Tema 7: Akademiese doeltreffendheid van dosent (kwalifikasies

ten opsigte van selfvertroue en self-doeltreffendheid binne sy/haar studies te groei. Hierdie selfvertroue en selfdoeltreffendheid binne sy/haar studie is nodig sodat die student minder aan studenteslytasie blootgestel word. Die rol van ʼn dosent (die akademiese doeltreffendheid van dosent) is ʼn belangrike faktor wat ook by die vestiging van ʼn leerkultuur in ag geneem behoort te word. Die gesindheid, toegewydheid, ingesteldheid asook die akademiese doeltreffendheid (§4.2.7) van dosente vervul ook ʼn belangrike rol by die skep van ʼn leerkultuur waarbinne studenteslytasie ingeperk kan word.

4.2.2.7 Tema 7: Akademiese doeltreffendheid van dosent (kwalifikasies van dosent)

Afgelei uit die data maak die navorser die stelling dat dosente wat oor voldoende akademiese kwalifikasies beskik, wel in staat is om leerbehoeftes, leemtes in onderrig, hindernisse tot leer en so meer, te identifiseer en dan sodoende die regte onderrigstrategie te implementeer, soos blyk uit die volgende opmerking:

umm, if they don’t plan their strategies correctly then we get bored in class, we don’t understand and then then we think, ok, think we should get go home, stay home, or go somewhere else, yes. (IND 5 – 1, 2, 3)

Others teachers are prepared but others they just come to class without being prepared because they will just read what is written in the textbook without explaining it further. (IND 1 – 3, 4)

...so that they can assist you in whatever problem that you have concerning that subject. (IND 1 – 59, 60,61)

‘... As we are students we need a good support from teacher to our studies.’ (IND 9 – 8)

Uit die data blyk dit verder dat dosente in staat behoort te wees daartoe om die inligting doeltreffend aan die studente te kan oordra. Dit blyk ook dat dosente wat oor die nodige kennis beskik rakende hul vak en dan ook doeltreffend doseer, meer geneig is om as toegewyde dosente bekend te staan:

Umm, some content are typical and you find that the lecturer not explaining them properly and they become rude again when you asking for clarity or sometimes you are given an assignment where

you need to use internet and you find it not working. Students get relationship to content subject due to understanding and sometimes it’s the content itself make like you want to change the course, so, you have to drop out this year so that you can know what you want to do next year. (IND 9 – 66, 67, 68, 69, 70)

Indien ʼn dosent doeltreffend doseer en vertroud is met die vakinhoudelike, kan dit dienooreenkomstig ook die student se toegewydheid positief beïnvloed en dus as resultaat studenteslytasie laat afneem. Deurdat die dosent oor die nodige kennis en agtergrond rakende verskeie onderrigstrategieë beskik, kan hy/sy ook makliker in die leerbehoeftes van die studente voorsien soos vroeër reeds genoem (Skaalvink et al., 2010; Shidler, 2009):

umm, if they don’t plan their strategies correctly then we get bored in class, we don’t understand and then then we think, ok, think we should get go home, stay home, or go somewhere else, yes. (IND 5 – 1, 2, 3)

‘Umm, some content are typical and you find that the lecture not explaining them properly and they become rude again when you asking for clarity or sometimes you are given an assignment where you need to use internet and you find it not working. Students get relationship to content subject due to understanding and sometimes it’s the content itself make like you want to change the course, so, you have to drop out this year so that you can know what you want to do next year.’ (IND 9 – 66, 67, 68, 69, 70)

Dit word dikwels as vanselfsprekend aanvaar dat ʼn dosent oor kennis rakende die vakinhoude moet beskik – maar dis nie ʼn gegewe nie. Indien ʼn dosent die werkinhoude doeltreffend aanbied, verstaan die studente die akademiese inhoud beter, en kan dit ook makliker in praktiese probleme toegepas word. Deurdat die dosent doeltreffend binne sy/haar werk is, voer studente aan dat hulle dan eerder klasse wil bywoon omdat hulle daar met “iets” in die hand kan uitstap:

Most students won’t see the necessary of coming to school when the lecturers don’t be able to teach aaa, to teach them the right stuff and this will cause lack of studies of the registered subject. (IND 4 – 1, 2)

Umm, mam, because all student are different and has different needs also the manner in which the student is also learning and is different and as they need special attention from lecturers. (IND 9 – 9, 10)

Die teenoorgestelde word ook mooi deur een deelnemer gestel:

Lecturer not being efficient, Umm, it does contribute to student dropout because, umm, we have other lecturers who don’t give us, the student, the attention that we need, like for instance if you want any help with something they will say they are too busy or we are wasting their time, so that can lead to student dropout also. (IND 9 – 58, 59, 60,61)

Bogenoemde word deur Nicoll-Senft en Seider (2010), Shidler (2009), Skaalvik en Skaalvik (2010) en Tschannen-Moran, Hoy, & Hoy (1998) ondersteun (Bullock-Yowell et al., 2014). Die navorser is van mening dat dosente ook oor ʼn hoë mate van selfdoeltreffendheid behoort te beskik:

‘If a lecturer is not prepared, a learner will lose focus and he or she will lose interest in the applicable courses. (IND 2 – 3, 4)

And the lecturer’s preparation which are 100% prepare, assignment and activities in form of practising my capabilities. (IND 4 – 14, 15)

Others are prepared but others they just come to class without pre being prepared because they will just read what is written in the textbook without explaining it further. (IND 1 – 3, 4)

Umm, when the student feels that lecturers are not prepared or they are less prepared for teaching, they feel that, ee, the college is not important because there is no better interaction between the, between them and the lecturers. (IND 8 – 1, 2, 3)

Is dit net nog ʼn groep studente? Is dit net deel van my taakooreenkoms? So kan daar nog veel meer vrae gestel word, maar die kerngedagte is dat ʼn student se leerervaring dikwels deur dosente se gedrag, gesindheid, houding en doeltreffendheid (vakkennis ens.) beïnvloed word, soos duidelik word uit die aanhalings van die volgende deelnemers se opmerkinge:

umm, if they don’t plan their strategies correctly then we get board in class we don’t understand and then then we think, Ok, think we should get go home, stay home, or go somewhere else, yes. (IND 5 – 1, 2, 3)

If we don’t have that lecturer who is not lazy, who does its work and who, umm, try to make us understand the subject even better, yah. (IND 9 – 1, 2, 3)

Umm, it does contribute to student dropout because, umm, we have other lecturers who don’t give us, the student, the attention that we need, like for instance if you want any help with something they will say they are too busy or we are wasting their time, so that can lead to student dropout also. (IND 9 – 58, 59, 60,61)

Vervolgens die agtste tema, naamlik akademiese ondersteuning en advies binne die klaskamer.