Samewerking in die prosaklaskamer as medium vir akademiese ontwikkeling by primêre onderwysstudente

Abstract

In this mini-thesis I focus primarily on collaborative writing in the study of prescribed prose texts as a medium of academic development of primary school student teachers. The problem with the present approach to the teaching of prose texts, and the introduction of the process approach to writing as a possible solution to the problem, is briefly discussed. In Chapter 2 the deficiencies of the current approach to the teaching of prose texts are discussed in detail. To place the above in the proper perspective a critical analysis is made of the existing Teachers Diploma syllabus for Afrikaans prose set works, with special reference to the interpretation of the syllabus, and the organisation and presentation of the teaching programme for prose texts at a specific teachers' college of education. The main shortcomings which are referred to in the study are, inter alia: the organisation of the prose set work teaching programme, compartmentalisation of language components, limited teaching time, the implication of the single, vague teaching goal for prose "texts, lecturer-centredness, and student's inability to work independently.