Ukuhlolwa kwekharikhulamu kanye nothisha kubalulekile kuzo zonke izikhungo zemfundo ephakeme, kufaka phakathi izikole zezokwelapha. Ukuhlolwa kwabafundi kokufundisa (i-SET) kuvame ukuthatha uhlobo lwemibuzo engaziwa, futhi yize ekuqaleni yathuthukiswa ukuhlola izifundo nezinhlelo, ngokuhamba kwesikhathi isetshenziswe futhi ukukala ukusebenza kahle kokufundisa futhi kamuva yenze izinqumo ezibalulekile ezihlobene nokufundisa. Intuthuko yobungcweti bothisha. Kodwa-ke, izici ezithile kanye nokucwasa kungathinta amaphuzu e-SET futhi ukusebenza kahle kokufundisa akunakulinganiswa ngokufanele. Nakuba izincwadi eziphathelene nokuhlolwa kwezifundo kanye nothisha emfundweni ephakeme jikelele zisungulwe kahle, kunezinkinga mayelana nokusebenzisa amathuluzi afanayo ukuhlola izifundo kanye nothisha ezinhlelweni zezokwelapha. Ikakhulukazi, i-SET emfundweni ephakeme jikelele ayikwazi ukusetshenziswa ngqo ekwakhiweni nasekusetshenzisweni kwekharikhulamu ezikoleni zezokwelapha. Lokhu kubuyekezwa kunikeza umbono jikelele wendlela i-SET engathuthukiswa ngayo emazingeni ezinsimbi, ukuphatha, kanye nokuhumusha. Ngaphezu kwalokho, lesi sihloko siveza ukuthi ngokusebenzisa izindlela ezahlukene ezifana nokubuyekezwa kontanga, amaqembu okugxila, kanye nokuzihlola ukuze kuqoqwe futhi kuhlukaniswe idatha emithonjeni eminingi, kufaka phakathi abafundi, ontanga, abaphathi bezinhlelo, kanye nokuzazi, kungakhiwa uhlelo lokuhlola oluphelele. Linganisa ngempumelelo ukusebenza kahle kokufundisa, usekele intuthuko yobungcweti yabafundisi bezokwelapha, futhi uthuthukise ikhwalithi yokufundisa emfundweni yezokwelapha.
Ukuhlolwa kwezifundo nohlelo kuyinqubo yangaphakathi yokulawula ikhwalithi kuzo zonke izikhungo zemfundo ephakeme, kufaka phakathi izikole zezokwelapha. Ukuhlolwa Kwabafundi Kokufundisa (i-SET) kuvame ukuthatha isimo sephepha elingaziwa noma uhlu lwemibuzo oluku-inthanethi olusebenzisa isikali sokulinganisa njengesikali se-Likert (ngokuvamile ezinhlanu, eziyisikhombisa noma ngaphezulu) esivumela abantu ukuthi babonise ukuvumelana kwabo noma izinga lokuvumelana. Angivumelani nezitatimende ezithile) [1,2,3]. Nakuba ama-SET ekuqaleni athuthukiswe ukuhlola izifundo nezinhlelo, ngokuhamba kwesikhathi asetshenziswe futhi ukukala ukusebenza kahle kokufundisa [4, 5, 6]. Ukusebenza kahle kokufundisa kubhekwa njengokubalulekile ngoba kucatshangwa ukuthi kukhona ubudlelwano obuhle phakathi kokusebenza kahle kokufundisa nokufunda kwabafundi [7]. Nakuba izincwadi zingachazi kahle ukusebenza kahle kokuqeqeshwa, kuvame ukucaciswa ngezici ezithile zokuqeqeshwa, njengokuthi "ukuxhumana kweqembu", "ukulungiselela nokuhlela", "impendulo kubafundi" [8].
Ulwazi olutholakala ku-SET lunganikeza ulwazi oluwusizo, njengokuthi ngabe kunesidingo sokulungisa izinto zokufundisa noma izindlela zokufundisa ezisetshenziswa esifundweni esithile. I-SET isetshenziselwa futhi ukwenza izinqumo ezibalulekile ezihlobene nokuthuthukiswa kobungcweti bothisha [4,5,6]. Kodwa-ke, ukufaneleka kwale ndlela kuyangatshazwa lapho izikhungo zemfundo ephakeme zenza izinqumo mayelana nothisha, njengokukhushulelwa ezikhundleni eziphakeme zemfundo (ngokuvamile okuhlotshaniswa nobudala kanye nokwenyuka komholo) kanye nezikhundla ezibalulekile zokuphatha ngaphakathi kwesikhungo [4, 9]. Ngaphezu kwalokho, izikhungo zivame ukudinga ukuthi abafundisi abasha bafake ama-SET avela ezikhungweni zangaphambilini ezicelweni zabo zezikhundla ezintsha, ngaleyo ndlela kungathonyi nje kuphela ukukhushulwa kwabafundisi ngaphakathi kwesikhungo, kodwa futhi nabaqashi abasha abangaba khona [10].
Nakuba izincwadi eziphathelene nekharikhulamu kanye nokuhlolwa kothisha zisekelwe kahle emkhakheni wemfundo ephakeme ejwayelekile, lokhu akunjalo emkhakheni wezokwelapha kanye nokunakekelwa kwezempilo [11]. Ikharikhulamu kanye nezidingo zabafundisi bezokwelapha zihlukile kwezemfundo ephakeme ejwayelekile. Isibonelo, ukufunda kweqembu kuvame ukusetshenziswa ezifundweni zemfundo yezokwelapha ezihlanganisiwe. Lokhu kusho ukuthi ikharikhulamu yesikole sezokwelapha iqukethe uchungechunge lwezifundo ezifundiswa amalungu amaningana othisha abanokuqeqeshwa kanye nolwazi emikhakheni eyahlukene yezokwelapha. Nakuba abafundi bezuza olwazini olujulile lochwepheshe emkhakheni ngaphansi kwalesi sakhiwo, bavame ukubhekana nenselele yokuzivumelanisa nezitayela zokufundisa ezahlukene zothisha ngamunye [1, 12, 13, 14].
Nakuba kukhona umehluko phakathi kwemfundo ephakeme ejwayelekile kanye nemfundo yezokwelapha, i-SET esetshenziswa kweyokuqala ngezinye izikhathi isetshenziswa ezifundweni zezokwelapha kanye nokunakekelwa kwezempilo. Kodwa-ke, ukusebenzisa i-SET emfundweni ephakeme ejwayelekile kuletha izinselelo eziningi maqondana nokuhlolwa kwekharikhulamu kanye nokuhlolwa kobungcweti ezinhlelweni zobungcweti bezempilo [11]. Ikakhulukazi, ngenxa yokungafani kwezindlela zokufundisa kanye neziqu zothisha, imiphumela yokuhlola izifundo ingase ingafaka imibono yabafundi yabo bonke othisha noma amakilasi. Ucwaningo luka-Uytenhaage no-O'Neill (2015) [5] lusikisela ukuthi ukucela abafundi ukuthi balinganise bonke othisha ngabanye ekupheleni kwesifundo kungase kungafaneleki ngoba cishe akunakwenzeka ukuthi abafundi bakhumbule futhi baphawule ngezigaba eziningi zokulinganisa othisha. Ngaphezu kwalokho, othisha abaningi bezemfundo yezokwelapha nabo bangodokotela ukufundisa kwabo okuyingxenye encane yemithwalo yabo yemfanelo [15, 16]. Ngenxa yokuthi bahileleke kakhulu ekunakekelweni kweziguli futhi, ezimweni eziningi, ocwaningweni, bavame ukuba nesikhathi esincane sokuthuthukisa amakhono abo okufundisa. Kodwa-ke, odokotela njengothisha kufanele bathole isikhathi, ukwesekwa, kanye nempendulo eyakhayo evela ezinhlanganweni zabo [16].
Abafundi bezokwelapha bavame ukuba ngabantu abazimisele kakhulu nabasebenza kanzima abaphumelela ukungena esikoleni sezokwelapha (ngenqubo yokuncintisana nedinga amandla emhlabeni jikelele). Ngaphezu kwalokho, ngesikhathi sesikole sezokwelapha, abafundi bezokwelapha kulindeleke ukuthi bathole ulwazi oluningi futhi bathuthukise amakhono amaningi ngesikhathi esifushane, kanye nokuphumelela ekuhlolweni okuyinkimbinkimbi kwangaphakathi nokuphelele kukazwelonke [17,18,19,20]. Ngakho-ke, ngenxa yezindinganiso eziphakeme ezilindelwe ngabafundi bezokwelapha, abafundi bezokwelapha bangase babe ngabagxeka kakhulu futhi babe nokulindela okuphezulu kokufundisa kwekhwalithi ephezulu kunabafundi kwezinye izigaba. Ngakho-ke, abafundi bezokwelapha bangase babe nezilinganiso eziphansi koprofesa babo uma kuqhathaniswa nabafundi kwezinye izigaba ngezizathu ezishiwo ngenhla. Ngokuthakazelisayo, izifundo zangaphambilini zibonise ubudlelwano obuhle phakathi kokugqugquzelwa kwabafundi nokuhlolwa kothisha ngabanye [21]. Ngaphezu kwalokho, eminyakeni engama-20 edlule, iningi lezifundo zesikole sezokwelapha emhlabeni wonke ziye zahlanganiswa ngokuqondile [22], ukuze abafundi bavezwe emisebenzini yezokwelapha kusukela eminyakeni yokuqala yohlelo lwabo. Ngakho-ke, eminyakeni embalwa edlule, odokotela baye bahileleka kakhulu emfundweni yabafundi bezokwelapha, bevuma, ngisho nasekuqaleni kwezinhlelo zabo, ukubaluleka kokuthuthukisa ama-SET afanelekela imiphakathi ethile yabafundi [22].
Ngenxa yohlobo oluthile lwemfundo yezokwelapha okukhulunywe ngalo ngenhla, ama-SET asetshenziswa ukuhlola izifundo zemfundo ephakeme ezijwayelekile ezifundiswa yilungu elilodwa lothisha kufanele alungiswe ukuze ahlole ikharikhulamu ehlanganisiwe kanye nezinhlelo zezokwelapha zezokwelapha [14]. Ngakho-ke, kunesidingo sokuthuthukisa amamodeli e-SET asebenza kahle kakhulu kanye nezinhlelo zokuhlola eziphelele ukuze kusetshenziswe ngempumelelo emfundweni yezokwelapha.
Ukubuyekezwa kwamanje kuchaza intuthuko yakamuva ekusetshenzisweni kwe-SET emfundweni ephakeme (ejwayelekile) kanye nemikhawulo yayo, bese kuchazwa izidingo ezahlukahlukene ze-SET zezifundo zemfundo yezokwelapha kanye nothisha. Lokhu kubuyekezwa kunikeza isibuyekezo sendlela i-SET engathuthukiswa ngayo emazingeni asebenzayo, okuphatha kanye nokuhumusha, futhi kugxile emigomweni yokuthuthukisa amamodeli e-SET asebenzayo kanye nezinhlelo zokuhlola eziphelele ezizolinganisa ngempumelelo ukusebenza kahle kokufundisa, zisekele ukuthuthukiswa kwabafundisi bezempilo abangochwepheshe kanye nokuthuthukisa ikhwalithi yokufundisa emfundweni yezokwelapha.
Lolu cwaningo lulandela ucwaningo lukaGreen et al. (2006) [23] ukuthola iseluleko kanye noBaumeister (2013) [24] ukuthola iseluleko ngokubhala ukubuyekezwa kwezindaba. Sinqume ukubhala ukubuyekezwa kwezindaba ngalesi sihloko ngoba lolu hlobo lokubuyekezwa lusiza ukwethula umbono obanzi ngalesi sihloko. Ngaphezu kwalokho, ngoba ukubuyekezwa kwezindaba kudonsela ezifundweni ezahlukahlukene ngokwendlela, kusiza ukuphendula imibuzo ebanzi. Ngaphezu kwalokho, ukuphawula kwezindaba kungasiza ekuvuseleleni umcabango kanye nengxoxo ngesihloko.
Isetshenziswa kanjani i-SET emfundweni yezokwelapha futhi yiziphi izinselele uma kuqhathaniswa ne-SET esetshenziswa emfundweni ephakeme jikelele,
Izizindalwazi ze-Pubmed kanye ne-ERIC ziseshwe kusetshenziswa inhlanganisela yamagama okusesha athi “ukuhlolwa kokufundisa kwabafundi,” “ukusebenza kahle kokufundisa,” “imfundo yezokwelapha,” “imfundo ephakeme,” “ukuhlolwa kwekharikhulamu kanye nokwabafundi,” kanye nezihloko ze-Peer Review 2000, ezisebenzisa ingqondo. ezishicilelwe phakathi kuka-2021 no-2021. Izindlela zokufaka: Izifundo ezifakiwe zaziyizifundo zokuqala noma izihloko zokubuyekeza, kanti izifundo zazifanele izindawo zemibuzo emithathu eyinhloko yocwaningo. Izindlela zokukhipha: Izifundo ezazingezona ulimi lwesiNgisi noma izifundo lapho izihloko ezigcwele umbhalo zingatholakalanga noma ezazingafanele imibuzo emithathu eyinhloko yocwaningo zakhishwa embhalweni wamanje wokubuyekeza. Ngemva kokukhetha izincwadi, zahlelwa ngezihloko ezilandelayo kanye nezihloko ezincane ezihlobene nazo: (a) Ukusetshenziswa kwe-SET emfundweni ephakeme jikelele kanye nemikhawulo yayo, (b) Ukusetshenziswa kwe-SET emfundweni yezokwelapha kanye nokubaluleka kwayo ekubhekaneni nezinkinga ezihlobene nokuqhathaniswa kwe-SET (c) Ukuthuthukisa i-SET emazingeni ezinsimbi, okuphatha kanye nokuhumusha ukuthuthukisa amamodeli e-SET asebenzayo.
Isibalo 1 sinikeza ishadi lokugeleza kwezihloko ezikhethiwe ezifakiwe futhi ezixoxwe ngazo engxenyeni yamanje yokubuyekezwa.
I-SET ibilokhu isetshenziswa ngokwesiko emfundweni ephakeme futhi lesi sihloko sifundwe kahle ezincwadini [10, 21]. Kodwa-ke, inani elikhulu lezifundo lihlole imikhawulo yazo eminingi kanye nemizamo yokubhekana nale mikhawulo.
Ucwaningo lubonisa ukuthi kuneziguquguquko eziningi ezithinta amaphuzu e-SET [10, 21, 25, 26]. Ngakho-ke, kubalulekile ukuthi abaphathi nothisha baqonde lezi ziguquguquko lapho behumusha futhi besebenzisa idatha. Isigaba esilandelayo sinikeza umbono omfushane walezi ziguquguquko. Isibalo 2 sibonisa ezinye zezici ezithonya amaphuzu e-SET, ezichazwe kabanzi ezigabeni ezilandelayo.
Eminyakeni yamuva nje, ukusetshenziswa kwama-kit aku-inthanethi kuye kwanda uma kuqhathaniswa nama-paper kit. Kodwa-ke, ubufakazi obusezincwadini busikisela ukuthi i-SET eku-inthanethi ingaqedwa ngaphandle kokuba abafundi banikeze ukunaka okudingekayo enkambisweni yokuqeda. Esifundweni esithakazelisayo esenziwe ngu-Uitdehaage no-O'Neill [5], othisha abangekho bangezwe ku-SET futhi abafundi abaningi banikeze impendulo [5]. Ngaphezu kwalokho, ubufakazi obusezincwadini busikisela ukuthi abafundi bavame ukukholelwa ukuthi ukuqedwa kwe-SET akuholeli ekufinyeleleni okuthuthukisiwe kwezemfundo, okungathi uma kuhlanganiswa nesimiso esimatasa sabafundi bezokwelapha, kuholele emazingeni aphansi okuphendula [27]. Nakuba ucwaningo lubonisa ukuthi imibono yabafundi ababhala isivivinyo ayihlukile kweyeqembu lonke, amazinga aphansi okuphendula angase aholele othisha ekuthatheni imiphumela ngokungathi sína kakhulu [28].
Iningi lama-SET aku-inthanethi aqedwa ngokungaziwa. Umqondo uwukuvumela abafundi ukuthi baveze imibono yabo ngokukhululeka ngaphandle kokucabanga ukuthi ukuveza kwabo kuzoba nomthelela ebudlelwaneni babo besikhathi esizayo nothisha. Ocwaningweni luka-Alfonso et al. [29], abacwaningi basebenzise izilinganiso ezingaziwa kanye nezilinganiso lapho abahloli bekufanele banikeze amagama abo (izilinganiso zomphakathi) ukuze bahlole ukusebenza kahle kothisha besikole sezokwelapha ngabahlali kanye nabafundi bezokwelapha. Imiphumela ibonise ukuthi othisha ngokuvamile bathola amaphuzu aphansi ekuhlolweni okungaziwa. Ababhali bathi abafundi bathembeke kakhulu ekuhlolweni okungaziwa ngenxa yezithiyo ezithile ekuhlolweni okuvulekile, njengokonakala kobudlelwano bokusebenza nothisha abahlanganyelayo [29]. Kodwa-ke, kufanele futhi kuqashelwe ukuthi ukungaziwa okuvame ukuhlotshaniswa ne-SET eku-inthanethi kungabangela abanye abafundi ukuba bangabi nanhlonipho futhi baziphindiselele kumfundisi uma amaphuzu okuhlola engahlangabezani nokulindelwe ngabafundi [30]. Kodwa-ke, ucwaningo lubonisa ukuthi abafundi abavamile ukunikeza impendulo engenhlonipho, futhi lokhu kokugcina kungancishiswa ngokufundisa abafundi ukunikeza impendulo eyakhayo [30].
Izifundo eziningana zikhombisile ukuthi kukhona ukuhlobana phakathi kwamaphuzu e-SET abafundi, okulindelwe ekusebenzeni kwabo ekuhlolweni, kanye nokwaneliseka kwabo ekuhlolweni [10, 21]. Isibonelo, uStrobe (2020) [9] ubike ukuthi abafundi bavuza izifundo ezilula kanti othisha bavuza amamaki abuthakathaka, okungakhuthaza ukufundisa okubi futhi kuholele ekukhuphukeni kwamamaki [9]. Esifundweni samuva nje, uLooi et al. (2020) [31] Abacwaningi babike ukuthi ama-SET amahle kakhulu ahlobene futhi kulula ukuwahlola. Ngaphezu kwalokho, kunobufakazi obuphazamisayo bokuthi i-SET ihlobene ngokuphambene nokusebenza kwabafundi ezifundweni ezilandelayo: lapho isilinganiso siphezulu, ukusebenza kwabafundi okubi kakhulu ezifundweni ezilandelayo. UCornell et al. (2016)[32] benze ucwaningo lokuhlola ukuthi abafundi basekolishi bafunde okuningi yini kothisha abalinganisele kakhulu i-SET yabo. Imiphumela ikhombisa ukuthi lapho ukufunda kuhlolwa ekupheleni kwesifundo, othisha abanezilinganiso eziphakeme nabo banegalelo ekufundeni kwabafundi abaningi. Kodwa-ke, lapho ukufunda kulinganiswa ngokusebenza ezifundweni ezilandelayo ezifanele, othisha abathola amaphuzu aphansi kakhulu yibo abaphumelela kakhulu. Abacwaningi bacabanga ukuthi ukwenza isifundo sibe nzima kakhulu ngendlela ephumelelayo kunganciphisa izilinganiso kodwa kuthuthukise ukufunda. Ngakho-ke, ukuhlolwa kwabafundi akufanele kube yisona sodwa isisekelo sokuhlola ukufundisa, kodwa kufanele kuqashelwe.
Izifundo eziningana zibonisa ukuthi ukusebenza kwe-SET kuthonywa yikhosi ngokwayo kanye nokuhleleka kwayo. UMing noBaozhi [33] bathole ocwaningweni lwabo ukuthi kwakukhona umehluko omkhulu emaphuzu e-SET phakathi kwabafundi ezifundweni ezahlukene. Isibonelo, isayensi yezokwelapha inamaphuzu aphezulu e-SET kunesayensi eyisisekelo. Ababhali bachaze ukuthi lokhu kungenxa yokuthi abafundi bezokwelapha banesifiso sokuba odokotela ngakho-ke banesithakazelo somuntu siqu kanye nesisusa esiphezulu sokubamba iqhaza kakhulu ezifundweni zesayensi yezokwelapha uma kuqhathaniswa nezifundo zesayensi eyisisekelo [33]. Njengasendabeni yezifundo zokuzikhethela, isisusa sabafundi ngesifundo sinomthelela omuhle emaphuzuni [21]. Ezinye izifundo eziningana nazo zisekela ukuthi uhlobo lwesifundo lungathonya amaphuzu e-SET [10, 21].
Ngaphezu kwalokho, ezinye izifundo zikhombisile ukuthi uma usayizi wekilasi uncane, izinga le-SET elifinyelelwa othisha liyanda [10, 33]. Enye incazelo engaba khona ukuthi usayizi wekilasi omncane wandisa amathuba okuxhumana kothisha nabafundi. Ngaphezu kwalokho, izimo lapho ukuhlolwa kwenziwa khona zingathinta imiphumela. Isibonelo, amaphuzu e-SET abonakala ethonywa yisikhathi nosuku inkambo efundiswa ngalo, kanye nosuku lwesonto lapho i-SET iqediwe khona (isib., ukuhlolwa okuqediwe ngezimpelasonto kuvame ukuphumela kumaphuzu amahle kakhulu) kunokuhlolwa okuqediwe ekuqaleni kwesonto. [10].
Ucwaningo oluthakazelisayo lukaHessler nabanye luphinde lubuze ukuthi i-SET isebenza kahle kangakanani. [34]. Kulolu cwaningo, kwenziwa isivivinyo esilawulwa ngokungahleliwe enkambweni yezokwelapha eziphuthumayo. Abafundi bezokwelapha bonyaka wesithathu babelwa ngokungahleliwe eqenjini lokulawula noma eqenjini elathola amakhukhi e-chocolate chip mahhala (iqembu lamakhukhi). Wonke amaqembu afundiswa othisha abafanayo, futhi okuqukethwe kokuqeqeshwa kanye nezinto zokufunda kwakufana kuwo womabili amaqembu. Ngemva kwesifundo, bonke abafundi bacelwa ukuthi baqedele isethi. Imiphumela ibonise ukuthi iqembu lamakhukhi lanika othisha isilinganiso esingcono kakhulu kuneqembu lokulawula, okwenza kwangabazeka ukusebenza kahle kwe-SET [34].
Ubufakazi obusezincwadini buphinde busekele ukuthi ubulili bungathinta amaphuzu e-SET [35,36,37,38,39,40,41,42,43,44,45,46]. Isibonelo, ezinye izifundo zibonise ubudlelwano phakathi kobulili babafundi nemiphumela yokuhlola: abafundi besifazane bathole amaphuzu aphezulu kunabafundi besilisa [27]. Ubufakazi obuningi buqinisekisa ukuthi abafundi balinganisa othisha besifazane abaphansi kunothisha besilisa [37, 38, 39, 40]. Isibonelo, uBoring et al. [38] ukhombisile ukuthi abafundi besilisa nabesifazane bakholelwa ukuthi amadoda anolwazi oluningi futhi anamakhono obuholi aqinile kunabesifazane. Iqiniso lokuthi ubulili kanye nemibono ephambene kuthonya i-SET lisekelwa nawucwaningo lukaMacNell et al. [41], ababike ukuthi abafundi ocwaningweni lwakhe balinganise othisha besifazane abaphansi kunothisha besilisa ezicini ezahlukene zokufundisa [41]. Ngaphezu kwalokho, uMorgan et al [42] banikeze ubufakazi bokuthi odokotela besifazane bathole izilinganiso zokufundisa eziphansi ekujikelezweni kwezokwelapha okune okukhulu (ukuhlinzwa, izingane, ukubelethisa kanye ne-gynecology, kanye nemithi yangaphakathi) uma kuqhathaniswa nodokotela besilisa.
Esifundweni sikaMurray nabanye (2020) [43], abacwaningi babike ukuthi ukukhanga kothisha kanye nesithakazelo sabafundi kulesi sifundo kuhlotshaniswa namaphuzu aphezulu e-SET. Ngokuphambene nalokho, ubunzima bezifundo buhlotshaniswa namaphuzu aphansi e-SET. Ngaphezu kwalokho, abafundi banikeze amaphuzu aphezulu e-SET kothisha besilisa abamhlophe abasebasha kanye nothisha abanezikhundla zobuprofesa eziphelele. Kwakungekho ukuhlobana phakathi kokuhlolwa kokufundisa kwe-SET kanye nemiphumela yocwaningo lothisha. Ezinye izifundo nazo ziqinisekisa umthelela omuhle wokukhanga kothisha ngokomzimba emiphumeleni yokuhlola [44].
UClayson nabanye (2017) [45] babike ukuthi nakuba kukhona ukuvumelana okuvamile kokuthi i-SET ikhiqiza imiphumela ethembekile nokuthi isilinganiso sekilasi nothisha siyavumelana, kusakhona ukungavumelani ezimpendulweni zomfundi ngamunye. Ngamafuphi, imiphumela yalo mbiko wokuhlola ikhombisa ukuthi abafundi abavumelananga nalokho abacelwe ukuba bakuhlole. Izinyathelo zokuthembeka ezithathwe ekuhlolweni kwabafundi kokufundisa azanele ukunikeza isisekelo sokusungula ubuqiniso. Ngakho-ke, i-SET ngezinye izikhathi inganikeza ulwazi ngabafundi kunokuba inikeze othisha.
I-SET yemfundo yezempilo ihlukile kwi-SET yendabuko, kodwa othisha bavame ukusebenzisa i-SET etholakala emfundweni ephakeme ejwayelekile kune-SET ethize yezinhlelo zemisebenzi yezempilo ezibikwe ezincwadini. Kodwa-ke, izifundo ezenziwe eminyakeni edlule ziveze izinkinga eziningana.
UJones nabanye (1994). [46] benze ucwaningo ukuze bathole ukuthi bangahlolwa kanjani abafundisi besikole sezokwelapha ngokombono wabafundisi nabaphathi. Sekukonke, izinkinga ezivame ukukhulunywa ngazo ezihlobene nokuhlolwa kokufundisa. Ezivame kakhulu kwakuyizikhalazo ezijwayelekile mayelana nokungalingani kwezindlela zokuhlola ukusebenza zamanje, lapho abaphenduli nabo benza izikhalazo ezithile mayelana ne-SET kanye nokuntuleka kokuqashelwa kokufundisa ezinhlelweni zemivuzo yezemfundo. Ezinye izinkinga ezibikiwe zazihlanganisa izinqubo zokuhlola ezingahambisani kanye nezindlela zokukhushulwa eminyangweni yonke, ukuntuleka kokuhlolwa okuvamile, kanye nokwehluleka ukuxhumanisa imiphumela yokuhlola nemiholo.
URoyal et al (2018) [11] bachaza eminye yemikhawulo yokusebenzisa i-SET ukuhlola ikharikhulamu kanye nothisha ezinhlelweni zobungcweti bezempilo emfundweni ephakeme jikelele. Abacwaningi babika ukuthi i-SET emfundweni ephakeme ibhekene nezinselelo ezahlukahlukene ngoba ayikwazi ukusetshenziswa ngqo ekwakhiweni kwekharikhulamu kanye nokufundisa izifundo ezikoleni zezokwelapha. Imibuzo evame ukubuzwa, kufaka phakathi imibuzo mayelana nomfundisi kanye nenkambo, ivame ukuhlanganiswa ibe yimibuzo eyodwa, ngakho abafundi bavame ukuba nenkinga yokuhlukanisa phakathi kwayo. Ngaphezu kwalokho, izifundo ezinhlelweni zezokwelapha zivame ukufundiswa amalungu amaningi othisha. Lokhu kuphakamisa imibuzo yokufaneleka ngenxa yenani elilinganiselwe lokuxhumana phakathi kwabafundi nothisha elihlolwe nguRoyal et al. (2018)[11]. Esifundweni sikaHwang et al. (2017) [14], abacwaningi bahlole umqondo wokuthi ukuhlolwa kwezifundo ezibuyela emuva kubonisa kanjani ngokuphelele imibono yabafundi ngezifundo ezahlukene zabafundisi. Imiphumela yabo iphakamisa ukuthi ukuhlolwa kwekilasi komuntu ngamunye kuyadingeka ukuphatha izifundo zeminyango eminingi ngaphakathi kwekharikhulamu yesikole sezokwelapha ehlanganisiwe.
Uitdehaage no-O'Neill (2015) [5] bahlole izinga abafundi bezokwelapha abathatha ngalo ngamabomu i-SET ekilasini elinama-faculty amaningi. Isifundo ngasinye salezi ezimbili zangaphambi kokwelashwa sasinomfundisi oqanjiwe. Abafundi kumele banikeze izilinganiso ezingaziwa kubo bonke abafundisi (kufaka phakathi abafundisi abaqanjiwe) zingakapheli amasonto amabili beqede isifundo, kodwa bangase benqabe ukuhlola umfundisi. Ngonyaka olandelayo kwenzeka futhi, kodwa isithombe somfundisi oqanjiwe safakwa. Amaphesenti angamashumi ayisithupha nesithupha abafundi balinganise umfundisi oqanjiwe ngaphandle kokufana, kodwa abafundi abambalwa (49%) balinganise umfundisi oqanjiwe ngokufana okukhona. Lokhu okutholakele kusikisela ukuthi abafundi abaningi bezokwelapha baqeda ama-SET ngokungaboni, ngisho noma behambisana nezithombe, ngaphandle kokucabanga ngokucophelela ukuthi bahlola bani, ingasaphathwa eyokusebenza komfundisi. Lokhu kuvimbela ukuthuthukiswa kwekhwalithi yohlelo futhi kungaba yingozi entuthukweni yezemfundo yothisha. Abacwaningi baphakamisa uhlaka olunikeza indlela ehluke kakhulu ye-SET ebandakanya abafundi ngenkuthalo futhi ngenkuthalo.
Kuneminye imikhakha eminingi ohlelweni lwezemfundo lwezinhlelo zezokwelapha uma kuqhathaniswa nezinye izinhlelo zemfundo ephakeme ezijwayelekile [11]. Imfundo yezokwelapha, njengemfundo yezempilo yobungcweti, igxile kakhulu ekuthuthukisweni kwezindima zobungcweti ezichazwe ngokucacile (umkhuba wezokwelapha). Ngenxa yalokho, izinhlelo zezokwelapha nezezempilo ziba zizinzile, ngezifundo ezilinganiselwe kanye nokukhetha kobungcweti. Ngokuthakazelisayo, izifundo zemfundo yezokwelapha zivame ukunikezwa ngefomethi yeqembu, lapho bonke abafundi bethatha inkambo efanayo ngesikhathi esifanayo njalo ngesemester. Ngakho-ke, ukubhalisa inani elikhulu labafundi (ngokuvamile u-n = 100 noma ngaphezulu) kungathinta ifomethi yokufundisa kanye nobudlelwano bothisha nomfundi. Ngaphezu kwalokho, ezikoleni eziningi zezokwelapha, izakhiwo zengqondo zezinsimbi eziningi azihlolwa lapho zisetshenziswa okokuqala, futhi izakhiwo zezinsimbi eziningi zingase zingaziwa [11].
Izifundo eziningana eminyakeni embalwa edlule zinikeze ubufakazi bokuthi i-SET ingathuthukiswa ngokubhekana nezici ezibalulekile ezingase zithonye ukusebenza kahle kwe-SET emazingeni ezinsimbi, ezokuphatha, kanye nezokuhumusha. Isithombe 3 sibonisa ezinye zezinyathelo ezingasetshenziswa ukudala imodeli ye-SET ephumelelayo. Izigaba ezilandelayo zinikeza incazelo eningiliziwe.
Thuthukisa i-SET emazingeni ezinsimbi, ezokuphatha, kanye nezokuhumusha ukuze uthuthukise amamodeli e-SET asebenzayo.
Njengoba kushiwo ngaphambili, izincwadi ziqinisekisa ukuthi ukucwasa ngokobulili kungathonya ukuhlolwa kothisha [35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46]. UPeterson nabanye (2019) [40] benze ucwaningo oluhlola ukuthi ubulili bomfundi buthinte yini izimpendulo zabafundi emizamweni yokunciphisa ukucwasa. Kulesi sifundo, i-SET yanikezwa amakilasi amane (amabili afundiswa othisha besilisa kanye namabili afundiswa othisha besifazane). Ngaphakathi kwesifundo ngasinye, abafundi babelwa ngokungahleliwe ukuthola ithuluzi lokuhlola elijwayelekile noma ithuluzi elifanayo kodwa besebenzisa ulimi oluklanyelwe ukunciphisa ukucwasa ngokobulili. Ucwaningo luthole ukuthi abafundi abasebenzisa amathuluzi okuhlola okulwa nokucwasa banikeza othisha besifazane amaphuzu aphezulu kakhulu e-SET kunabafundi abasebenzisa amathuluzi okuhlola ajwayelekile. Ngaphezu kwalokho, bekungekho mehluko ekulinganisweni kothisha besilisa phakathi kwamaqembu amabili. Imiphumela yalolu cwaningo ibalulekile futhi ibonisa ukuthi ukungenelela kolimi okulula kunganciphisa kanjani ukucwasa ngokobulili ekuhlolweni kwabafundi kokufundisa. Ngakho-ke, kuwumkhuba omuhle ukucabangela ngokucophelela wonke ama-SET nokusebenzisa ulimi ukunciphisa ukucwasa ngokobulili ekuthuthukisweni kwawo [40].
Ukuze uthole imiphumela ewusizo kunoma iyiphi i-SET, kubalulekile ukucabangela ngokucophelela injongo yokuhlolwa kanye namagama emibuzo kusenesikhathi. Nakuba iningi le-SET surveys libonisa ngokucacile isigaba ngezici zokuhlela zesifundo, okungukuthi “Ukuhlolwa Kwezifundo”, kanye nesigaba esiphathelene nothisha, okungukuthi “Ukuhlolwa Kothisha”, kwezinye izinhlolovo umehluko ungase ungabonakali, noma Kungase kube nokudideka phakathi kwabafundi mayelana nendlela yokuhlola ngayinye yalezi zindawo ngazinye. Ngakho-ke, ukwakheka kwemibuzo kumele kube okufanele, kucacise izingxenye ezimbili ezahlukene zemibuzo, futhi kwenze abafundi bazi ukuthi yini okufanele ihlolwe endaweni ngayinye. Ngaphezu kwalokho, ukuhlolwa kokuhlola kuyanconywa ukuze kutholakale ukuthi abafundi bayayichaza yini imibuzo ngendlela ehlosiwe [24]. Esifundweni sika-Oermann et al. (2018) [26], abacwaningi basesha futhi bahlanganisa izincwadi ezichaza ukusetshenziswa kwe-SET ezifundweni eziningi ezifundweni ze-undergraduate kanye ne-postgraduate ukuze banikeze othisha isiqondiso ngokusetshenziswa kwe-SET ebuhlengikazi nakwezinye izinhlelo zobungcweti bezempilo. Imiphumela isikisela ukuthi amathuluzi e-SET kufanele ahlolwe ngaphambi kokusetshenziswa, okuhlanganisa nokuhlola amathuluzi abafundi abangase bangakwazi ukuhumusha izinto noma imibuzo yethuluzi le-SET njengoba kuhloswe ngumfundisi.
Izifundo eziningana zihlole ukuthi imodeli yokuphatha ye-SET iyayithinta yini indlela abafundi ababandakanyeka ngayo.
UDaumier nabanye (2004) [47] baqhathanise izilinganiso zabafundi zokuqeqeshwa kothisha okuqediwe ekilasini nezilinganiso eziqoqwe ku-inthanethi ngokuqhathanisa inani lezimpendulo nezilinganiso. Ucwaningo lubonisa ukuthi izinhlolovo eziku-inthanethi ngokuvamile zinezinga eliphansi lokuphendula kunezinhlolovo zasekilasini. Kodwa-ke, ucwaningo luthole ukuthi ukuhlolwa okuku-inthanethi akuzange kuveze amamaki ajwayelekile ahluke kakhulu ekuhlolweni kweklasi okuvamile.
Kubikwe ukuntuleka kokuxhumana okubili phakathi kwabafundi nothisha ngesikhathi kuqedwa ama-SET aku-inthanethi (kodwa avame ukunyatheliswa), okwaholela ekuntulekeni kwamathuba okucacisa. Ngakho-ke, incazelo yemibuzo ye-SET, imibono, noma ukuhlolwa kwabafundi ingase ingacaci ngaso sonke isikhathi [48]. Ezinye izikhungo zibhekane nale nkinga ngokuhlanganisa abafundi ndawonye ihora elilodwa futhi zabela isikhathi esithile sokuqedela i-SET ku-inthanethi (ngokungaziwa) [49]. Esifundweni sabo, uMalone et al. (2018) [49] babambe imihlangano eminingana ukuze baxoxe nabafundi ngenhloso ye-SET, ukuthi ubani ozobona imiphumela ye-SET nokuthi imiphumela izosetshenziswa kanjani, kanye nanoma yiziphi ezinye izinkinga eziphakanyiswe ngabafundi. I-SET iqhutshwa njengeqembu eligxile kakhulu: iqembu elihlangene liphendula imibuzo evulekile ngokuvota okungakahleleki, ingxoxo, kanye nokucacisa. Izinga lokuphendula lalingaphezu kuka-70-80%, linikeza othisha, abaphathi, namakomidi ekharikhulamu ulwazi olubanzi [49].
Njengoba kushiwo ngenhla, ocwaningweni luka-Uitdehaage no-O'Neill [5], abacwaningi babike ukuthi abafundi ocwaningweni lwabo balinganise othisha abangekho. Njengoba kushiwo ngaphambili, lokhu kuyinkinga evamile ezifundweni zesikole sezokwelapha, lapho isifundo ngasinye singafundiswa amalungu amaningi othisha, kodwa abafundi bangase bangakhumbuli ukuthi ubani onikele esifundweni ngasinye noma ukuthi ilungu ngalinye lothisha lenzeni. Ezinye izikhungo zibhekane nale nkinga ngokunikeza isithombe somfundisi ngamunye, igama lakhe, kanye nesihloko/usuku olwethulwe ukuze kuqalwe kabusha izinkumbulo zabafundi futhi kugwenywe izinkinga ezibeka engcupheni ukusebenza kahle kwe-SET [49].
Mhlawumbe inkinga ebaluleke kakhulu ehlotshaniswa ne-SET ukuthi othisha abakwazi ukuhumusha kahle imiphumela ye-SET yokulinganisa kanye neyekhwalithi. Abanye othisha bangase bafune ukwenza ukuqhathanisa kwezibalo eminyakeni edlule, abanye bangase babheke ukwanda/ukwehla okuncane kwamaphuzu aphakathi njengezinguquko ezinengqondo, abanye bafuna ukukholelwa kulo lonke ucwaningo, kanti abanye bayangabaza ngokuphelele noma yiluphi ucwaningo [45,50, 51].
Ukwehluleka ukuhumusha imiphumela ngendlela efanele noma ukucubungula impendulo yabafundi kungathinta isimo sengqondo sothisha ngokufundisa. Imiphumela kaLutovac et al. (2017) [52] Ukuqeqeshwa kothisha okusekelayo kuyadingeka futhi kuyazuzisa ekunikezeni impendulo kubafundi. Imfundo yezokwelapha idinga ukuqeqeshwa ngokuphuthumayo ekuchazeni kahle imiphumela ye-SET. Ngakho-ke, abafundisi besikole sezokwelapha kufanele bathole ukuqeqeshwa kokuthi bangahlola kanjani imiphumela kanye nezindawo ezibalulekile okufanele bagxile kuzo [50, 51].
Ngakho-ke, imiphumela echazwe isikisela ukuthi ama-SET kufanele aklanywe ngokucophelela, aphathwe, futhi ahunyushwe ukuqinisekisa ukuthi imiphumela ye-SET inomthelela obalulekile kubo bonke ababambiqhaza abafanele, okuhlanganisa othisha, abaphathi bezikole zezokwelapha, kanye nabafundi.
Ngenxa yeminye yemikhawulo ye-SET, kufanele siqhubeke nokulwela ukudala uhlelo lokuhlola oluphelele ukuze sinciphise ukucwasa ekusebenzeni kahle kokufundisa nokusekela intuthuko yobungcweti yothisha bezokwelapha.
Ukuqonda okuphelele kwekhwalithi yokufundisa kothisha bezokwelapha kungatholakala ngokuqoqa nokuhlanganisa idatha emithonjeni eminingi, okuhlanganisa abafundi, ozakwabo, abaphathi bezinhlelo, kanye nokuzihlola kothisha [53, 54, 55, 56, 57]. Izigaba ezilandelayo zichaza amanye amathuluzi/izindlela ezingasetshenziswa ngaphezu kwe-SET ephumelelayo ukusiza ukuthuthukisa ukuqonda okufanele nokuphelele kokusebenza kahle kokuqeqeshwa (Isithombe 4).
Izindlela ezingasetshenziswa ukuthuthukisa imodeli ephelele yesistimu yokuhlola ukusebenza kahle kokufundisa esikoleni sezokwelapha.
Iqembu lokugxila lichazwa ngokuthi “ingxoxo yeqembu ehlelwe ukuhlola isethi ethile yezinkinga” [58]. Eminyakeni embalwa edlule, izikole zezokwelapha zisungule amaqembu okugxila ukuze zithole impendulo esezingeni eliphezulu kubafundi futhi zibhekane nezinye zezingibe ze-SET eku-inthanethi. Lezi zifundo zibonisa ukuthi amaqembu okugxila ayasebenza ekuhlinzekeni impendulo esezingeni eliphezulu kanye nokwandisa ukwaneliseka kwabafundi [59, 60, 61].
Esifundweni sikaBrundle et al. [59] Abacwaningi basebenzise inqubo yeqembu lokuhlola abafundi eyavumela abaqondisi bezifundo nabafundi ukuthi baxoxe ngezifundo emaqenjini okugxila. Imiphumela ikhombisa ukuthi izingxoxo zeqembu lokugxila ziyahambisana nokuhlolwa kwe-inthanethi futhi zandisa ukwaneliseka kwabafundi ngenqubo yokuhlola yonke inkambo. Abafundi bayakwazisa ithuba lokuxhumana ngqo nabaqondisi bezifundo futhi bakholelwa ukuthi le nqubo ingasiza ekuthuthukiseni imfundo. Baphinde banomuzwa wokuthi bakwazi ukuqonda umbono womqondisi wezifundo. Ngaphezu kwabafundi, abaqondisi bezifundo nabo balinganise ukuthi amaqembu okugxila enza kube lula ukuxhumana okuphumelelayo nabafundi [59]. Ngakho-ke, ukusetshenziswa kwamaqembu okugxila kunganikeza izikole zezokwelapha ukuqonda okuphelele kwekhwalithi yesifundo ngasinye kanye nokusebenza kahle kokufundisa kwabafundisi abafanele. Kodwa-ke, kufanele kuqashelwe ukuthi amaqembu okugxila ngokwawo anemikhawulo ethile, njengokuthi inani elincane labafundi abahlanganyela kuwo uma kuqhathaniswa nohlelo lwe-SET oluku-inthanethi, olutholakala kubo bonke abafundi. Ngaphezu kwalokho, ukuqhuba amaqembu okugxila ezifundweni ezahlukahlukene kungaba inqubo ethatha isikhathi kubeluleki nabafundi. Lokhu kudala imikhawulo ebalulekile, ikakhulukazi kubafundi bezokwelapha abanezinhlelo ezimatasa kakhulu futhi abangase bathathe izindawo zomtholampilo ezindaweni ezahlukene zezwe. Ngaphezu kwalokho, amaqembu okugxila adinga inani elikhulu labasizi abanolwazi. Kodwa-ke, ukufaka amaqembu okugxila enkambisweni yokuhlola kunganikeza ulwazi oluningiliziwe noluqondile mayelana nokusebenza kahle kokuqeqeshwa [48, 59, 60, 61].
USchiekierka-Schwacke nabanye (2018) [62] bahlole imibono yabafundi kanye nabafundisi ngethuluzi elisha lokuhlola ukusebenza kothisha kanye nemiphumela yokufunda kwabafundi ezikoleni ezimbili zezokwelapha zaseJalimane. Izingxoxo zamaqembu agxile kanye nezingxoxo zomuntu ngamunye zenziwa nabafundisi kanye nabafundisi bezokwelapha. Othisha bazise impendulo yomuntu siqu enikezwe yithuluzi lokuhlola, futhi abafundi babike ukuthi kufanele kudalwe i-feedback loop, okuhlanganisa imigomo nemiphumela, ukuze kukhuthazwe ukubikwa kwedatha yokuhlola. Ngakho-ke, imiphumela yalolu cwaningo isekela ukubaluleka kokuvala i-loop yokuxhumana nabafundi nokubazisa ngemiphumela yokuhlola.
Izinhlelo Zokubuyekeza Ontanga Zokufundisa (i-PRT) zibaluleke kakhulu futhi sezisetshenziswe emfundweni ephakeme iminyaka eminingi. I-PRT ihilela inqubo yokubambisana yokubuka ukufundisa nokunikeza impendulo kumbukeli ukuze kuthuthukiswe ukusebenza kahle kokufundisa [63]. Ngaphezu kwalokho, izivivinyo zokuzicabangela, izingxoxo zokulandelela ezihlelekile, kanye nokwabelwa ozakwabo abaqeqeshwe kungasiza ekuthuthukiseni ukusebenza kahle kwe-PRT kanye nesiko lokufundisa lomnyango [64]. Lezi zinhlelo kubikwa ukuthi zinezinzuzo eziningi njengoba zingasiza othisha ukuthola impendulo eyakhayo kothisha abangontanga okungenzeka ukuthi babhekane nobunzima obufanayo esikhathini esidlule futhi banganikeza ukwesekwa okukhulu ngokunikeza iziphakamiso eziwusizo zokuthuthukisa [63]. Ngaphezu kwalokho, uma kusetshenziswa ngendlela eyakhayo, ukubuyekezwa kontanga kungathuthukisa okuqukethwe kwezifundo kanye nezindlela zokulethwa, futhi kusekele othisha bezokwelapha ekuthuthukiseni ikhwalithi yokufundisa kwabo [65, 66].
Ucwaningo lwakamuva olwenziwe nguCampbell et al. (2019) [67] lunikeza ubufakazi bokuthi imodeli yokusekela ontanga endaweni yokusebenza iyisu lokuthuthukisa othisha elamukelekayo neliphumelelayo kubafundisi bezempilo yezokwelapha. Kolunye ucwaningo, uCaygill et al. [68] benze ucwaningo lapho kwathunyelwa khona uhlu lwemibuzo oluklanywe ngokukhethekile kubafundisi bezempilo eNyuvesi yaseMelbourne ukuze bavumelane ngolwazi lwabo lokusebenzisa i-PRT. Imiphumela ikhombisa ukuthi kukhona intshisekelo efihliwe ku-PRT phakathi kwabafundisi bezokwelapha nokuthi ifomethi yokubuyekezwa kontanga ngokuzithandela nangolwazi ibhekwa njengethuba elibalulekile neliwusizo lokuthuthukiswa kobungcweti.
Kuyafaneleka ukuqaphela ukuthi izinhlelo ze-PRT kumele zakhiwe ngokucophelela ukuze kugwenywe ukudala indawo yokwahlulela, "yokuphatha" evame ukuholela ekukhathazekeni okukhulu phakathi kothisha abaqashelwayo [69]. Ngakho-ke, umgomo kufanele kube ukuthuthukisa ngokucophelela izinhlelo ze-PRT ezizophelelisa futhi zenze kube lula ukudala indawo ephephile futhi zinikeze impendulo eyakhayo. Ngakho-ke, ukuqeqeshwa okukhethekile kuyadingeka ukuqeqesha ababuyekezi, futhi izinhlelo ze-PRT kufanele zihilele kuphela othisha abanentshisekelo yangempela nabanolwazi. Lokhu kubaluleke kakhulu uma ulwazi olutholakala ku-PRT lusetshenziswa ezinqumweni zothisha ezifana nokukhushulwa emazingeni aphezulu, ukukhushulwa komholo, kanye nokukhushulwa ezikhundleni ezibalulekile zokuphatha. Kufanele kuqashelwe ukuthi i-PRT idla isikhathi futhi, njengamaqembu agxile, idinga ukubamba iqhaza kwenani elikhulu lamalungu othisha abanolwazi, okwenza le ndlela ibe nzima ukuyisebenzisa ezikoleni zezokwelapha ezingenazo izinsiza ezitheni.
UNewman nabanye (2019) [70] bachaza amasu asetshenziswa ngaphambi, ngesikhathi nangemva kokuqeqeshwa, okuqaphelwa okugqamisa imikhuba emihle kakhulu nokuhlonza izixazululo zezinkinga zokufunda. Abacwaningi banikeze iziphakamiso ezingu-12 kubabuyekezi, okuhlanganisa: (1) khetha amagama akho ngokuhlakanipha; (2) vumela umbukeli ukuthi anqume indlela yengxoxo; (3) gcina impendulo iyimfihlo futhi ihlelekile; (4) gcina impendulo iyimfihlo futhi ihlelekile; Impendulo igxile kumakhono okufundisa kunokuba ibe uthisha ngamunye; (5) Yazi ozakwenu (6) Zicabangele wena nabanye (7) Khumbula ukuthi izabizwana zidlala indima ebalulekile ekunikezeni impendulo, (8) Sebenzisa imibuzo ukuze ukhanyise umbono wokufundisa, (10) Misa ukwethembana kwezinqubo kanye nempendulo ekuqaphelweni kontanga, (11) yenza ukuqaphelwa kokufunda kube yimpumelelo yomabili, (12) dala uhlelo lokusebenza. Abacwaningi bahlola futhi umthelela wokubandlulula ekuqaphelweni nokuthi inqubo yokufunda, ukuqaphelwa kanye nokuxoxa ngempendulo inganikeza kanjani ulwazi oluwusizo lokufunda kuzo zombili izinhlangothi, okuholela ekubambisaneni kwesikhathi eside kanye nekhwalithi yemfundo ethuthukisiwe. UGomaly nabanye. (2014) [71] ibike ukuthi ikhwalithi yempendulo ephumelelayo kufanele ifake phakathi (1) ukucaciswa komsebenzi ngokunikeza iziqondiso, (2) ukukhuthazwa okwandisiwe kokukhuthaza umzamo omkhulu, kanye (3) umbono womamukeli wawo njengenqubo ewusizo. enikezwa umthombo othembekile.
Nakuba othisha besikole sezokwelapha bethola impendulo nge-PRT, kubalulekile ukuqeqesha othisha ngendlela yokuhumusha impendulo (njengokunconywa kokuthola ukuqeqeshwa ekutolikweni kwe-SET) nokunikeza othisha isikhathi esanele sokucabanga ngendlela eyakhayo ngempendulo etholiwe.
Isikhathi sokuthunyelwe: Novemba-24-2023