My PhD – aflaaibare dokument

PhD CJ van Staden (Kliek op die skakel om te lees of af te laai)

Opsomming

Sosiale Netwerk Analise as metode om die deurlopende professionele ontwikkeling van die wiskunde-onderwysers van ‘n sekondêre skool in Gauteng te moniteer. PhD-tesis in 2011 ingehandig by die Universiteit van Johannesburg ter vervulling van die vereistes vir ‘n PhD in rekenaargesteunde onderwys.

Die doel van die ondersoek was om te ondersoek in te stel na hoe Sosiale Netwerk Analise gebruik kan word om die deurlopende professionele ontwikkeling van die wiskunde-onderwysers van ‘n sekondêre skool in Gauteng te moniteer.

Met dit in gedagte, is ‘n literatuurstudie eers onderneem om presies te bepaal wat ‘n Sosiale Netwerk Analise perspektief behels, wat aanlyn sosiale netwerke is en wat onder deurlopende professionele ontwikkeling verstaan word. Die studie is binne ‘n Multifase Gemengde Metodes raamwerk onderneem om Ontwerpgebaseerde Navorsing en Sosiale Netwerk Analise gedurende fases van die oorkoepelende raamwerk te integreer. Die doel van die ontwerpgebaseerde studies was om ‘n sosialenetwerkdiens te ontwerp en ontwikkel om die onderwysers van geleenthede vir deurlopende professionele ontwikkeling (CPTD) te voorsien. Die aanname is gemaak dat die sosialenetwerkdiens in ‘n Leer 2.0-tegnologie sal ontwikkel as die onderwysers dit geberuik om a) toegang tot inhoud te verkry, b) die onderwysers dit gebruik om hul eie professionele ontwikkelingsgeleenthede te skep c) geleenthede vir samewerking tussen onderwysers skep en d)  onderwysers bande bou met diegene wat ‘n bydrae tot hulle professionele ontwikkeling kon maak. In die ondersoek word die begrip persoonlike ontwikkelingsnetwerk gebruik om te verwys na die verbindings wat onderwysers met ander bou om die vloei van inligting, kennis, raad, leiding, ondersteuning, ervaring en konkrete bronne moontlik te maak. Vanuit ‘n SNA perspektief kan persoonlike ontwikkelingsnetwerke nie verstaan word sonder om ook die geheelontwikkelingsnetwerk, of die sosiale netwerk waarin onderwysers tydens die proses verweef word, te ondersoek nie. ‘n Geheelontwikkelingsnetwerk is op enige gegewe oomblik stabiel, maar dit verander sodra nuwe verbindings gebou of oues afgebreek word. Daarom is Sosiale Netwerk Analise voor, tydens en na ses maande gedoen om die geheelontwikkelingsnetwerk te ondersoek om die effektiwiteit van die deurlopende professionele ontwikkeling van die onderwysers te verstaan en voorspel.

Daar is bevind dat die DPO.com (die aanlynleeromgewing) die onderwysers van genoegsame geleenthede vir deurlopende professionele ontwikkeling voorsien het en dat die tegnologie-gesteunde leeromgewing gedurende die verloop van die ondersoek in ‘n Leer 2.0 tegnologie ontwikkel het. Daar is ook bevind dat Sosiale Netwerk Analise ‘n geskikte metode bied om die effektiwiteit van die groep wiskunde-onderwysers se werk te verstaan en te voorspel.

Summary

Social Network Analysis as method to monitor the continuing professional development of the mathematics teachers of a secondary school in Gauteng. (PhD-thesis of Christine Johanna van Staden, University of Johannesburg, 2011).

The purpose of this study was to investigate the ways in which Social Network Analysis can be used to enhance the continuing professional development of the Mathematics teachers of a secondary school.

With this in mind a literature study was first undertaken in order to clarify exactly what is meant by a Social Network Analysis perspective, online social networks and the continuous professional development of teachers. The study was framed in a Multi Phase Mixed Methods framework to enable the integration of a Design Based (DBR) study and Social Network Analysis (SNA) in different phases of the overarching research. The purpose of the DBR study was to design and develop an online social network to provide the Mathematics teachers of sufficient opportunities for continuous professional development. The assumption was made that the online learning environment will develop into a Learn 2.0 technology if a) it could provide access to appropriate content, b) teachers could use it to develop own professional development opportunities, c) it could provide opportunities for collaboration between the teachers and d) if it could provide opportunities to connect with those teachers who could contribute their professional development. This study refers to the ties which were used to enable the flow of information, knowledge, advice, leadership, support, experience and concrete artefacts (documents) as a teachers’ Personal Development Network. From a SNA perspective the personal development networks of the teachers cannot be fully understood without studying the social network in which these ties are embedded. I refer to this network as the Development Network. The development network is at any given point a stable social construct, but it changes as soon as new ties are formed or old ties disintegrate. Therefore a Social Network Analysis was done before, during and after the intervention to explore the development network to understand, explain and predict the effectiveness of CPTD.

The findings show that DPO.com (the online learning environment) provided the teachers of sufficient CPTD opportunities and developed during the course of the study into a Learn 2.0 technology. It also shows that SNA provides an effective method to understand and predict the CPTD of the Mathematics teachers.

 

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