A survey of foundation phase teachers’ utilisation of dynamic assessment

dc.contributor.advisorBester, Suzanne
dc.contributor.emailu15260331@tuks.co.zaen_ZA
dc.contributor.postgraduateFasser, Claudene
dc.date.accessioned2021-06-10T09:18:30Z
dc.date.available2021-06-10T09:18:30Z
dc.date.created2021-09
dc.date.issued2021
dc.descriptionMini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021.en_ZA
dc.description.abstractThe purpose of this descriptive, cross-sectional survey study was to describe how 125 foundation phase teachers in the Johannesburg North education district used dynamic assessment. The conceptual framework of the study consisted of constructs from Vygotsky’s sociocultural theory, namely ‘zone of proximal development’ and ‘scaffolding’. It also included mediation as a construct from Feuerstein’s mediated learning experience theory. The study findings revealed that a majority of the respondents were familiar with dynamic assessment and used it as part of a comprehensive assessment approach. In addition, a majority of the respondents who indicated that they were familiar with dynamic assessment believed that they were competent in it. A majority of the respondents also said that dynamic assessment had advantages and value in the South African context. However, the respondents also mentioned its disadvantages, stating that it required too much additional preparation time. Lastly, with regard to learning more about dynamic assessment, a majority of the respondents reported that they were interested in receiving further training in it.en_ZA
dc.description.availabilityUnrestricteden_ZA
dc.description.degreeMEd (Educational Psychology)en_ZA
dc.description.departmentEducational Psychologyen_ZA
dc.identifier.citation*en_ZA
dc.identifier.urihttp://hdl.handle.net/2263/80268
dc.language.isoenen_ZA
dc.publisherUniversity of Pretoria
dc.rights© 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
dc.subjectDynamic Assessmenten_ZA
dc.subjectCross-sectional surveyen_ZA
dc.subjectFoundation phase teachersen_ZA
dc.subjectAssessmenten_ZA
dc.subjectZone of Proximal Developmenten_ZA
dc.subjectUCTD
dc.titleA survey of foundation phase teachers’ utilisation of dynamic assessmenten_ZA
dc.typeMini Dissertationen_ZA

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