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dc.contributor.advisor Singh, R. J. Malatji, Khashane Stephen 2013-12-05T11:44:10Z 2013-12-05T11:44:10Z 2013
dc.description Thesis (M.Ed. (Curriculum Studies)) --University of Limpopo, 2013 en_US
dc.description.abstract This dissertation investigated the the practice of self-reflection by primary school teachers in the Mankweng Circuit, Capricorn District. The aim of the research was to investigate the practice of self-reflection by primary school teachers, in order to suggest and encourage them to use reflective models that will help them improve their practice. The literature revealed that the use reflective models can help teachers to realize their mistakes and improve their practice. Furthermore, the literature revealed that if teachers are exposed to multiple reflective models, they will be able to choose the best model that is appropriate to their practice. The study also focused on the theory of Henderson‟s Ethical Model on Enquiry on Reflective Practice. The theory discusses what characterizes reflective practitioner. This theory explains that reflective teachers are experts who know their subject matter and are able to teach it well. This study was conducted in order to gain a greater insight and comprehensive understanding of the research problem, that is, Self-reflection is expected to all teachers but is seldom enforced. In policy documents, self-reflection is stipulated but there are no formalised templates that guide, monitor and evaluate how teachers reflect on their own practice. This may also result in teachers not reflecting on their work at all and not regarding self-reflection as part of the teaching process; and treat it as a separate issue. The methodology used in this study was qualitative approach. Phenomenological research design was adopted; and in terms of data collection tools, open-ended questionnaires and interviews were used. The findings of this study revealed that teachers in primary schools of Mankweng Circuit do not reflect on their practice because of the heavy work-load that they have. The study further revealed that teachers must be trained to use reflective models to improve their practice. Lastly, the study has recommended a new reflective model for a rural primary school context. The model is titled Big four reflective model: critical thinker; resource allocator, problem solver and practice developer. The model is recommended to be used in teaching in primary schools. iii en_US
dc.format.extent x, 108 leaves. en_US
dc.language.iso en en_US
dc.publisher University of Limpopo (Turfloop Campus) en_US
dc.relation.requires PDF en_US
dc.subject Self reflection en_US
dc.subject Teachers en_US
dc.subject Primary schools en_US
dc.subject Education en_US
dc.subject.ddc 371.144 en_US
dc.subject.lcsh Self-evaluation en_US
dc.subject.lcsh Education, Primary en_US
dc.title The practice of self reflection by primary school teachers in the Mankweng Circuit, Capricorn District en_US
dc.type Thesis en_US

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