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dc.contributor.advisorJacobs, Lynette
dc.contributor.authorNel, Christoffel Cornelius
dc.date.accessioned2018-01-23T08:36:02Z
dc.date.available2018-01-23T08:36:02Z
dc.date.issued2017-06
dc.identifier.urihttp://hdl.handle.net/11660/7678
dc.description.abstractEnglish: The value of teacher Education programmes should be recognised as being instrumental in the development of future learners and citizens of South Africa. Furthermore, the intention of specific Education modules should be planned according to outcomes based on contributing to more Culturally intelligent teachers. Nevertheless, many South African teachers do not have the necessary skill set to provide students in their classes with an appreciation for diversity and social differences. Students need to be nurtured to understand different cultures and have to interact with different cultures to learn from one another. This learning process contributes to Cultural intelligence, in short, CQ. This research study was conducted on the University of the Free State’s South Campus to determine whether a possible change in CQ was evident amongst two groups of students. The Education module, which specifically focuses on social reflections and issues of diversity, was compared to a control group of students in Economic and Management Sciences. This was done to determine if the Education module might have contributed to an increase in CQ as one of its unintended outcomes. Furthermore, a document analysis was conducted on the materials used in the Education module. This was done using the guidelines provided by David Plowright, namely deconstructing the materials to determine the informational, presentational, representational and interpretational value thereof. After analysing the data, I can confirm that the Education group of students had improved their levels of CQ in all domains of CQ, compared to the control group of students, who had only improved in the behavioural domain of CQ. Additionally, the growth in Meta-cognitive CQ that Education students had experienced was statistically significant, compared to the control group of students. This contributes to my argument that the materials used in the Education module had nurtured a deeper understanding and higher reflective ability in these Education students. In conclusion, I can recommend that, firstly, the relevant lecturer plays an important role in shaping the students in classroom by starting these difficult dialogues. Secondly, having lesser students in a classroom, as was the case on South Campus, also contributes to a better relationship between the lecturer and the students. Finally, the content used in an Education module should be designed according to definite outcomes to contribute to delivering a better teacher when leaving university.en_ZA
dc.description.abstractAfrikaans: Die waarde van onderwyseropleidingsprogramme moet erken word as instrumenteel in die ontwikkeling van toekomstige leerders en burgers van Suid-Afrika. Verder moet die voorneme van onderwysmodules volgens spesifieke uitkomste beplan word wat gebaseer moet wees op die ontwikkeling van Kultureel-intelligente onderwysers. Nogtans het baie Suid-Afrikaanse onderwysers nie die nodige vaardigheid om studente in hul klasse te onderrig met vaardighede wat bydra tot die waardering van diversiteit en sosiale verskille nie. Studente moet gevorm word om verskillende kulture te verstaan en geleer word om met verskillende kulture saam te werk om sodoende van mekaar te leer. Hierdie leerproses dra by tot kulturele intelligensie, kortliks, KI. Hierdie navorsingstudie is uitgevoer op die Universiteit van die Vrystaat se Suidkampus ten einde te bepaal of 'n daar ’n moontlike verandering in KI tussen twee studentegroepe was. Die onderwysmodule wat spesifiek fokus op sosiale refleksie en diversiteitskwessies is vergelyk met ’n kontrolegroep van studente in Ekonomiese- en Bestuurswetenskappe. Dit is gedoen om te bepaal of die onderwysmodule kan bydra tot ’n toename in KI as een van sy onbeplande uitkomste. Verder is ’n dokumentanalise gedoen wat spesifiek gefokus het op die materiaal wat in die onderwysmodule gebruik is. Dit is gedoen deur gebruik te maak van die lens van David Plowright ten einde die materiaal te dekonstrueer om die inligting-, aanbieding-, verteenwoordigende en interpretasiewaarde daarvan te bepaal. Na die ontleding van die data kan ek bevestig dat die onderwysstudente hul vlakke van KI op alle domeine van KI verbeter het, in vergelyking met die kontrole groep van studente wat net in die gedragsgebied van KI verbeter het. Daarbenewens was die groei in Meta-kognitiewe KI by die onderwysgroep statisties beduidend in vergelyking met dié van die kontrolegroep. Dit dra dan ook by tot my argument dat die materiaal wat in die onderwysmodule gebruik is 'n dieper begrip en hoër reflektiewe vermoë in hierdie studente tot gevolg gehad het. Ter afsluiting kan ek aanbeveel dat, eerstens, die betrokke dosent 'n belangrike rol in die vorming van die studente in die klaskamer speel deur hierdie moeilike dialoë aan die gang te kry. Tweedens, met minder studente in ’n klaskamer, soos in die geval van klasse op die Suidkampus, dra dit ook by tot ’n beter verhouding tussen die dosent en die studente. Laastens moet die inhoud wat in ’n onderwysmodule gebruik word volgens bepaalde uitkomste ontwerp word om sodoende by te dra tot die aflewering van 'n beter onderwyser.af
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectEffective teachingen_ZA
dc.subjectCultural awarenessen_ZA
dc.subjectTeachers -- Training ofen_ZA
dc.subjectDissertation (M.A. (Higher Education studies))--University of the Free State, 2017en_ZA
dc.titleImproving cultural intelligence of education students through an education moduleen_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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