Title page for ETD etd-11192007-100110


Document Type Master's Dissertation
Author McCallaghan, Malize
Email malizem@gmail.com
URN etd-11192007-100110
Document Title Die gebruik van liggaamsportrette deur opvoeders in die vervulling van hulle pastorale rol (Afrikaans)
Degree MEd (Educational Psychology)
Department Educational Psychology
Supervisor
Advisor Name Title
Dr L Ebersöhn
Dr R Ferreira
Keywords
  • liggaamsportret
  • vulnerable children
  • kwesbare kinders
  • body mapping technique
  • liggaamsportrettegniek
  • body map
  • memory box-tegniek
  • memory box technique
  • pastorale rol van opvoeders
  • memory work
  • South African education policies
  • Suid-Afrikaanse onderwysbeleide
  • pastoral role of educators
  • informal settlement community
  • konstruktivisties-interpretivistiese navorsingsben
  • constructivist interpretivist research approach
  • informele nedersettingsgemeenskap
Date 2007-09-06
Availability unrestricted
Abstract
The objective of this qualitative study was to explore the extent to which body maps could be implemented by educators as part of the fulfilment of their pastoral role. I approached the study from a constructivistinterpretivist perspective underpinned by action research principles. I implemented an instrumental case study as research design and selected a primary school located in an informal settlement community in the Nelson Mandela Metropole. Ten female educators at this school, three other members of a research team and I took part in the process of data generation. Having acquired baseline information during the first field visit, a fellow researcher and I implemented an intervention during which the techniques of body mapping and making memory boxes (the study focus of my fellow researcher) were introduced to the participants. We then requested them to apply the two techniques (as part of a research assignment) before we undertook a second field visit. At the second visit, we attempted to explore the participants' experiences during the application of the techniques. Throughout the study I relied on focus group discussions, observation, critical self-reflection, auditive methods, visual methods, photos, a reflective research journal and field notes as data collection and capture methods. I analysed and interpreted raw data thematically.

Baseline information indicated that educators were quite clear about the theoretical nature of the pastoral role, yet the practical application of this role presented a challenge. Data generated after the intervention indicates how educators understood and used the body mapping technique. This theme was refined into subthemes dealing with implementation modes, application contexts and application outcomes of the body mapping technique. The second main theme indicated the applicability of body maps in the classroom context as part of the pastoral role. This theme comprises subthemes relating to general curricula, practical considerations, alternative uses and application modes, pastoral responsibilities that were facilitated (and not) by participants' use of the body mapping technique. Research findings therefore seem to indicate that the body mapping technique could be used by educators in fulfilling their pastoral role.

© University of Pretoria

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