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Transfer of skills learned in post-graduate studies to teaching practice.

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dc.contributor.author Brown, Patricia Ruth
dc.date.accessioned 2008-06-24T07:49:26Z
dc.date.available 2008-06-24T07:49:26Z
dc.date.issued 2008-06-24T07:49:26Z
dc.identifier.uri http://hdl.handle.net/10210/704
dc.description.abstract An information ecology, in the words of MIT Press, is “a system of people, technologies and values in a local environment” (2000:[online]). This inquiry uses the elements of the information ecology – the interdependent system, its wealth of diversity, the co-evolutionary nature of the relationships within the environment, the leadership of keystone species, and the relationships and technology within its locality – to provide a framework within which to reflect on my learning as a postgraduate student at the Rand Afrikaans University (now the University of Johannesburg). Situated in a postmodern philosophical perspective and informed by constructivism, deconstructionism and critical theory, the phenomenological inquiry uses John Dewey’s model of reflective thought (1933) to examine the reasons for the disparity in the transfer of their new expertise by students who have participated in postgraduate programmes at the University, and to determine the principle factor that led to my incorporating such new skills into my own teaching practice. Evidence of this transfer of skills is presented in the description of an action research intervention that I designed and implemented in teaching basic computer skills to a group of ACE students in 2004. en
dc.description.sponsorship Mr. G.V. Lautenbach en
dc.language.iso en en
dc.subject graduate students en
dc.subject training of student teachers en
dc.subject teaching practice en
dc.subject Randse Afrikaanse Universiteit en
dc.subject reflective teaching en
dc.subject reflection (philosophy) en
dc.subject action research in education en
dc.title Transfer of skills learned in post-graduate studies to teaching practice. en
dc.type Thesis en

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