Uitgawe 28- Julie 2014

3de termyn /3rd term: June - July 2014

Oppad met@ NWU OPVOEDINGSWETENSKAPPE

“Inspireer tot innovasie”

Umalusi launches FET gateway subject research

Short courses at NWU a first for subject advisers

Noordelike konsortium van universiteite gevestig vir mentorskapopleiding

PPAD MET OPVOEDINGSWETENSKAPPE

INHOUDSOPGAWEInhoudsopgawe Message from the Dean

Spesiale lesings en werkswinkels

Akademiese besoekers vanaf ander universiteite

Faculty: Research Outputs

New PhD summaries

Honorary doctorates

Personalia

Studentenuus

Algemeen

PPAD MET OPVOEDINGSWETENSKAPPE INHOUDSOPGAWEPPAD MET OPVOEDINGSWETENSKAPPPE

Message from the Dean


Umalusi is the quality council mandated with the setting and maintaining of standards in general and further education and training (FET) in South Africa. In order to attain this purpose, the organisation functions in four operational units, namely Quality Assurance of Assessment; Qualifications, Certification and Curriculum; Evaluation and Accreditation; and Statistical Information and Research.

The Qualifications, Certification and Curriculum unit has been conducting research on (among other issues) the benchmarking and evaluation of the national school curriculum over the past several years. One output from its research was a study that reported on an in-depth and detailed comparison between the NCS and the CAPS curricula for the FET Phase.

Umalusi has been intending to expand its involvement with tertiary institutions in South Africa, and as a result collaborated with the NWU’s Faculty of Education Sciences to launch the report for the comparative study at the Potchefstroom Campus. Although the day was exceptionally cold, the launch was well attended and an almost festive atmosphere prevailed. Attendees came from as far as KwaZulu-Natal and the Northern Cape, and included many dignitaries, among them Dr Mafu Rakometsi (CEO of Umalusi) and Prof Robert Balfour (Dean of the Faculty of Education Sciences, Potchefstroom Campus).

The overall results of the NCS and CAPS comparative study were reported on by Drs Celia Booyse and Sharon Grüssendorff, with a few perturbing findings, including the apparent disproportionate move towards teacher-centred education in the CAPS. After a lovely lunch (well organised by Ms Louise Meyer) with plenty of networking opportunities, the results of the subject-specific comparative studies were reported on in separate chaired sessions.

Subjects reported on included Accounting, Business Studies, Economics, Life Sciences, Physical Sciences, Geography, History, English (home language and first additional language), Mathematics and Mathematical Literacy. Detailed information was shared in

subject groups about the separate studies, their findings, and recommendations made as a result of the research. Opportunities were included for discussion and comments from participants. Comments from participants indicated great interest in the findings and potential for further research in this field.

The reports on the comparative studies for the services subjects (Consumer Studies, Hospitality Studies and Tourism) will be launched later in 2014 in Gauteng. It was a privilege to be involved in the research, as well as the launch of the reports. Hopefully, this will lead to many further opportunities for research and collaboration between the NWU and Umalusi.

Umalusi launches FET gateway subject research: by Ms Adri du Toit

Photo: Staff attending the Umalusi launchDr Annelie Roux, Ms Drienie Beytel, Ms Hanli du Plooy, Ms Heleen Coetzee, Ms Anitia Lubbe.

What’s in the CAPS package?


The NWU in collaboration with the North West Department of Education (NW DoE) embarked on the first training specifically aimed at empowering departmental subject specialists working in the North West Province. Subject advisers for Social Sciences, Natural Sciences and Mathematics attended the short courses recently at the Faculty of Education Sciences, Potchefstroom Campus.

The content of the courses presented was developed by Dr Susan Bester, Dr Pieter Warnich, Mr Philly Modisakeng and Dr Schalk Raath for Social Sciences; Dr Neal Petersen and Ms Lerina van der Westhuizen for Natural Sciences; and Dr Annalie Roux

Short courses at NWU a first for subject advisers

Photo: Prof Hercules Nieuwoudt (front second from right) with the subject advisers from the North West Department of Education who attended short courses at the Faculty of Education Sciences on the Potchefstroom Campus.

and Prof Hercules Nieuwoudt for Mathematics. These short courses were specifically designed to address the gaps and needs as identified by the NW DoE.

The Office for Short Learning Programmes at the Faculty of Education Sciences, successfully co-ordinated and executed the training.

Ms Masego Senna from the NW DoE said that the Department was proud to announce that this training was the first of its kind, but definitely not the last.


Noordelike konsortium van universiteite gevestigVerskillende universiteite wat onderwysersopleiding aanbied, gebruik dikwels dieselfde skole vir werk-geïntegreerde leer. By hierdie skole is daar onsekerheid en verwarring oor die verwagtinge van die verskillende opleidingsinstansies rondom die WIL-program. Universiteite is ook onseker oor die gehalte van die ondersteuning en ontwikkeling aan die studentonderwyser. Die uitdaging is dus om onsekerheid en verwarring binne professionele praktiseringskole aan te spreek en ook te verseker dat die opleiding en steun aan studentonderwysers met die onderwysersopleidingsprogram integreer.

Die Mentorskapopleidingsprogram kan hierdie uitdagings aanspreek:

• Geselekteerde senior onderwysers in professionele praktiseringskole word opgelei om studentonderwysers te lei en te ontwikkel tot professionele praktisyns.

• Hierdie mentors word ook bemagtig om as fase- en/of vakspesialiste, studenton-derwyserlesse binne alle jaarvlakke te assesseer en opvolgaksies binne die WIL-tydperkte te onderneem, en aan die onderwysersopleidingsinstansie terugvoer oor die studentonderwyser se vordering te gee.

• Voorts word hierdie mentors ingelig deur demonstrering van onderrig- en leer-strategieë, en vaardighede belyn met die leerbehoeftes van die 21e-eeuse kind.

Op inisiatief van prof Balfour is op 5 Junie, onder die sambreel van die Afdeling Professionele Ontwikkeling onder leiding van prof Aubrey Golightly en prof Barry Richter, samesprekings tussen die vyf noordelike universiteite, die NWU, University of Johannesburg, Universiteit van Pretoria, Universiteit van die Vrystaat en University of the Witwatersrand, gehou oor moontlike samewerking rondom WIL en mentorskapopleiding.

Die agenda het ingesluit die moontlike konsolidering van professionele praktiseringskole wat tydens WIL-tydperke deur studentonderwysers van hierdie betrokke universiteite benut word, en mentorskapopleiding van senior onderwysers soos vereis in die Geïntegreerde Strategiese Beplanningsraamwerk vir Onderwyseropleiding en -ontwikkeling (April 2011).

Uit hierdie inisiatief het die volgende voortgevloei:

• Die konsortium van universiteite beoog om lyste van professionele praktisering-skole te deel.

• Binne hierdie skole moet senior onderwysers as mentors opgelei word om studen-tonderwysers tydens WIL-tydperke te ondersteun.

vir mentorskapopleiding

Foto: Verteenwoordigers van vyf noordelike universiteite het samesprekings gevoer oor mentorskapopleiding en werk-geïntegreerde leer.


Die NWU se Mentorskapprogram sal as basis gebruik word en gestandaardiseer word om die betrokke universiteite se WIL-programbehoeftes in te sluit.

Taakspan is geïdentifiseer om hierdie aksies te ontwikkel en te koördineer:

• mnr Dawid Oelofse (NWU sameroeper);

• dr LD Beukes (Universiteit van Pretoria);

• me A Beattie (Universiteit van die Vrystaat);

• me Mohammed (University of Johannesburg); en

• dr P Goldschagg (University of the Witwatersrand).

Ander werksaamhede waaroor die taakspan moet besin, sluit in:

• Die moontlikheid, vir alle betrokkenes, van toeganklike streek- of nasionale databa-sis van opgeleide mentors in skole. Moontlikhede soos die Dekaneforum se portaal op die Departement van Hoër Onderwys en Opleiding se webtuiste, is geopper.

• Om die Departement van Basiese Onderwys se ondersteuning te verkry om men-torskapopleiding as nasionale inisiatief in al nege provinsies te promoveer en te vestig. Prof Balfour sal hierin behulpsaam wees.

Die taakspan vergader op Donderdag 24 Julie 2014 om hulle werksaamhede en taakopdragte te beplan en tot daadkrag te bring. Terugvoer sal vroeg in September gegee word tydens samekoms van belanghebbendes by die University of Johannesburg. Die moontlikheid van die insluiting van die suidelike universiteite word ondersoek en in die vooruitsig gestel.

Met hierdie inisiatief word voorsien dat die gehalte van onderwys in die algemeen en opleiding van studentonderwysers as professionele praktisyns, kwaliteit hupstoot tot gevolg sal hê.

Akademiese besoekersvanaf ander universiteite

Prof Arnetha Ball – Diversity in education

Dr Arnetha Ball, English language professor at Stanford University and former President of the American Educational Research Association visited the Faculty from 17 to 20 June. Prof Ball was the special guest of Vice-Rector Prof Amanda Lourens and was part of the panel who presented the Brain Bag Lunch on 20 June. During the week, Prof Ball, whose research focus is diversity in education, attended a workshop on diversity hosted by Dr Herman van Vuuren. She also presented a workshop to English major students in the Faculty on teaching writing to learners from diverse backgrounds. Postgraduate students whose research focuses on English in education had the opportunity to present their work and receive valuable feedback during a colloquium hosted by the English for Education subject group and Prof Ball. Prof Ball also visited the Institute for Reconciliation and Social Justice at the University of the Free State during the week.

Prof Arnetha Ball (centre) with staff of the English for Education subject group: Ms Karin Martens, Dr Kotie Kaiser, Dr Maryna Reyneke and Ms Salomè Romylos


Prof Lucy Guglielmino – Selfgerigte leer

Dr Lucy Guglielmino, wat as buitengewone professor by die Noordwes-Universiteit en spesifiek by die Skool vir Natuurwetenskappe en Tegnologie vir Onderwys aangestel is, het op 12 Junie tydens die skoolbyeenkoms die personeel oor selfgerigte leer toegelig. Tydens haar besoek het sy ook tyd aan individuele afsprake met elkeen van die navorsers in die SDL–TEL-fokusarea afgestaan.

Photo: Prof Barry Richter (school director), Prof Lucy Guglielmino and Prof Elsa Mentz (director of the new focus area: Self-Directed Learning and Technology-Enhanced Learning).

Prof Mary-Louise Vanderlee – Early childhood development and education

The Faculty of Education Sciences had the privilege of hosting Prof Mary-Louise Vanderlee, from Brock University in Ontario in Canada as a guest in May. The Faculty’s relationship with Prof Vanderlee started with the establishment of a memorandum of understanding between Brock University and the NWU. In 2012, she was appointed an extraordinary professor of the NWU and has since been involved in various projects and programme planning with the Early Childhood Development and Education subject group cluster.

Prof Vanderlee specialises in service learning and has been involved in various community projects in South Africa. Her research interests include pre-service and in-service teacher education in developing nations – a field in which she is always willing to share her expertise. In 2013 and 2014, she accompanied students from Brock University for their practicum in early childhood centres in Ikageng. The group invested much effort in improving learning conditions, and learning and teaching support material at the centres where they were placed.

Photo: Faculty members from the Early Childhood Development subject group with guest speaker Prof Mary-Louise Vanderlee. Fltr: Ms Annemarie Loubser, Ms Jeaninne Keating, Ms Rina Landsberg, Dr Audrey Klopper, Prof Mary-Louise Vanderlee (back) and Prof Carisma Nel.


Prof Vanderlee playing for the volleyball team of the School of Human and Social Sciences for Education on the recent Faculty day.

As part of Prof Vanderlee’s visit, she presented a lecture titled “Children’s stress response system: Implications for ECE practice and teacher education”. The lecture was attended by colleagues and local teachers from Potchefstroom. However, her contribution was not limited to the field of academics only. She also displayed her ability as a team player by playing for the volleyball team of the School of Human and Social Sciences for Education on the Faculty day (see the article on page…).

Dr Vanderlee was recently promoted to full professor at Brock University. She was also appointed as Chair of the Department of Graduate and Undergraduate Studies in Education at Brock University. The NWU is honoured to be associated with an academic of her calibre and an expert in the field of early childhood education.

Afrikaans-

Dr Ronél van Oort en me Corné van der Vyver is mede-outeurs van Afrikaansmetodiek deur ’n nuwe bril uitgegee deur Oxford University Press. Dit is ’n omvattende handleiding oor Afrikaansonderwys in die Intermediêre en Senior, Senior en VOO-fase. Dit is ’n praktiese gids wat deur dosente van verskillende universiteite vir onderwysstudente wat Afrikaans gaan onderrig, saamgestel is. Praktiserende taalonderwysers sal ook hierby kan baat.

Foto: Me Corné van de Vyver en dr Ronél van Oort.

sien die lig

nuwe

metodiekhandboek


Navorsingsuitsette van personeelFaculty: Research Outputs

Statistics (March 2013 – Junie 2014)

Research Outputs 2012 2013 2014

School of Human & Social

Sciences for Education

School of Natural

Sciences & Technology

School Of Education

Studies

Research Director Dean

Research Target For

Faculty

Indicators - Academics 133 132 127 38 40 47 1 1

Indicators - All Researchers 138 140 133 39 41 48 4 1

Research Outputs - Total 88.4 116 75 15.66 18.83 38.00 0.33 1.00

Research units: PAS / all researchers in Faculty

0.64 0.829 2.735 0.402 0.459 0.792 0.083 1.000

Research Units: PAS / academic staff permanen

0.664 0.879 0.591 0.412 0.471 0.809 0.330 1.000

RESEARCH TARGET PER ENTITY FOR 2013

0.32 0.80 0.80 1.50 1.50 1.50 1.50 1.50 0.80

DEVIATION FROM TARGET 0.32 0.029 1.93 -1.098 -1.04 -0.71 -1.42 -1.50

Articles units per PAS 0.168 0.235 0.102 0.044 0.071 0.277 0.330 1.000

Articles published in accredited journal 29 47 22 2 5 13 1 1

Articles accepted by accredited journals 20 16 13 2 0 10 0 1

Articles published in non-accredited journals

2 12 2 0 0 2 0 0

Articles - submitted 26 29 40 7 5 23 5 0

Articles - in process 16 13 9 2 1 6 0 0

PPAD MET OPVOEDINGSWETENSKAPPEPPAD MET OPVOEDINGSWETENSKAPPPE


School of Human &

Social Sciences for Education

School of Natural

Sciences & Technology

School Of Education

Studies

Research Director

DeanResearch Target For

Faculty

Conference proceedings - International 2 8 0 0 0 0 0 0

Conference proceedings - National 3 1 0 0 0 0 0 0

Conference paper delivered - International

41 80 18 1 4 11 2 0

Conference paper delivered - National 22 8 12 4 0 7 1 0

Project reports 7 4 4 0 1 1 2 0

Books - published 0 0 0 0 0 0 0 0

Books - accepted 0 0 0 0 0 0 0 0

Editors of books 3 4 1 0 0 1 0 0

Chapters in books - published 9 36 7 0 0 7 0 0

Chapters in books - accepted 0 4 4 0 0 4 0 0

Contribution to encyclopaedia 0 0 0 0 0 0 0 0

NRF-rated researchers 7 10 8 0 0 5 2 1

Post-doctoral Fellows 5 7 6 1 1 2 2 0

Research Fellow 1 1 1 0 0 0 1 0

Extraordinary Professors 3 3 3 1 1 1 0 0

PPAD MET OPVOEDINGSWETENSKAPPEPPAD MET OPVOEDINGSWETENSKAPPPE

FACULTY: POSTGRADUATE STUDENTS: Hemis year Sept/May Graduations


MEd students – in process 82 91 98

MEd students – completed 22 3 26

TOTAL 82 91 93

PhD students – in process 56 66 72

PhD students – completed 11 2 12

TOTAL 56 66 73

Updated: June 2014

Sources:1. Monthly feedback from academics.2. Controlled by M Moruri on the 15th of every month on hard copies, ISI and

DHET list.3. Submitted on Info-Ed Institutional Research Administration.4. Controlled with research director5. Submitted to the dean’s office


Thesis abstracts from colleagues who

As usual, we have asked colleagues who recently obtained their doctorates to provide us with a abstract of their thesis. This issue features the work of Dr Elize Vos and Dr Joany Fransman.

’n Leesmotiveringsprofiel van en ’n -raamwerk vir Afrikaanssprekende adolessentelesers

Dr Elize Vos

Lees speel ’n beduidende rol in die samelewing en tans is daar wêreldwyd druk vir hoër geletterdheidsuitslae. Leesmotivering en die verband wat dit met ’n leerder se leeshoeveelheid, leesbegrip en akademiese prestasie het, was die fokus van my studie, aangesien hierdie problematiese konstrukte internasionaal belangstelling wek. Die verbande tussen hierdie konstrukte is reeds met uiteenlopende resultate nagevors,

maar hierdie verbande is nog nie in ’n Suid-Afrikaanse konteks met Afrikaanssprekende adolessentelesers ondersoek nie.

Drie navorsingsdoelwitte is vir my studie bepaal, naamlik die saamstel van ’n leesmotiveringsprofiel van Afrikaanssprekende adolessentelesers; die analisering van die verbande tussen Afrikaanssprekende adolessentelesers se leesmotivering en hulle leeshoeveelheid, leesbegrip en akademiese prestasie in ’n Afrikaans Huistaal-omgewing; asook die ontwikkeling van ’n leesmotiveringsraamwerk, veral vir gebruik in die skool- en klaskameromgewing, vir hierdie adolessentelesers.

Die studie is binne die post-positivistiese navorsingsparadigma met behulp van ’n nie-eksperimentele kwantitatiewe navorsingsbenadering uitgevoer. Drie data-insamelingsmetodes is gebruik, naamlik ’n gestruktureerde vraelys (gegrond op die elf leesmotiveringsdimensies van Wigfield en Guthrie (1997) se Motivation for reading questionnaire wat vir die doel van hierdie studie vir die Suid-Afrikaanse konteks

aangepas is), twee leesbegripstoetse en die verkryging van data oor die akademiese prestasie van die respondente. Die 823 respondente wat aan hierdie studie deelgeneem het, was die graad 9-leerders (Afrikaans Huistaal) van sewe hoërskole uit die dr Kenneth Kaunda-distrik (Noordwesprovinsie, Suid-Afrika) wat met behulp van ’n doelgerigte steekproefneming geselekteer is, sodat verskillende kwintiele en geografiese gebiede verteenwoordig is.

Inligting wat uit ’n breedvoerige literatuurstudie oor tersaaklike motiveringsteorieë, oor leesmotivering in die praktyk en oor die verband tussen hulle leesmotivering, leeshoeveelheid, leesbegrip en akademiese prestasie verkry is, asook die resultate van ’n empiriese ondersoek oor die leesmotivering van bepaalde graad 9-leerders, is gebruik om ’n leesmotiveringsprofiel van Afrikaanssprekende adolessentelesers saam te stel. Die saamstel van ’n leesmotiveringsprofiel van Afrikaanssprekende adolessentelesers was noodsaaklik alvorens ’n leesmotiveringsraamwerk vir hierdie adolessentelesers ontwikkel kon word.

Die leesmotiveringsraamwerk beveel bepaalde leesmotiveringstrategieë aan wat verskillende sosiale rolspelers in die skool- en klaskameromgewing kan aanwend om Afrikaanssprekende adolessentelesers se leesmotiveringsvlakke te verbeter. Die verskillende sosiale rolspelers wat Afrikaanssprekende adolessentelesers se leesmotivering sou beïnvloed en die leesmotiveringstrategieë wat elkeen van hulle sou kon gebruik, is gesistematiseer (naamlik die Onderwysdepartement, skoolhoof en -bestuurspan, onderwysers en ouers).

Die kernbydrae van hierdie studie is dat ’n leesmotiveringsprofiel van ’n groep Afrikaanssprekende adolessentelesers (graad 9-leerders) saamgestel kon word, dat daar duidelike onderlinge verbande tussen die respondente se leesmotivering en hulle leeshoeveelheid, leesbegrip en akademiese prestasie uit hierdie studie na vore gekom het, en dat ’n leesmotiveringsraamwerk ontwikkel kon word om hierdie adolessentelesers se leesmotiveringsvlakke mee te verbeter.

recently obtained their doctorates


Mathematics teachers’ metacognitive skills and mathematical language in the teaching-learning of trigonometric functions in township schools

Dr Joany Fransman

Having been involved in mathematics nearly all my life, first as a learner taking mathematics, later undergoing teacher training in mathematics, then teaching mathematics, and now as a lecturer in Mathematics Education, I have always been aware of the constant problem in mathematics education: that of the poor mathematics results. Creswell

(2009) is of the opinion that a researcher’s worldview is shaped by her/his discipline area, the beliefs of advisers and past research experiences. I suppose my involvement with mathematics education and my desire to make a difference contributed to my pragmatic mindset to a large extent. What works? How does it work? When does it work? Why does it work? These are all questions that occupy my mind on a daily basis. However, mathematics teaching is complex, and thus understanding the particular relationship between the logical structure of mathematics subject matter and the psychological structure of mathematical thinking has evaded educational theorists for ages. I support Campbell (2001) in asking the following question: should the teaching of mathematics conform to the logic of the subject matter, or should the subject matter conform to the psychology of the learner (or the teacher)? Both Piaget (1957) and Dewey (1990) mention the interplay between the logical and psychological aspects in teaching mathematics to learners. This interplay, together with my pragmatic mindset, formed the rationale of my study. Although numerous studies have investigated metacognition in learners, few of the studies focused on the metacognition of the teacher. McElvany (2009) referred to enquiries into teacher metacognition as a new area of metacognition research. It appears that little is known about the teacher’s metacognitive skills. To add to this, not much scholarly work of an interventionist nature is available on mathematical language and metacognitive skills for more effective teaching and learning in the mathematics classroom. Ader (2013) identified a lack of emphasis on the role of the teacher in metacognition in mathematics classrooms. In order to address this paucity in literature, I embarked on a design-based research study in which six mathematics teachers in the further education and training

band in two previously disadvantaged township schools, together with their Grade 10 learners and five colleagues from the Mathematics Education subject group at the university where I am employed, were invited to participate in my study. Data collection instruments consisted of individual interviews and a trigonometric assessment task.

Lessons were observed and videotaped to be viewed and discussed during focus group discussions in which the teachers, together with five mathematics lecturers, participated. The merging of the design-based research approach with lesson study brought about teacher–lecturer collaboration, referred to in this study as the Mathematics Educators’ Reflective Inquiry (ME’RI) group, and enabled the design of a hypothetical teaching and learning trajectory for the teaching of trigonometric functions. A metacognitive performance profile for the two Grade 10 teachers was also developed. The Framework for Analysing Mathematics Teaching for the Advancement of Metacognition from Ader (2013) and the Teacher Metacognitive Framework from Artzt and Armour-Thomas (2001) were adapted and merged to develop a new framework, the Metacognitive Teaching for Metacognition Framework. Without oversimplifying the magnitude of these concepts, the findings suggest a simple mathematical equation: metacognitive skills + enhanced mathematical language = conceptualisation skills. The findings propose that both TwM and TfM are required for effective mathematics instruction and that the ME’RI group has the potential to enhance the use of the metacognitive skills and mathematical language of mathematics teachers. The focus on the metacognitive skills and mathematical language of the teacher in particular is unique, as other similar studies have generally concentrated on the learner and not connected metacognition with mathematical language. It appears that teachers need to structure their thinking more clearly around what it is they actually want their learners to learn using mathematical language. I must acknowledge, however, that there are various additional factors that influence the effective teaching of trigonometric functions and that no straightforward answer is possible. However, collaborating with other mathematics educators might be the first step towards quality in mathematics education. Through this study, I had the opportunity for valuable reflection on my own teaching practices, as well as those at the university where I am employed, and have gained valuable experience and critical friends. I conclude this summary with a proposition made by Alan Schoenfield (2012:3), renowned academic and (to my mind) one of the greatest mathematicians of our time:

I propose that we all, each time we teach, stop to think about how and why the mathematics fits together the way it does and how we can help our students to see it that way. We owe our students no less. Let us teach.


Prof Ferdinand Potgieter’s inaugural lectureProf Ferdinand Potgieter delivered his inaugural lecture as full professor on 9 May 2014. His lecture titled “We don’t need no thought control! Reflections on a possible pedagogy of discernment” proved to be interesting indeed. The lecture included a musical video interlude of Pink Floyd and was followed by numerous international guests and colleagues via internet broadcast.

Making use of hermeneutic phenomenology and morality critique as methodological navigation points, Prof Potgieter challenged the illusory prestige and power of normative orders in presenting themselves to every successive generation as the best

Photo: Dignitaries and members of the procession (front): Prof Jan Swanepoel (Dean of the Faculty of Arts), Prof Rantoa Letšosa (Vice-Rector, Potchefstroom Campus), Prof Ferdinand Potgieter and Prof Robert Balfour (Dean of the Faculty of Education Sciences, Potchefstroom Campus).Back: Prof Dawid Gericke (Dean of the Faculty of Education and Training, Mafikeng Campus), Prof Kobus Mentz (School for Education Studies director), Prof Elsa Mentz (SDL-TEL director), Dr Herman van Vuuren (School of Human and Social Sciences for Education director) and Prof JP Rossouw (Edu-HRight director).

possible likenesses of and most believable blueprint(s) for eudemonia (the good life). By implication, he also challenged the education systems that are designed to keep these normative orders alive. It was suggested that what education needs is not morals and ethics, but a pedagogy of discernment that will teach pupils to keep their eyes open and to recognise the tragic truth that normative systems maintain themselves at the cost of wiping out the ontic truth of singularisation, mortality, as well as the ultimate non-normalisability of the human condition, namely that although we are capable of immense love and sensitivity, we are also capable of greed, hatred, brutality, rape, murder and war.


Trotse ondersteuning

Foto: Kollegas wat mekaar ondersteun maak die werksplek net soveel lekkerder. Me Jackie-Slabbert Redpath se kollegas van die vakgroep Ekonomiese en Bestuurswetenskappe-onderwys het seker gemaak dat sy haar MEd-graad raak vang.

val nie ver van die boom af nieBaie geluk aan me Dedré Victor (vakgroep Kreatiewe en Uitvoerende Kunste vir Onderwys) wie se dogter Hestia as die algehele wenner van die PUK-kampustalentfees-kompetisie aangewys is. Dit is ook die eerste keer in jare dat ’n visuele kunste-inskrywing gewen het. Hestia is ’n tweedejaar Owerheidstudie-student en bly in Heide.

Die aand was aan prof TT Cloete (me Augusta Cloete se skoonvader) gewy, wat hierdie jaar sy 90ste verjaarsdag gevier het. Die tema wat Hestia as haar inspirasie gebruik het was een van prof TT se gedigte (“God die digter”): “die aarde is deur ’n digter gemaak”. Sy het prof TT se profiel op ’n topografiese kaart ingeteken met die lyne van die kaart as riglyne. Dit is toe gemonteer op ’n tafeltjie wat van boeke gemaak is.

Foto: Hestia Victor by haar kunswerk wat prof TT Cloete se gesig in topografie uitbeeld.

Kunstalent-appelpersonalia


Caring studentsOur hearts swelled with pride when we heard of the following two students who are making a difference. On learning that the Department of Education had not paid the money for the feeding scheme at Fikadibeng Primary, at which they did their practicum, Ms Michelle Savva and Mr Thys Snyman, fourth-year Art students, paid for enough food from their own pockets to feed the children for two weeks during school time.

These two students were also involved in launching a blanket collection project Art Gives Hope, directed by Ms Dedré Victor. Blankets to be used at school were collected for 160 schoolchildren at Fikadibeng Primary to warm themselves during class time. Blankets and clothes were donated and the positive feedback on the project has encouraged expansion to other schools, as well as the Ikageng Day Care Centre for the Aged. A big thank you goes out to off-campus residence Huis DuVêr and Potchefstroom Central School, who donated the lion’s share of the blankets.

Photo: Learners from Fikadibeng Primary with their new blankets, pictured here with Ms Dedré Victor and the Principal Mr Gerrit van Niekerk.

Photo: Ms Michelle Savva and Mr Thys Snyman

make us proud


Stomende pas- en draaiwerkprojekDeur mnr Kobus Havenga, vakgroepgroepering Tegnologie vir Onderwys

Die derdejaar Pas- en Draaistudente moes tydens die eerste semester stoomenjin vervaardig wat aan sekere vooraf opgestelde spesifikasies moes voldoen. Die student word tydens die vervaardiging blootgestel aan die masjineringsprosesse, soos draaiwerk en freeswerk, van verskillende metale, wat insluit sagte staal, aluminium, vlekvryestaal, geelkoper en Vesconite (nylon). Die stoomenjin in hierdie voorlegging word uitgebeeld in werkswinkel wat boor, slypwiel en draaibank aandryf. Die stoom word verkry deur gebruik te maak van kalsiumkarbied wat in water oplos en asetileen vrystel wat as brandstof vir die stoomketel gebruik word. Die stelsel is ook toegerus met drukontlasklep om veiligheid te verseker. Die studente moes voorleggings doen om hul inisiatief en kreatiwiteit ten toon te stel.

Foto: Mnr Andre Smit demonstreer die werking van die stoomenjin.

Foto: Mnr Andre Smit en sy dosent, mnr Kobus Havenga, het die stoomenjin vir die Dekaan, prof Robert Balfour, demonstreer.


Nuwe vertolkingskundekursusDeur mnr Dawid Oelofse

Een van die afdelings in die Professionele Ontwikkelingsprogram van NWU onderwysstudente op die Potchefstroomkampus, is die aanbieding van kursusse om die buitekurrikulêreprogram in skole te ondersteun. Van studentonderwysers word verwag om in die eerste studiejaar ‘n sportkursus en in die tweede studiejaar ‘n kultuurkursus te deurloop as deel van die EDCC Professionele Ontwikkelingsmodule.

‘n Nuwe vertolkingskundekursus is vanjaar ontwikkel en gedurende die eerste semester vir 20 studente in elk van die skoolfases (Grondslag, Intermediêre en Senior, Senior en VOO, en Senior en VOO Tegnologie) aangebied. Die kursusteorie is in vier ontmoetingsgeleenthede aangebied. Studie-eenhede sluit in

• inleiding tot die vertolkingskunde: spraak en stem;• die vertelkuns en vertolkende leeswerk;• die vertolking van die gedig;• die tegniek van digkunsvertolking;• spreekkoorwerk; en• die aanbieding van ‘n woordkunsprogram.

‘n Woordkunsprogramteks is tydens die teorie deur elke fase ontwikkel vanuit ‘n tema volgens voorgeskrewe vereistes, wat ingesluit het ‘n storielyn, meertaligheid (ten minste drie tale), solowerk, samespraak en koorspraak. Die tekste is klassikaal bespreek, waarna stem en karakterindeling gedoen is. ‘n Projekleier regisseur, verhoogbestuurder en voorportaalbestuurder vir elke fase is aangewys en die voorbereidings het begin vir die summatiewe assesseringsgeleentheid.

Die groep het Vrydag 30 Mei vasgemaak vir die aanbieding en daar is besluit dat die program twee keer herhaal sal word. As aanbiedingslokaal is die Cachet Kleinteater gekies en bespreek. Die begroting is opgestel deur die projekleiers en klassikaal bespreek, eregastelys opgestel, kaartjiepryse vasgestel en die voorbereidings het begin.

Twee terugvoervergaderings is gehou en ‘n kleedrepetisie het op Dinsdag 26 Mei plaasgevind.

Vrydag 30 Mei is twee aanbiedings gehou met ‘n uur speling tussen elk. Tydens die tweede aanbieding, wat ook deur eregaste bygewoon is, het die assessering plaasgevind. ‘n Eksterne assessor het saam met die interne assessor opgetree. Na die aanbieding het die eksterne assessor ‘n refleksiegesprek met die deelnemers gehad.

‘n Portefeulje van bewyslewering moet deur elke kandidaat voltooi en ingedien word. Hierdie portefeulje behels

• teoretiese formatiewe assesseringstake (/100);• woordkunsteks (/20);• projekbestuur (/80); en • woordkunsprogramaanbieding (/100).

Die waarde van hierdie vertolkingskundekuns lê in die bemagtiging van studente om leerders vir eisteddfod-items te kan ondersteun met keuse en afrigting, woordkunsprogramme rondom temas te kan ontwikkel en aanbied, ‘n skoolproduksie aanbieding te bestuur en liefde vir letterkunde by leerders te ontwikkel.

Kommentaar van ‘n student wat die kursus deurloop het:

Mariné Nel, Grondslagfase: “Ek persoonlik dink dit is ’n baie effektiewe program. Die inhoud is goed uiteengesit, dit is verstaanbaar gemaak vir die student en dit is ook op so ’n manier aangebied dat ek dit kon verstaan. Dit was ’n baie goeie leerervaring wat ek vir die res van my lewe vorentoe as ’n onderwyseres kan gebruik. Die inhoud is pret en genotvol gemaak deur van die aktiwiteite te doen, aan te bied of om self daaraan deel te neem. Daar is vir ons verskeie voorbeelde gegee oor hoe om elke faset van die program prakties aan te bied. Deur ’n vertolkingsprogram te moes reël en aan te bied was definitief ’n uitdaging. Dit was nie maklik nie en nie al die ander student wou altyd hulle samewerking bied nie. Tog op die einde van die dag was dit suksesvol gewees en ek moet sê dat as ek nou by ’n skool moet instap en die skoolhoof my vra om ’n vertolkingsprogram aan te bied, sal ek met volle selfvertoue vir hom kan sê ek is bevoeg om dit te kan doen. Ek dink die vertolkingsprogram is ’n baie goeie toevoeging tot die kultuurkursusprogram wat die onderwysfakulteit bied”.


Elektrisiteitsbesparing: Kompetisietyd!Dit is kompetisietyd op die onderwyskampus: Watter gebou kan die meeste elektrisiteit bespaar?

Deelnemende geboue: B10, C6, biblioteek en C4 (Dekaanskantoor)

Hoe werk die kompetisie?

Elke gebou kompeteer teen sy eie kragverbruik. Elke maand sal die gebou se kragverbruik vergelyk word met die elektrisiteitsverbruik van die vorige maand. Die verbruik sal bereken word tot ‘n gemiddelde persentasie styging of daling in totale elektrisiteitsverbruik vir die maand.

Kompetisietydperk

1 Julie – 31 Oktober 2014

Hoe kan ek elektrisiteit spaar?

• Skakel ongebruikte toestelle af. • Trek warm klere aan en vermy die gebruik van verwarmers. • Kook slegs een koppie water per persoon vir koffie/tee. • Hou e-pos en die Facebook-blad dop vir nog wenke wat sal volg.

Hoe kan ek ’n verskil maak?

Elke poging om elektrisiteit te spaar dra by tot ‘n groot sukses!

Wat kan gewen word?

Die gebou wat die hoogste persentasie afname in elektrisiteit oor die vyfmaandeperiode toon, wen R5 000.

Hierdie kompetisie is deel van die kampuswye Gaan Groen-veldtog. Indien u navrae het, kontak gerus u gebouverteenwoordiger.


V is vir volleyball enNie die eerste winterkoue, of selfs af rûe, knieë, heupe en allerlei skete (voor wedstryde!) kon die gees op die Fakulteitsdag van 22 Mei demp nie. Volleyball was aan die orde van die dag en studente en personeel in skoolverband het onderlinge uitdunne gehad voordat die wenspanne mekaar die stryd aangesê het. Die Skool vir Opvoedkundestudies (SO ons is bo!) se span het stof in die ander skole se oë gespeel, maar ouderdom moes die knie voor die jeug buig en die studente SJGD-span het die dag as algehele wenners afgesluit.

Die vakgroepgroepering Tegnologie vir Onderwys was ‘n wenspan in gees en verbeelding met hul intimiderende spelers, Arno Capacitor Combrinck, Coenraad Flux Jurgens, Gerrie Diff Benade, Justus Turbo Roscher, Ig Short-circuit Hefer, Kallie Hard Hat Botes, Kobus Micrometer Havenga en Joop Splinter Oosthuizen, met Adri Cupcake du Toit wat die testosteroon bietjie uitbalanseer het.

Selfs die besoekende buitengewone professor Mary-Louise Vanderlee was deel van die buitengewone pret en het in die Skool vir Geesteswetenskappe vir Onderwys se span deelgeneem. Dit was heerlik om die lighartigheid en sportmanskap te ervaar en die Skool vir Natuurwetenskappe en Tegnologie vir Onderwys, en in besonder me Laurie-May Henrico, word bedank vir die dag se reëlings. Volgende jaar maak ons weer so.

F is vir Fakulteitsdagpret

Foto: Die topspanne vir die dag was van die SO en SJGD.

Foto: Die eintlike wenners van Fakulteitsdag 2014.


1-2-3Op 2 Junie het die Skool vir Natuurwetenskappe en Tegnologie vir Onderwys ‘n spanboudag by Stonehenge in Africa naby Parys gehou. Die terugvoer vanaf die personeel was baie positief: almal het die uitdagings van die verskillende aktiwiteite baie geniet en kollegas het mekaar op ’n informele vlak beter leer ken.

Prof Barry Richter aan die stuur van prettige sake. Mnr Gerrie Benadé se “trein” het gaan staan.

Saaaaaaaaamwerk!!!


Brrrrrrrrrrrrr....!!!!

Photo: The icy grip of winter beautifully illustrated by this photograph taken by our own very talented Mr Corné de Wee from the Office of the Dean. Keep warm folks!

Kollegas, baie dankie vir die inligting wat ontvang is. Bydraes vir die volgende uitgawe kan aan [email protected] gestuur word. Die redaksie van hierdie nuusbrief maak op die korrektheid van inhoud van die afsender staat en vrywaar hulleself dus teen enige foute wat gepubliseer word. Ons verwelkom voorstelle, regstellings of kommentaar oor die inhoud van hierdie nuusbrief.

Uitgawe 28- Julie 2014

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