the teacher and teacher training are key elements within the process of educational transformation. Successful transformation in the schools and classrooms depends upon a change of heart on the part of every teacher in the school. The establishment of a democratic way of life in learners and the successful implementation of inclusive education require that the whole school community, including the teachers, undergo a paradigm shift. The primary purpose of the study was to obtain a clear picture of the teachers' democratic values and their attitude to inclusive education as well as the relationship between their democratic/autocratic orientations and their attitude to inclusive education. The study was done using mainly qualitative research, but it also had a small quantitative component, which was limited to the data collection and data analysis phases. The research findings may be described as follows: • The participating teachers are still in a transitional phase on the road to the transformation of school and classroom practice and are resisting the renewal in education. • Although they find the philosophic underpinnings of inclusive education acceptable, they do not see themselves as ready for the implementation phase. • There is a significant correlation between the teachers' democratic/ autocratic orientations and their attitude to inclusive education. The findings of this study have critical implications for teacher training within a process of transformation, such as we are in at present. During an in-service training programme teachers should be brought to the point where they can place their own values, and attitudes under the microscope and to change them.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Sedert 1994 is die Suid-Afrikaanse regering verbind tot die transformering van die onderwyssisteem soos gestuur deur In proses van demokratisering. Inklusiewe onderwys as In onlangse inisiatief in die onderwys vind 'n filosofiese staanplek binne die nis soos deur die demokratiese ideaal van vryheid, gelykheid en regverdigheid geskep. Beide die onderwyser en onderwyseropleiding is sleutelelemente binne 'n proses van transformasie in die onderwys. Suksesvolle transformasie in skole en klaskamers is afhanklik van In persoonlike harts- en wilsverandering van elke onderwyser in die skool. Die vestiging van In demokratiese lewenswyse by leerders en die suksesvolle implementering van inklusiewe onderwys vra dus In paradigmaskuif van die hele skoolgemeenskap, insluitende die onderwyser. Die doel van hierdie studie was eerstens om In duidelike beeld te verkry van onderwysers se demokratiese waardes, hulle houding teenoor inklusiewe onderwys en ook die verband tussen hulle demokraties/outokratiese orientasies en hulle houding teenoor inklusiewe onderwys. Die ondersoek is gedoen aan hand van In oorwegend kwalitatiewe studie, maar met In klein kwantitatiewe komponent wat net in die data-insamelings- en -analisefases gefigureer het. Die navorsingsbevindinge kan as volg aangedui word: • Die deelnemende onderwysers bevind hulle nog in In oorgangsfase na die transformering van die skool- en klaskamerpraktyk en bied weerstand teen die vernuwing in die onderwys. • Alhoewel die filosofiese begronding van inklusiewe onderwys vir hulle aanvaarbaar is, beskou hulle hulleself nie as gereed vir die implementeringsfase nie. • In Beduidende verband is bevind tussen onderwysers se demokraties/outokratiese orientasles en hulle houding teenoor inklusiewe onderwys. Die bevindinge van hierdie studie hou krities-belangrike implikasies in vir onderwyseropleiding binne In proses van transformasie van die onderwyssisteem soos tans die geval. Onderwysers behoort binne In indiens-opleidingsprogram begelei te word om eie waardes, oortuigings en houdings onder loep te neem en te verander.af_ZA
dc.format.extent310 p.
dc.identifier.urihttp://hdl.handle.net/10019.1/52208
dc.language.isoaf_ZAaf_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectMainstreaming in education -- South Africaen_ZA
dc.subjectInclusive education -- South Africaen_ZA
dc.subjectTeachers -- Attitudesen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.titleDie invloed van onderwysers se demokratiese waardes op hulle houding teenoor inklusiewe onderwysaf_ZA
dc.typeThesisen_ZA
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