Geography teachers' attitude and practice in secondary schools in Venda

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dc.contributor.advisorWinter, Kevinen_ZA
dc.contributor.authorRambuda, Awelani Melvinen_ZA
dc.date.accessioned2016-08-24T12:58:56Z
dc.date.available2016-08-24T12:58:56Z
dc.date.issued1994en_ZA
dc.descriptionBibliography: pages 92-112.en_ZA
dc.description.abstractSince the 1960s the discipline of geography has changed its emphasis from the descriptive and scientific approach to a holistic one. The subject now emphasizes the understanding of concepts, the development of skills, and the clarification of values and attitudes. These changes have necessitated a change in teaching methodologies. This study considers teaching methodologies and the mechanisms which underpin teaching/learning interactions as an important means of improving geography education in the classroom. The study describes how the Flanders' Interaction Analysis Categories model can be used as an action research tool. The research suggests that Flanders' Interaction Analysis can be used as a diagnostic tool to influence teaching styles to become more interactive in reality. The study establishes the perceived and actual teaching styles used by geography teachers in Venda. The results of the study reflect the disparities between perceived and the actual teaching styles. The study recommends that secondary school geography teachers should be encouraged to undertake action research as a way of reflecting on their teaching style. Teacher training institutions and inservice training centres should offer · courses on how to introduce and administer interactive teaching styles.en_ZA
dc.identifier.apacitationRambuda, A. M. (1994). <i>Geography teachers' attitude and practice in secondary schools in Venda</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/21510en_ZA
dc.identifier.chicagocitationRambuda, Awelani Melvin. <i>"Geography teachers' attitude and practice in secondary schools in Venda."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1994. http://hdl.handle.net/11427/21510en_ZA
dc.identifier.citationRambuda, A. 1994. Geography teachers' attitude and practice in secondary schools in Venda. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Rambuda, Awelani Melvin AB - Since the 1960s the discipline of geography has changed its emphasis from the descriptive and scientific approach to a holistic one. The subject now emphasizes the understanding of concepts, the development of skills, and the clarification of values and attitudes. These changes have necessitated a change in teaching methodologies. This study considers teaching methodologies and the mechanisms which underpin teaching/learning interactions as an important means of improving geography education in the classroom. The study describes how the Flanders' Interaction Analysis Categories model can be used as an action research tool. The research suggests that Flanders' Interaction Analysis can be used as a diagnostic tool to influence teaching styles to become more interactive in reality. The study establishes the perceived and actual teaching styles used by geography teachers in Venda. The results of the study reflect the disparities between perceived and the actual teaching styles. The study recommends that secondary school geography teachers should be encouraged to undertake action research as a way of reflecting on their teaching style. Teacher training institutions and inservice training centres should offer · courses on how to introduce and administer interactive teaching styles. DA - 1994 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1994 T1 - Geography teachers' attitude and practice in secondary schools in Venda TI - Geography teachers' attitude and practice in secondary schools in Venda UR - http://hdl.handle.net/11427/21510 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/21510
dc.identifier.vancouvercitationRambuda AM. Geography teachers' attitude and practice in secondary schools in Venda. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1994 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/21510en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleGeography teachers' attitude and practice in secondary schools in Vendaen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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