Title page for ETD etd-09102007-164922

Document Type Doctoral Thesis
Author Heyns, Marilein
Email mheyns@telkomsa.net
URN etd-09102007-164922
Document Title ‘n Analise van oordragdinamiek, leerfasilitering en praktyk in ‘n Nagraadse Sertifikaat in Hoër Onderwys (Afrikaans)
Degree PhD (Curriculum Studies)
Department Curriculum Studies
Advisor Name Title
Prof A Hattingh
Prof H R Hay
  • higher education
  • trainer
  • knowledge society
  • adult learning
  • certificate
  • constructivism
  • whole brain learning
  • learning
  • transfer
  • learner-centered learning
Date 2007-09-06
Availability unrestricted

The aim of this study explicates both the dynamics in theoretical and practical perspectives of novice and experienced practitioners on the effects of a Postgraduate Certificate in Higher Education. This programme is designed and developed with the dual purposes to empower higher education, training, and development practitioners to facilitate learning in an innovative way and to ensure transfer of learning.

Following the global critique on the lack of training of novice practitioners, the lack of training of experienced practitioners; quality teaching and learning in higher education, improvement and reform of teaching in higher education, and transfer as “an ultimate goal that has thus far proved elusive” (Pedersen & Liu 2003:313), the enquiry exposed key results and insights into the programme, transfer, and higher education. Quantitative data from seven case studies enhanced holistic understanding sprouting from internal and external influences on learners in comparrison to the teoretical paradigm and outcomes set by the programme. This paradigm nutures factors driving transfer, innovative teaching strategies and approaces employed by the programme and South African educational system.

The study substantiated transferred professional and personal development and ideological change attributing to competence as three major findings. This study therefore suggests that it is possible to attribute current competence, knowledge, facilitating skills, attitudes, and values to the programme as initial learning provider.

The greatest inhibitor to transfer appeared to be a deification of traditional forms of education agains the modern paradigm as well as insificient cencern with a substantial knowledge base and facilitating skills. Recommendations includes modelling of principles of approaches to teaching and learning regarding OBE, learner-centrered, adult learning, the accomodation of learning style and integration of “multiple layers of meaning and experience rather than defining human possibilities narrowly” (Miller 2003). The findings and recommendations constitute greater attention to the facilitators of learning’s ways of knowing in the classroom as critical to supporting adult learning and growth. The study employed a lens through which learning and teaching experiences are and could be filtered, given developmentally appropriate supports and challenges to enhance facilitating skills and competencies to meet the demands of the changing nature of work and learning.

Therefore, turning to a specific alternative (and surely not flawless) application of the messages carried by interpretation of theory transferred to the art of teaching and training practices, this study portrays the broader concept of symbolic inversion and transgression. The study becomes the variety of facts and figures, of form and future in the wholeness and limitations of being, belonging and seeing in higher education. The interior translation of the inputs and process of a Postgraduate Certificate in Higher Education by the facilitators of learning who participated in this programme hold the multiple ways of more sustained and more profound effect in their teaching practice, translating learning into the real and living world.

© University of Pretoria
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  00front.pdf 222.22 Kb 00:01:01 00:00:31 00:00:27 00:00:13 00:00:01
  01chapter1.pdf 918.99 Kb 00:04:15 00:02:11 00:01:54 00:00:57 00:00:04
  02chapter2.pdf 373.56 Kb 00:01:43 00:00:53 00:00:46 00:00:23 00:00:01
  03chapter3a.pdf 599.36 Kb 00:02:46 00:01:25 00:01:14 00:00:37 00:00:03
  04chapter4.pdf 333.59 Kb 00:01:32 00:00:47 00:00:41 00:00:20 00:00:01
  05chapter5.pdf 631.61 Kb 00:02:55 00:01:30 00:01:18 00:00:39 00:00:03
  06chapter6.pdf 335.08 Kb 00:01:33 00:00:47 00:00:41 00:00:20 00:00:01
  07references.pdf 209.03 Kb 00:00:58 00:00:29 00:00:26 00:00:13 00:00:01
  08annexures.pdf 81.04 Kb 00:00:22 00:00:11 00:00:10 00:00:05 < 00:00:01
  09annexures.pdf 520.16 Kb 00:02:24 00:01:14 00:01:05 00:00:32 00:00:02

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