13 - Creating Effective Postgraduate Learning Environments: An Analysis of an Intervention from Realist Social Theory
Corresponding Author(s) : Sechaba Mahlomaholo
Revue de l’enseignement supérieur en Afrique,
Vol. 13 No 1-2 (2015): Revue de l’enseignement supérieur en Afrique: Special Issue on Sustainable Rural Learning Ecologies: Border Crossing
Résumé
Comme indiqué dans la littérature des sciences de l’éducation, le dével- oppement professionnel des enseignants est la pierre angulaire de l’offre d’un enseignement/apprentissage de qualité dans le système éducatif de chaque pays, avec notamment des programmes adaptés aux propositions visant à améliorer la qualité de l’enseignement et à réformer l’éducation. Selon certaines études, les compétences des enseignants en Afrique du Sud ne se sont pas améliorées comme escompté, étant donné que de nombreux programmes de développement professionnel ne sont pas encore mis en œuvre ou ne tiennent pas compte des points de vue des enseignants. En vue de relever ce défi, le présent article se fixe comme objectif de déterminer les composantes d’une stratégie qui pourrait être utilisée pour mettre en œuvre des programmes de développement profes- sionnel, en s’appuyant sur un projet mené dans deux écoles secondaires rurales de la province de Free State. Les données ont été générées par les participants de la communauté scolaire et des fonctionnaires basés dans les districts, en utilisant une approche participative.de recherche- action. Les résultats ont révélé six éléments distincts d’une stratégie, à savoir la mise en place d’une équipe comprenant toutes les parties prenantes; la création d’une vision commune pour tous basée sur une analyse approfondie des forces, faiblesses, opportunités et menaces (SWOT); la priorisation des items; l’élaboration d’un plan stratégique; les procédures de suivi pour déterminer les progrès réalisés; et la sug- gestion des moyens d’améliorer les faiblesses.
Mots-clés
Télécharger la référence bibliographique
Endnote/Zotero/Mendeley (RIS)BibTeX
- Akram, S., 2013, ‘Fully unconscious and prone to habit: the characteristics of agency in the structure and agency dialectic’, Journal for the Theory of Social Behaviour 43 (1): 45–65.
- Archer, A., 1995, Realist Social Theory: The Morphogenetic Approach, Cambridge: Cambridge University Press.
- Archer, A., 1996, Culture and Agency. The Place of Culture in Social Theory, Cam- bridge: Cambridge University Press.
- Basen, A., 2002, ‘The critical theory of Herman Dooyeweerd?’, Journal of Information Technology 17(4): 257–69.
- Buch-Hansen, H., 2005, ‘Critical realism in the social sciences’, Scandinavian Journal of Social Theory 6 (2): 59–69.
- Corson, D., 1991, ‘Bhaskar’s critical realism and educational knowledge’, Journal ofSociology of Education 12 (2): 223–41.
- Kahn, P., 2009, ‘Contexts for teaching and the exercise of agency in early-career academics:
- perspectives from realist social theory’, International Journal for Academic Development 14 (3): 197–207.
- Ladson-Billings, G., 1995, ‘But that’s just good teaching! The case for culturally relevant Pedagogy’, Theory into Practice 34 (3): 159–65.
- Mahlomaholo, M.G., 2012a, ‘Social communication towards sustainable physical science learning environments’, Communitas 17: 3–20.
- Mahlomaholo, M.G., 2012b, ‘Academic network and sustainable learning environ- ments’, Journal of Sociology and Social Anthropology 5: 73–87.
- Mahlomaholo, M.G., 2013, ‘Indigenous research and sustainable learning environ- ments’, International Journal of Educational Science 5 (3): 317–22.
- Maton, K. and Muller, J., 2006, ‘A sociology for the transmission knowledges’. Avai- lable online at http://www.karlmaton.com/pdf/2006MatonMuller.pdf.
- Mutch, A., 2005, ‘Concerns with “mutual constitution”: a critical realist commentary’,International Journal of Technology and Human Interaction 13 (3): 60–72.
- Porpora, D.V., 2013, ‘Morphogenesis and Social Change’, in A. Archer, ed., Social Morphogenesis, New York: Springer Science and Business Media.
- Pratschke, J., 2003, ‘Realistic models? Critical realism and statistical models in the social sciences’, Philosophica 71: 13–38.
- Quinn, L., 2007, ‘A Social Realist Account of the Emergence of Formal Academic Staff Development Programme at a South African University’, Grahamstown: Rhodes University.
- South African Qualifications Authority, 2012, Level Descriptors for the South African National Qualifications Framework, Pretoria: SAQA Publications.
- Wheelahan, L., 2007, ‘Blending activity theory and critical realism to theorise the relationship between the individual and society and implications for pedagogy’, Studies in the Education of Adults 32 (2): 183–96.
- Wilson, W.J., 2010, ‘Why both social structure and culture matter in a holistic analysis of inner-city poverty’, The Annals of the American Academy of Political and Social Science 629: 200–19.
- Zeuner, L., 1999, ‘Margaret Archer on structural and cultural morphogenesis’, ActaSociologica 42 (1): 79–86.
Les références
Akram, S., 2013, ‘Fully unconscious and prone to habit: the characteristics of agency in the structure and agency dialectic’, Journal for the Theory of Social Behaviour 43 (1): 45–65.
Archer, A., 1995, Realist Social Theory: The Morphogenetic Approach, Cambridge: Cambridge University Press.
Archer, A., 1996, Culture and Agency. The Place of Culture in Social Theory, Cam- bridge: Cambridge University Press.
Basen, A., 2002, ‘The critical theory of Herman Dooyeweerd?’, Journal of Information Technology 17(4): 257–69.
Buch-Hansen, H., 2005, ‘Critical realism in the social sciences’, Scandinavian Journal of Social Theory 6 (2): 59–69.
Corson, D., 1991, ‘Bhaskar’s critical realism and educational knowledge’, Journal ofSociology of Education 12 (2): 223–41.
Kahn, P., 2009, ‘Contexts for teaching and the exercise of agency in early-career academics:
perspectives from realist social theory’, International Journal for Academic Development 14 (3): 197–207.
Ladson-Billings, G., 1995, ‘But that’s just good teaching! The case for culturally relevant Pedagogy’, Theory into Practice 34 (3): 159–65.
Mahlomaholo, M.G., 2012a, ‘Social communication towards sustainable physical science learning environments’, Communitas 17: 3–20.
Mahlomaholo, M.G., 2012b, ‘Academic network and sustainable learning environ- ments’, Journal of Sociology and Social Anthropology 5: 73–87.
Mahlomaholo, M.G., 2013, ‘Indigenous research and sustainable learning environ- ments’, International Journal of Educational Science 5 (3): 317–22.
Maton, K. and Muller, J., 2006, ‘A sociology for the transmission knowledges’. Avai- lable online at http://www.karlmaton.com/pdf/2006MatonMuller.pdf.
Mutch, A., 2005, ‘Concerns with “mutual constitution”: a critical realist commentary’,International Journal of Technology and Human Interaction 13 (3): 60–72.
Porpora, D.V., 2013, ‘Morphogenesis and Social Change’, in A. Archer, ed., Social Morphogenesis, New York: Springer Science and Business Media.
Pratschke, J., 2003, ‘Realistic models? Critical realism and statistical models in the social sciences’, Philosophica 71: 13–38.
Quinn, L., 2007, ‘A Social Realist Account of the Emergence of Formal Academic Staff Development Programme at a South African University’, Grahamstown: Rhodes University.
South African Qualifications Authority, 2012, Level Descriptors for the South African National Qualifications Framework, Pretoria: SAQA Publications.
Wheelahan, L., 2007, ‘Blending activity theory and critical realism to theorise the relationship between the individual and society and implications for pedagogy’, Studies in the Education of Adults 32 (2): 183–96.
Wilson, W.J., 2010, ‘Why both social structure and culture matter in a holistic analysis of inner-city poverty’, The Annals of the American Academy of Political and Social Science 629: 200–19.
Zeuner, L., 1999, ‘Margaret Archer on structural and cultural morphogenesis’, ActaSociologica 42 (1): 79–86.