Ukuhlolwa kwekharikhulamu nobuhlakani kubalulekile kuzo zonke izikhungo zemfundo ephakeme, kubandakanya nezikole zezokwelapha.Ukuhlolwa kokufundisa kwabafundi (i-SET) ngokuvamile kuthatha uhlobo lwemibuzo engaziwa, futhi nakuba ekuqaleni kwathuthukiswa ukuze kuhlolwe izifundo nezinhlelo, ngokuhamba kwesikhathi kuphinde kwasetshenziswa ukukala impumelelo yokufundisa futhi kamuva kwenziwe izinqumo ezibalulekile ezihlobene nokufundisa.Ukuthuthukiswa kothisha.Kodwa-ke, izici ezithile nokuchema kungase kuthinte amaphuzu e-SET futhi ukusebenza ngempumelelo kokufundisa akukwazi ukulinganiswa ngendlela efanele.Nakuba izincwadi ezimayelana nokuhlolwa kwezifundo nobuhlakani ezifundweni eziphakeme ezijwayelekile zisungulwe kahle, kunokukhathazeka ngokusebenzisa amathuluzi afanayo ukuhlola izifundo kanye nobuhlakani ezinhlelweni zezokwelapha.Ikakhulukazi, i-SET emfundweni ephakeme ejwayelekile ayikwazi ukusetshenziswa ngokuqondile ekwakhiweni kwekharikhulamu nokusetshenziswa ezikoleni zezokwelapha.Lokhu kubuyekezwa kunikeza umbono wokuthi i-SET ingathuthukiswa kanjani kuthuluzi, ukuphatha, namazinga okuhumusha.Ukwengeza, le ndatshana ikhomba ukuthi ngokusebenzisa izindlela ezahlukahlukene ezinjengokubuyekezwa kontanga, amaqembu okugxilwe kuwo, nokuzihlola ukuze uqoqe futhi uhlanganise idatha kanxantathu emithonjeni eminingi, okuhlanganisa abafundi, ontanga, abaphathi bohlelo, kanye nokuzazi, isistimu yokuhlola ebanzi ingakwazi. zakhiwe.Linganisa ngempumelelo ukufundisa, ukusekela ukuthuthukiswa kochwepheshe kothisha bezokwelapha, futhi uthuthukise ikhwalithi yokufundisa emfundweni yezokwelapha.
Ukuhlolwa kwezifundo nohlelo kuyinqubo yangaphakathi yokulawula ikhwalithi kuzo zonke izikhungo zemfundo ephakeme, okuhlanganisa nezikole zezokwelapha.Ukuhlolwa Kokufundisa Komfundi (SET) ngokuvamile kuthatha uhlobo lwephepha elingaziwa noma uhlu lwemibuzo eku-inthanethi kusetshenziswa isikali sokulinganisa njengesikali se-Likert (ngokuvamile ezinhlanu, eziyisikhombisa noma ngaphezulu) esivumela abantu ukuthi babonise isivumelwano sabo noma izinga lesivumelwano.Angivumelani nezitatimende ezithile) [1,2,3].Nakuba ama-SET athuthukiswa ekuqaleni ukuze ahlole izifundo nezinhlelo, ngokuhamba kwesikhathi aye asetshenziselwa ukukala ukuphumelela kokufundisa [4, 5, 6].Ukuphumelela kokufundisa kuthathwa njengokubalulekile ngoba kucatshangwa ukuthi kunobudlelwano obuhle phakathi kokufundisa ngempumelelo nokufunda kwabafundi [7].Nakuba izincwadi zingakuchazi ngokucacile ukusebenza kokuqeqeshwa, ngokuvamile zicaciswa ngezici ezithile zokuqeqeshwa, njengokuthi "ukusebenzelana kweqembu", "ukulungiselela nokuhleleka", "impendulo kubafundi" [8].
Ulwazi olutholwe ku-SET lunganikeza ukwaziswa okuwusizo, njengokuthi ingabe sikhona yini isidingo sokulungisa izinto zokufundisa noma izindlela zokufundisa ezisetshenziswa esifundweni esithile.I-SET iphinde isetshenziselwe ukwenza izinqumo ezibalulekile ezihlobene nokuthuthukiswa kochwepheshe kothisha [4,5,6].Nokho, ukufaneleka kwale ndlela kuyangabazeka lapho izikhungo zemfundo ephakeme zenza izinqumo eziphathelene ne-faculty, njengokukhushulelwa ezikhundleni eziphakeme zezemfundo (ngokuvamile ezihlotshaniswa nezikhundla eziphezulu kanye nokukhushulwa kwamaholo) kanye nezikhundla eziyinhloko zokuphatha ngaphakathi kwesikhungo [4, 9].Ngaphezu kwalokho, izikhungo zivame ukudinga ubuhlakani obusha ukuthi bufake ama-SET avela ezikhungweni zangaphambili ezicelweni zabo zezikhundla ezintsha, ngaleyo ndlela zingabe nomthelela ekukhushulweni kobuhlakani kuphela esikhungweni, kodwa futhi nabaqashi abasha abangaba khona [10].
Nakuba izincwadi zekharikhulamu nokuhlola kothisha zisungulwe kahle emkhakheni wemfundo ephakeme evamile, akunjalo emkhakheni wezokwelapha nokunakekelwa kwezempilo [11].Ikharikhulamu nezidingo zothisha bezokwelapha ziyahluka kulezo zemfundo ephakeme jikelele.Isibonelo, ukufunda kweqembu kuvame ukusetshenziswa ezifundweni ezididiyelwe zemfundo yezokwelapha.Lokhu kusho ukuthi ikharikhulamu yesikole sezokwelapha iqukethe uchungechunge lwezifundo ezifundiswa idlanzana lamalungu obuhlakani anokuqeqeshwa namava emikhakheni eyahlukene yezokwelapha.Nakuba abafundi bezuza olwazini olujulile lochwepheshe kulo mkhakha ongaphansi kwalesi sakhiwo, bavame ukubhekana nenselele yokuzivumelanisa nezitayela zokufundisa ezahlukene zikathisha ngamunye [1, 12, 13, 14].
Nakuba kunomehluko phakathi kwemfundo ephakeme evamile kanye nemfundo yezokwelapha, i-SET esetshenziswe ekuqaleni nayo ngezinye izikhathi isetshenziswa ezifundweni zezokwelapha nezokunakekelwa kwezempilo.Kodwa-ke, ukusebenzisa i-SET emfundweni ephakeme ejwayelekile kubangela izinselelo eziningi mayelana nekharikhulamu nokuhlolwa kwamakhono ezinhlelweni zobungcweti bezempilo [11].Ikakhulukazi, ngenxa yomehluko wezindlela zokufundisa kanye neziqu zothisha, imiphumela yokuhlolwa kwezifundo ingase ingafaki imibono yabafundi yabo bonke othisha noma amakilasi.Ucwaningo olwenziwa ngu-Uytenhaage and O'Neill (2015) [5] luphakamisa ukuthi ukucela abafundi ukuthi balinganisele bonke othisha oyedwa ekupheleni kwesifundo kungase kungafaneleki ngoba cishe akunakwenzeka ukuthi abafundi bakhumbule futhi baphawule ngezilinganiso eziningi zothisha.izigaba.Ngaphezu kwalokho, othisha abaningi bezemfundo yezokwelapha bangodokotela ukufundisa okuyingxenye encane yezibopho zabo [15, 16].Ngenxa yokuthi bahileleke ngokuyinhloko ekunakekeleni isiguli futhi, ezimweni eziningi, benza ucwaningo, ngokuvamile banesikhathi esincane sokuthuthukisa amakhono abo okufundisa.Kodwa-ke, odokotela njengothisha kufanele bathole isikhathi, ukusekelwa, kanye nempendulo eyakhayo evela ezinhlanganweni zabo [16].
Abafundi bezokwelapha bavame ukuba abantu abazimisele kakhulu nabasebenza kanzima abamukelwa ngempumelelo esikoleni sezokwelapha (ngenqubo yokuncintisana nenzima emhlabeni jikelele).Ngaphezu kwalokho, ngesikhathi sesikole sezokwelapha, abafundi bezokwelapha kulindeleke ukuthi bathole ulwazi oluningi futhi bathuthukise isibalo esikhulu samakhono ngesikhathi esifushane, futhi baphumelele ekuhloleni okuyinkimbinkimbi kwangaphakathi nokuphelele kuzwelonke [17,18,19] ,20].Ngakho-ke, ngenxa yamazinga aphezulu alindeleke kubafundi bezokwelapha, abafundi bezokwelapha bangase babaluleke kakhulu futhi babe nokulindela okuphezulu ekufundiseni kwekhwalithi ephezulu kunabafundi abakweminye imikhakha.Ngakho-ke, abafundi bezokwelapha bangase babe nezilinganiso eziphansi ezivela koprofesa babo uma kuqhathaniswa nabafundi kwezinye iziyalo ngenxa yezizathu ezishiwo ngenhla.Kuyathakazelisa ukuthi izifundo zangaphambilini zibonise ubudlelwano obuhle phakathi kokugqugquzelwa kwabafundi nokuhlola kothisha ngamunye [21].Ngaphezu kwalokho, kule minyaka engu-20 edlule, iningi lezifundo zesikole sezokwelapha emhlabeni wonke liye lahlanganiswa ngokuqondile [22], ukuze abafundi bachayeke emisebenzini yomtholampilo kusukela eminyakeni yokuqala yohlelo lwabo.Ngakho-ke, phakathi neminyaka embalwa edlule, odokotela baye bahileleka kakhulu emfundweni yabafundi bezokwelapha, bevumela, ngisho nasekuqaleni kwezinhlelo zabo, ukubaluleka kokuthuthukisa ama-SET ahambisana nezibalo ezithile ze-faculty [22].
Ngenxa yemvelo ethile yemfundo yezokwelapha okukhulunywe ngayo ngenhla, ama-SET asetshenziselwa ukuhlola izifundo zemfundo ephakeme ezivamile ezifundiswa yilungu elilodwa le-faculty kufanele ashintshwe ukuze kuhlolwe ikharikhulamu edidiyelwe kanye ne-clinical faculty yezinhlelo zezokwelapha [14].Ngakho-ke, kunesidingo sokuthuthukisa amamodeli e-SET asebenza kangcono kanye nezinhlelo zokuhlola eziphelele ukuze kusetshenziswe ngempumelelo emfundweni yezokwelapha.
Ukubuyekeza kwamanje kuchaza intuthuko yakamuva ekusetshenzisweni kwe-SET emfundweni ephakeme (okujwayelekile) kanye nemikhawulo yayo, bese iveza izidingo ezihlukahlukene ze-SET zezifundo zemfundo yezokwelapha kanye nobuhlakani.Lokhu kubuyekezwa kunikeza isibuyekezo sokuthi i-SET ingathuthukiswa kanjani ezingeni lezinsimbi, ezokuphatha neyokuhumusha, futhi igxile ezinhlosweni zokuthuthukisa amamodeli e-SET asebenzayo kanye nezinhlelo zokuhlola eziphelele ezizokala ngempumelelo ukufundisa, zisekele ukuthuthukiswa kothisha bezempilo abaqeqeshiwe kanye nokwenza ngcono. izinga lokufundisa emfundweni yezokwelapha.
Lolu cwaningo lulandela ucwaningo lukaGreen et al.(2006) [23] ukuze uthole iseluleko kanye no-Baumeister (2013) [24] ukuze uthole iseluleko ngokubhala ukubuyekezwa okulandisayo.Sinqume ukubhala isibuyekezo esilandisayo ngalesi sihloko ngoba lolu hlobo lokubuyekeza lusiza ukwethula umbono obanzi ngesihloko.Ngaphezu kwalokho, ngenxa yokuthi ukubuyekezwa okulandisayo kususelwa ezifundweni ezihlukene ngokwendlela yokusebenza, zisiza ukuphendula imibuzo ebanzi.Ukwengeza, ukuphawula okulandisayo kungasiza ukuvusa umcabango nengxoxo ngesihloko.
I-SET isetshenziswa kanjani emfundweni yezokwelapha futhi yiziphi izinselelo uma kuqhathaniswa ne-SET esetshenziswa emfundweni ephakeme ejwayelekile,
Imininingo egciniwe ye-Pubmed ne-ERIC iseshwa kusetshenziswa inhlanganisela yamagama okusesha “ukuhlola ukufundisa kwabafundi,” “ukuphumelela kokufundisa,” “imfundo yezokwelapha,” “imfundo ephakeme,” “ukuhlola ikharikhulamu nobuhlakani,” kanye ne-Peer Review 2000, abaqhubi abanengqondo. .izindatshana ezishicilelwe phakathi kuka-2021 no-2021. Imibandela yokufakwa: Izifundo ezifakiwe kwakuyizifundo zangempela noma izindatshana zokubuyekeza, futhi izifundo bezihambisana nezindawo zemibuzo emithathu yocwaningo eyinhloko.Imibandela yokukhishwa: Izifundo ebezingelona ulimi lwesiNgisi noma izifundo lapho ama-athikili anombhalo ogcwele angatholakalanga noma ayengafaneleki emibuzweni emithathu yocwaningo eyinhloko azifakwanga emqulwini wokubuyekeza wamanje.Ngemva kokukhetha okushicilelwe, ahlelwa abe yizihloko ezilandelayo nezihlokwana ezihlobene: (a) Ukusetshenziswa kwe-SET emfundweni ephakeme evamile kanye nemikhawulo yayo, (b) Ukusetshenziswa kwe-SET emfundweni yezokwelapha kanye nokuhambisana kwayo nokubhekana nezinkinga ezihlobene nokuqhathanisa I-SET (c ) Ukuthuthukisa i-SET emazingeni amathuluzi, okuphatha nawokutolika ukuze kuthuthukiswe amamodeli e-SET asebenzayo.
Umfanekiso 1 unikeza ishadi lokugeleza lama-athikili akhethiwe afakiwe futhi okuxoxwe ngawo engxenyeni yamanje yokubuyekezwa.
I-SET ibisetshenziswa ngokwesiko emfundweni ephakeme futhi isihloko sifundwe kahle ezincwadini [10, 21].Kodwa-ke, inani elikhulu lezifundo liye lahlola ukulinganiselwa kwabo okuningi kanye nemizamo yokubhekana nale mikhawulo.
Ucwaningo lubonisa ukuthi kukhona okuguquguqukayo okuningi okuthonya izikolo ze-SET [10, 21, 25, 26].Ngakho-ke, kubalulekile kubaphathi nothisha ukuthi baqonde lezi zinguquko lapho betolika futhi besebenzisa idatha.Isigaba esilandelayo sinikeza umbono omfishane walezi ziguquko.Umfanekiso 2 ubonisa ezinye zezinto ezithonya izikolo ze-SET, ezichazwe kabanzi ezigabeni ezilandelayo.
Eminyakeni yakamuva, ukusetshenziswa kwamakhithi aku-inthanethi kunyukile uma kuqhathaniswa nekhithi yamaphepha.Kodwa-ke, ubufakazi ezincwadini buphakamisa ukuthi i-SET eku-inthanethi ingaqedwa ngaphandle kokuthi abafundi banikeze ukunaka okudingekayo enqubweni yokuqeda.Ocwaningweni olujabulisayo olwenziwa u-Uitdehaage no-O'Neill [5], othisha abangekho bengezwe ku-SET futhi abafundi abaningi banikeze impendulo [5].Ngaphezu kwalokho, ubufakazi ezincwadini bubonisa ukuthi abafundi bavame ukukholelwa ukuthi ukuqedwa kwe-SET akuholeli ekufinyeleleni okuthuthukisiwe kwezemfundo, okuthi, uma kuhlangene nesimiso esimatasa sabafundi bezokwelapha, kungase kubangele amazinga okuphendula aphansi [27].Nakuba ucwaningo lubonisa ukuthi imibono yabafundi abenza isivivinyo ayihlukile kuleyo yeqembu lonke, amazinga okuphendula aphansi asengaholela othisha ekuthatheni imiphumela ngokungathí sina [28].
Ama-SET amaningi aku-inthanethi aqedwa ngokungaziwa.Umqondo uwukuvumela abafundi ukuba baveze imibono yabo ngokukhululekile ngaphandle kokucabanga ukuthi indlela abakhuluma ngayo izoba nomthelela ebudlelwaneni babo nothisha besikhathi esizayo.Ocwaningweni luka-Alfonso et al. [29], abacwaningi basebenzisa izilinganiso ezingaziwa nezilinganiso lapho abalingani bekufanele banikeze amagama abo (izilinganiso zomphakathi) ukuze bahlole ukuphumelela kokufundisa kobuhlakani besikole sezokwelapha ngabahlali nabafundi bezokwelapha.Imiphumela yabonisa ukuthi othisha ngokuvamile bathola amaphuzu aphansi ekuhloleni okungaziwa.Ababhali baphikisa ngokuthi abafundi bathembeke kakhulu ekuhloleni okungaziwa ngenxa yezithiyo ezithile ekuhloleni okuvulekile, njengobudlelwane bokusebenza obonakele nothisha ababambe iqhaza [29].Kodwa-ke, kufanele kuqashelwe ukuthi ukungaziwa okuvame ukuhlotshaniswa ne-SET eku-inthanethi kungase kuholele ekutheni abanye abafundi bangabi nanhlonipho futhi baziphindiselele kumfundisi uma amaphuzu okuhlola engahlangabezani nokulindelwe ngabafundi [30].Kodwa-ke, ucwaningo lubonisa ukuthi abafundi abavamile ukunikeza impendulo engenanhlonipho, futhi lokhu okulandelayo kungakhawulwa ngokufundisa abafundi ukunikeza impendulo eyakhayo [30].
Ucwaningo oluningana lubonise ukuthi kukhona ukuhlobana phakathi kwezikolo ze-SET zabafundi, okulindelwe ukusebenza kwabo kokuhlolwa, nokwaneliseka kwabo ekuhlolweni [10, 21].Isibonelo, uStrobe (2020) [9] ubike ukuthi abafundi baklomelisa izifundo ezilula futhi othisha baklomelise amamaki abuthakathaka, okungakhuthaza ukufundisa okungekuhle futhi kuholele ekwehleni kwamanani emali [9].Ocwaningweni lwakamuva, uLooi et al.(2020) [31] Abacwaningi babike ukuthi ama-SET angcono kakhulu ahlobene futhi kulula ukuwahlola.Ngaphezu kwalokho, kunobufakazi obushaqisayo bokuthi i-SET ihlobene ngokuphambene nokusebenza komfundi ezifundweni ezilandelayo: ukuphakama kwesilinganiso, ukusebenza kabi komfundi ezifundweni ezilandelayo.Cornell et al.(2016)[32] yenze ucwaningo ukuhlola ukuthi ingabe abafundi basekolishi bafunde okwengeziwe kothisha labo ama-SET abawakale kakhulu.Imiphumela ikhombisa ukuthi lapho ukufunda kuhlolwa ekupheleni kwesifundo, othisha abanezilinganiso eziphezulu nabo baneqhaza ekufundweni kwabafundi abaningi.Kodwa-ke, uma ukufunda kukalwa ngokusebenza ezifundweni ezifanele ezilandelayo, othisha abathola amaphuzu aphansi yibona abaphumelela kakhulu.Abacwaningi bacabanga ukuthi ukwenza isifundo sibe inselele kakhulu ngendlela ekhiqizayo kungase kwehlise izilinganiso kodwa kuthuthukise ukufunda.Ngakho, ukuhlola kwabafundi akufanele kube isisekelo sodwa sokuhlola ukufundisa, kodwa kufanele kuqashelwe.
Ucwaningo oluningana lubonisa ukuthi ukusebenza kwe-SET kuthonywa inkambo ngokwayo kanye nenhlangano yayo.UMing no-Baozhi [33] bathole ocwaningweni lwabo ukuthi kunomehluko omkhulu kuzikolo ze-SET phakathi kwabafundi ezifundweni ezahlukene.Isibonelo, isayensi yomtholampilo inamaphuzu aphezulu e-SET kunesayensi eyisisekelo.Ababhali bachaze ukuthi lokhu kungenxa yokuthi abafundi bezokwelapha banentshisekelo yokuba odokotela ngakho-ke banentshisekelo yomuntu siqu kanye nesisusa esiphezulu sokubamba iqhaza kakhulu ezifundweni zesayensi yomtholampilo uma kuqhathaniswa nezifundo zesayensi eziyisisekelo [33].Njengasendabeni yokukhethwa, ukugqugquzelwa kwabafundi ngesifundo nakho kunomphumela omuhle kumaphuzu [21].Ezinye izifundo eziningana nazo zisekela lolo hlobo lwezifundo lungathonya izikolo ze-SET [10, 21].
Ngaphezu kwalokho, ezinye izifundo zibonise ukuthi usayizi wekilasi omncane, uphakamisa izinga le-SET elizuzwa othisha [10, 33].Enye incazelo engenzeka ukuthi amasayizi amakilasi amancane andisa amathuba okuxhumana kothisha nabafundi.Ukwengeza, izimo lapho ukuhlola okwenziwa kuzo zingase zibe nomthelela emiphumeleni.Isibonelo, amaphuzu e-SET abonakala ethonywa isikhathi nosuku isifundo esifundiswa ngaso, kanye nosuku lwesonto lapho i-SET iqedwa khona (isb., ukuhlola okuqedwe ngezimpelasonto kuvame ukuphumela kumaphuzu amaningi amahle) kunokuhlola okuqedwe. ekuqaleni kwesonto .[10].
Ucwaningo oluthokozisayo luka-Hessler et al nalo lungabaza ukusebenza kwe-SET.[34].Kulolu cwaningo, ukuhlolwa okulawulwa ngokungahleliwe kwenziwa inkambo yezokwelapha eziphuthumayo.Abafundi bonyaka wesithathu bezokwelapha babelwa ngokungahleliwe kunoma yiliphi iqembu elilawulayo noma iqembu elithole amakhukhi amahhala kashokoledi (iqembu lamakhukhi).Wonke amaqembu afundiswe ngothisha abafanayo, kanti okuqukethwe koqeqesho nezinto zezifundo kuyafana kuwo womabili amaqembu.Ngemva kwesifundo, bonke abafundi bacelwa ukuba bagcwalise isethi.Imiphumela ibonise ukuthi iqembu lekhukhi lilinganisele othisha kangcono kakhulu kuneqembu elilawulayo, okwenza kungabaza ukusebenza kwe-SET [34].
Ubufakazi obusezincwadini bubuye busekele ukuthi ubulili bungase bube nomthelela kumaphuzu e-SET [35,36,37,38,39,40,41,42,43,44,45,46].Isibonelo, ezinye izifundo zibonise ubudlelwano phakathi kobulili babafundi kanye nemiphumela yokuhlola: abafundi besifazane bathole amaphuzu aphezulu kunabafundi besilisa [27].Ubufakazi obuningi buqinisekisa ukuthi abafundi balinganisela othisha besifazane ngaphansi kothisha besilisa [37, 38, 39, 40].Ngokwesibonelo, Boring et al.[38] yabonisa ukuthi bobabili abafundi besilisa nabesifazane babekholelwa ukuthi amadoda anolwazi oluthe xaxa futhi anamakhono obuholi aqinile kunabesifazane.Iqiniso lokuthi ubulili nezinkolelo-mbono kuthonya i-SET liphinde lisekelwe ucwaningo lwe-MacNell et al.[41], owabika ukuthi abafundi ocwaningweni lwakhe balinganisela othisha besifazane abaphansi kunothisha besilisa ezicini ezihlukahlukene zokufundisa [41].Ngaphezu kwalokho, uMorgan et al [42] unikeze ubufakazi bokuthi odokotela besifazane bathola izilinganiso zokufundisa eziphansi ngokuzungeza okune kwemitholampilo emikhulu (ukuhlinzwa, izingane, ukubelethisa kanye ne-gynecology, kanye nemithi yangaphakathi) uma kuqhathaniswa nodokotela besilisa.
Ocwaningweni luka-Murray et al.'s (2020) [43], abacwaningi babike ukuthi ukukhanga kobuhlakani kanye nentshisekelo yabafundi esifundweni kuhlotshaniswa namaphuzu aphezulu e-SET.Ngokuphambene, ubunzima besifundo buhlotshaniswa nezikolo eziphansi ze-SET.Ukwengeza, abafundi banikeze amaphuzu aphezulu e-SET kothisha besilisa abamhlophe abasebasha besintu kanye nobuhlakani obuphethe ubuprofessor obugcwele.Kwakungekho ukuhlobana phakathi kokuhlolwa kokufundisa kwe-SET kanye nemiphumela yocwaningo lothisha.Ezinye izifundo nazo ziqinisekisa umthelela omuhle wokukhanga ngokomzimba kothisha emiphumeleni yokuhlola [44].
Clayson et al.(2017) [45] ibike ukuthi nakuba kunesivumelwano esivamile sokuthi i-SET ikhiqiza imiphumela enokwethenjelwa nokuthi izilinganiso zekilasi nothisha ziyahambisana, ukungqubuzana kusekhona ezimpendulweni zomfundi ngamunye.Kafushane, imiphumela yalo mbiko wokuhlola ikhomba ukuthi abafundi abahambisani nalokho ababecelwe ukuba bakuhlole.Izinyathelo zokwethembeka ezisuselwe ekuhlolweni kokufundisa kwabafundi azanele ukunikeza isisekelo sokusungula ubuqiniso.Ngakho-ke, i-SET ngezinye izikhathi ingase inikeze ulwazi mayelana nabafundi kunothisha.
I-SET yemfundo yezempilo ihlukile ku-SET evamile, kodwa othisha bavame ukusebenzisa i-SET etholakalayo emfundweni ephakeme evamile kune-SET eqondene nezinhlelo zezempilo ezibikwa ezincwadini.Nokho, ucwaningo olwenziwa phakathi neminyaka edlule luye lwathola izinkinga eziningana.
Jones et al (1994).[46] wenze ucwaningo ukucacisa umbuzo wokuthi ungahlolwa kanjani ubuhlakani besikole sezokwelapha ngokwemibono yobuhlakani nabaphathi.Sekukonke, izindaba ezishiwo kakhulu ezihlobene nokuhlola kokufundisa.Okuvame kakhulu kwakuyizikhalo ezivamile mayelana nokunganeli kwezindlela zamanje zokuhlola ukusebenza, lapho abaphendulayo bekhalaza ngokuqondile nge-SET kanye nokuntula ukuqashelwa kokufundisa ezinhlelweni zemiklomelo yezemfundo.Ezinye izinkinga ezibikiwe zihlanganisa izinqubo zokuhlola ezingaguquki kanye nendlela yokukhushulwa kwezikhundla eminyangweni yonke, ukuntuleka kokuhlola okuvamile, nokwehluleka ukuhlanganisa imiphumela yokuhlola namaholo.
I-Royal et al (2018) [11] ichaza eminye yemikhawulo yokusebenzisa i-SET ukuze kuhlolwe ikharikhulamu kanye nekhono ezinhlelweni zobungcweti bezempilo emfundweni ephakeme jikelele.Abacwaningi babika ukuthi i-SET emfundweni ephakeme ibhekene nezinselelo ezihlukahlukene ngoba ayikwazi ukusetshenziswa ngokuqondile ekwakhiweni kwekharikhulamu nokufundisa izifundo ezikoleni zezokwelapha.Imibuzo evamise ukubuzwa, okuhlanganisa nemibuzo ngothisha kanye nesifundo, ivamise ukuhlanganiswa ibe uhlu lwemibuzo olulodwa, ngakho-ke abafundi bavame ukuba nenkinga yokuhlukanisa phakathi kwabo.Ngaphezu kwalokho, izifundo ezinhlelweni zezokwelapha zivame ukufundiswa ngamalungu amaningi obuhlakani.Lokhu kuphakamisa imibuzo yokufaneleka uma kubhekwa inani elingase libe nomkhawulo lokusebenzelana phakathi kwabafundi nothisha okuhlolwe yiRoyal et al.(2018) [11].Ocwaningweni olwenziwa nguHwang et al.(2017) [14], abacwaningi bahlole umqondo wokuthi ukuhlola kwezifundo okubuyela emuva kuyibonisa kanjani ngokugcwele imibono yabafundi yezifundo ezihlukahlukene zabafundisi.Imiphumela yabo iphakamisa ukuthi ukuhlolwa kwekilasi komuntu ngamunye kuyadingeka ukuze kuphathwe izifundo zeminyango eminingi ngaphakathi kwekharikhulamu yesikole sezokwelapha esididiyelwe.
U-Uitdehaage no-O'Neill (2015) [5] bahlole izinga abafundi bezokwelapha abathathe ngalo ngamabomu i-SET esifundweni sekilasi lamakhono amaningi.Ngayinye yezifundo ezimbili zangaphambi komtholampilo zazinomfundisi oqanjiwe.Abafundi kufanele banikeze izilinganiso ezingaziwa kubo bonke othisha (kuhlanganise nabafundisi bamanga) phakathi namasonto amabili beqedile isifundo, kodwa bangenqaba ukuhlola ofundisayo.Ngonyaka olandelayo kwenzeka futhi, kodwa isithombe somfundisi wenganekwane safakwa.Abafundi abangamaphesenti angamashumi ayisithupha nesithupha balinganisele umqeqeshi obonakalayo ngaphandle kokufana, kodwa abafundi abambalwa (49%) balinganisele umqeqeshi obonakalayo ngokufana okukhona.Lokhu okutholakele kusikisela ukuthi abafundi abaningi bezokwelapha baqeda ama-SET ngokungaboni, ngisho nalapho ephelezelwa izithombe, ngaphandle kokucabangela ngokucophelela ukuthi bahlola bani, ingasaphathwa eyokusebenza komfundisi.Lokhu kuphazamisa ukuthuthukiswa kwekhwalithi yohlelo futhi kungaba yingozi ekuqhubekeleni phambili kwezemfundo kothisha.Abacwaningi bahlongoza uhlaka olunikeza indlela ehluke kakhulu ku-SET ebandakanya abafundi ngenkuthalo nangenkuthalo.
Kunokwehluka okuningi kukharikhulamu yezemfundo yezinhlelo zezokwelapha uma kuqhathaniswa nezinye izinhlelo zemfundo ephakeme ezijwayelekile [11].Imfundo yezokwelapha, njengemfundo yezempilo yobungcweti, igxile ngokucacile ekuthuthukisweni kwezindima zobungcweti ezichazwe ngokucacile (umkhuba wokwelapha).Ngenxa yalokho, amakharikhulamu ohlelo lwezokwelapha nempilo ayashintshashintsha, anezifundo ezilinganiselwe kanye nokukhetha kobuhlakani.Kuyathakazelisa ukuthi izifundo zemfundo yezokwelapha zivame ukufundiswa ngefomethi yeqembu, bonke abafundi bathatha izifundo ezifanayo ngesikhathi esifanayo isemester ngayinye.Ngakho-ke, ukubhalisa inani elikhulu labafundi (imvamisa u-n = 100 noma ngaphezulu) kungathinta ifomethi yokufundisa kanye nobudlelwano bukathisha nomfundi.Ngaphezu kwalokho, ezikoleni eziningi zezokwelapha, izakhiwo ze-psychometric zamathuluzi amaningi azihlolwa ekusetshenzisweni kokuqala, futhi izakhiwo zamathuluzi amaningi zingahlala zingaziwa [11].
Ucwaningo oluningana eminyakeni embalwa edlule lunikeze ubufakazi bokuthi i-SET ingathuthukiswa ngokubhekana nezici ezithile ezibalulekile ezingase zibe nomthelela ekusebenzeni kwe-SET kumazinga wezinsimbi, okuphatha, nawokuhumusha.Umfanekiso 3 ubonisa ezinye zezinyathelo ezingasetshenziswa ukudala imodeli ye-SET ephumelelayo.Izigaba ezilandelayo zinikeza incazelo enemininingwane eyengeziwe.
Thuthukisa i-SET kumaleveli wezinsimbi, okuphatha, nawokutolika ukuze uthuthukise amamodeli e-SET asebenzayo.
Njengoba kushiwo ngaphambili, izincwadi ziqinisekisa ukuthi ukuchema kobulili kungathonya ukuhlolwa kothisha [35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46].Peterson et al.(2019) [40] wenze ucwaningo olwahlola ukuthi ubulili bomfundi bunomthelela yini ekuphenduleni kwabafundi emizamweni yokunciphisa ukwenzelela.Kulolu cwaningo, i-SET inikezwe amakilasi amane (amabili afundiswa othisha besilisa namabili afundiswa othisha besifazane).Esifundweni ngasinye, abafundi babelwa ngokungahleliwe ukuthi bathole ithuluzi lokuhlola elijwayelekile noma ithuluzi elifanayo kodwa basebenzise ulimi oluklanyelwe ukunciphisa ukuchema kobulili.Ucwaningo luthole ukuthi abafundi abasebenzisa amathuluzi okuhlola amelene nokuchema banikeze othisha besifazane amaphuzu aphezulu kakhulu e-SET kunabafundi abasebenzise amathuluzi okuhlola ajwayelekile.Ngaphezu kwalokho, kwakungekho mehluko ezilinganisweni zothisha besilisa phakathi kwamaqembu amabili.Imiphumela yalolu cwaningo ibalulekile futhi ikhombisa ukuthi ukungenelela kolimi olulula kunganciphisa kanjani ukuchema kobulili ekuhloleni kwabafundi ukufundisa.Ngakho-ke, kuwumkhuba omuhle ukucabangela ngokucophelela wonke ama-SET futhi usebenzise ulimi ukunciphisa ukuchema kobulili ekuthuthukisweni kwawo [40].
Ukuze uthole imiphumela ewusizo kunoma iyiphi i-SET, kubalulekile ukucabangela ngokucophelela injongo yokuhlola kanye namagama emibuzo kusengaphambili.Nakuba izinhlolovo eziningi ze-SET zibonisa ngokusobala isigaba esiphathelene nezici zenhlangano zesifundo, okungukuthi “Ukuhlolwa Kwezifundo”, kanye nesigaba sobuhlakani, okungukuthi “Ukuhlolwa Kothisha”, kwezinye izinhlolovo umehluko ungase ungabonakali, noma Kungase kube nokudideka phakathi kwabafundi. mayelana nendlela yokuhlola ngayinye yalezi zindawo ngazinye.Ngakho-ke, ukwakheka kohlu lwemibuzo kufanele kube ngokufanele, kucacise izingxenye ezimbili ezihlukene zohlu lwemibuzo, futhi kwenze abafundi bazi ukuthi yini okufanele ihlolwe endaweni ngayinye.Ngaphezu kwalokho, ukuhlolwa komshayeli kunconywa ukuze kunqunywe ukuthi abafundi bahumusha imibuzo ngendlela ehlosiwe [24].Ocwaningweni luka-Oermann et al.(2018) [26], abacwaningi basesha futhi bahlanganisa izincwadi ezichaza ukusetshenziswa kwe-SET emikhakheni ehlukahlukene yezifundo ze-undergraduate kanye nemfundo yeziqu ukuze banikeze othisha isiqondiso mayelana nokusetshenziswa kwe-SET kwezobuhlengikazi nakwezinye izinhlelo zezempilo.Imiphumela iphakamisa ukuthi amathuluzi e-SET kufanele ahlolwe ngaphambi kokusetshenziswa, okuhlanganisa ukuhlola kokuhlola amathuluzi nabafundi okungenzeka bangakwazi ukuhumusha izinto zethuluzi le-SET noma imibuzo njengoba kuhloswe umfundisi.
Ucwaningo oluningana luhlole ukuthi imodeli yokuphatha ye-SET iyakuthonya yini ukuzibandakanya kwabafundi.
UDaumier et al.(2004) [47] uqhathanise izilinganiso zabafundi zokuqeqeshwa kothisha okuqedwe ekilasini ngezilinganiso eziqoqwe ku-inthanethi ngokuqhathanisa inani lezimpendulo nezilinganiso.Ucwaningo lubonisa ukuthi izinhlolovo eziku-inthanethi ngokuvamile zinamazinga okuphendula aphansi kunohlolo lwasekilasini.Kodwa-ke, ucwaningo lwathola ukuthi ukuhlolwa okuku-inthanethi akuzange kukhiqize amamaki aphakathi nendawo ahluke kakhulu ekuhlolweni okujwayelekile kwekilasi.
Kubikwe ukushoda kwezindlela ezimbili zokuxhumana phakathi kwabafundi nothisha ngesikhathi sokuphothulwa kwamaSETHI aku-inthanethi (kodwa avame ukuphrintwa), okuholele ekuntulekeni kwethuba lokucaciswa.Ngakho-ke, incazelo ye-SET imibuzo, ukuphawula, noma ukuhlolwa kwabafundi kungase kungacaci ngaso sonke isikhathi [48].Ezinye izikhungo ziye zabhekana nalolu daba ngokuhlanganisa abafundi ihora futhi zabela isikhathi esithile sokuqedela i-SET inthanethi (ngokungaziwa) [49].Esifundweni sabo, uMalone et al.(2018) [49] ibambe imihlangano eminingana ukuze ixoxisane nabafundi ngenjongo ye-SET, ababezobona imiphumela ye-SET nokuthi imiphumela izosetshenziswa kanjani, kanye nanoma yiziphi ezinye izinkinga eziphakanyiswe abafundi.I-SET iqhutshwa njengeqembu eligxilile: iqembu elihlangene liphendula imibuzo evulekile ngokuvota okungakahleleki, inkulumo-mpikiswano, kanye nokucaciswa.Izinga lokuphendula lalingaphezu kuka-70-80%, lihlinzeka othisha, abaphathi, namakomiti ekharikhulamu ngolwazi olubanzi [49].
Njengoba kushiwo ngenhla, ocwaningweni luka-Uitdehaage no-O'Neill [5], abacwaningi babike ukuthi abafundi ocwaningweni lwabo balinganisele othisha abangekho.Njengoba kushiwo ngaphambili, lena inkinga evamile ezifundweni zesikole sezokwelapha, lapho isifundo ngasinye singafundiswa amalungu amaningi obuhlakani, kodwa abafundi bangase bangakhumbuli ukuthi ubani onikele esifundweni ngasinye noma lokho okwenziwa yilungu ngalinye lobuhlakani.Ezinye izikhungo zibhekane nalolu daba ngokuhlinzeka ngesithombe somfundisi ngamunye, igama lakhe, nesihloko/usuku olwethulwe ukuze kuvuselelwe izinkumbulo zabafundi futhi kugwenywe izinkinga ezibeka engcupheni ukusebenza kwe-SET [49].
Mhlawumbe inkinga ebaluleke kakhulu ehambisana ne-SET ukuthi othisha abakwazi ukuhumusha kahle imiphumela ye-SET yobuningi nekhwalithi.Abanye othisha bangase bafune ukwenza iziqhathaniso zezibalo phakathi neminyaka yonke, abanye bangase babheke ukunyuka okuncane/ukwehla kwamanani amaphakathi njengezinguquko ezinengqondo, abanye bafuna ukukholelwa yonke inhlolovo, kanti abanye bangabaza ngokuphelele noma iyiphi inhlolovo [45,50, 51].
Ukwehluleka ukuhumusha kahle imiphumela noma ukucubungula impendulo yomfundi kungase kuthinte isimo sengqondo sothisha ngokufundisa.Imiphumela ye-Lutovac et al.(2017) [52] Ukuqeqeshwa kothisha okusekelayo kuyadingeka futhi kunenzuzo ekunikezeni impendulo kubafundi.Imfundo yezokwelapha idinga ngokuphuthumayo ukuqeqeshwa ekuchazeni kahle imiphumela ye-SET.Ngakho-ke, ubuhlakani besikole sezokwelapha kufanele bathole ukuqeqeshwa mayelana nendlela yokuhlola imiphumela nezindawo ezibalulekile okufanele bagxile kuzo [50, 51].
Ngakho, imiphumela echaziwe iphakamisa ukuthi ama-SET kufanele aklanywe ngokucophelela, alawulwe, futhi ahunyushwe ngokucophelela ukuze kuqinisekiswe ukuthi imiphumela ye-SET inomthelela ozwakalayo kubo bonke ababambiqhaza abafanelekile, okuhlanganisa ubuhlakani, abaphathi bezikole zezokwelapha, nabafundi.
Ngenxa yeminye yemikhawulo ye-SET, kufanele siqhubeke silwela ukwakha uhlelo lokuhlola olubanzi ukuze kuncishiswe ukuchema ekufundiseni ngempumelelo futhi sisekele ukuthuthukiswa kochwepheshe kothisha bezokwelapha.
Ukuqonda okuphelele okwengeziwe kwekhwalithi yokufundisa yobuhlakani bezokwelapha kungatholwa ngokuqoqa nokuhlanganisa idatha emithonjeni eminingi, okuhlanganisa abafundi, ozakwabo, abaphathi bohlelo, nokuzihlola kobuhlakani bobuhlakani [53, 54, 55, 56, 57].Izigaba ezilandelayo zichaza amanye amathuluzi/izindlela ezingaba khona ezingasetshenziswa ngaphezu kwe-SET ephumelelayo ukusiza ukuthuthukisa ukuqonda okufanele kakhulu nokuphelele kokusebenza kokuqeqeshwa (Umfanekiso 4).
Izindlela ezingasetshenziswa ukuthuthukisa imodeli ebanzi yesistimu yokuhlola ukusebenza kahle kokufundisa esikoleni sezokwelapha.
Iqembu okugxilwe kulo lichazwa ngokuthi “ingxoxo yeqembu ehlelelwe ukuhlola isethi ethile yezinkinga” [58].Eminyakeni embalwa edlule, izikole zezokwelapha zenze amaqembu okugxilwa kuwo ukuze zithole impendulo yekhwalithi evela kubafundi futhi zibhekane nezinye izingibe ze-SET eku-inthanethi.Lezi zifundo zibonisa ukuthi amaqembu okugxilwe kuwo ayasebenza ekunikezeni impendulo yekhwalithi nokwandisa ukwaneliseka kwabafundi [59, 60, 61].
Ocwaningweni lukaBrundle et al.[59] Abacwaningi basebenzise inqubo yeqembu lokuhlola labafundi eyayivumela abaqondisi bezifundo nabafundi ukuthi baxoxe ngezifundo emaqenjini okugxilwe kuwo.Imiphumela ikhombisa ukuthi izingxoxo zeqembu okugxilwe kuzo zihambisana nokuhlola okuku-inthanethi futhi zikhuphule ukwaneliseka kwabafundi ngayo yonke inqubo yokuhlola izifundo.Abafundi bayalazisa ithuba lokuxhumana ngqo nabaqondisi bezifundo futhi bakholelwa ukuthi le nqubo ingaba negalelo ekuthuthukisweni kwezemfundo.Baphinde baba nomuzwa wokuthi bayakwazi ukuqonda umbono womqondisi wesifundo.Ngaphezu kwabafundi, abaqondisi bezifundo baphinde balinganisela ukuthi amaqembu okugxilwe kuwo asiza ukuxhumana nabafundi ngendlela esebenza ngempumelelo [59].Ngakho-ke, ukusetshenziswa kwamaqembu okugxilwe kuwo kunganikeza izikole zezokwelapha ukuqonda okuphelele okwengeziwe kwekhwalithi yesifundo ngasinye kanye nempumelelo yokufundisa yekhono elifanele.Kodwa-ke, kufanele kuqashelwe ukuthi amaqembu okugxilwe kuwo ngokwawo anemikhawulo ethile, njengenani elincane labafundi ababamba iqhaza kukho uma kuqhathaniswa nohlelo lwe-inthanethi lwe-SET, olutholakala kubo bonke abafundi.Ukwengeza, ukwenza amaqembu okugxilwe kuwo ezifundweni ezahlukahlukene kungaba inqubo edla isikhathi yabeluleki nabafundi.Lokhu kubeka imikhawulo ebalulekile, ikakhulukazi kubafundi bezokwelapha abaneshejuli ematasa kakhulu futhi abangahle bafakwe emitholampilo ezindaweni ezahlukene.Ngaphezu kwalokho, amaqembu okugxilwa kuwo adinga inani elikhulu labagqugquzeli abanolwazi.Kodwa-ke, ukuhlanganisa amaqembu okugxilwe kuwo enqubweni yokuhlola kunganikeza ulwazi oluningiliziwe nolwazi oluqondile mayelana nempumelelo yokuqeqeshwa [48, 59, 60, 61].
U-Schiekierka-Schwacke et al.(2018) [62] ihlole imibono yabafundi nobuhlakani bethuluzi elisha lokuhlola ukusebenza kobuhlakani kanye nemiphumela yokufunda yabafundi ezikoleni ezimbili zezokwelapha zaseJalimane.Izingxoxo zeqembu okugxilwe kuzo kanye nezingxoxo zomuntu ngamunye zenziwa nobuhlakani nabafundi bezokwelapha.Othisha bayithokozele kakhulu impendulo yomuntu siqu ehlinzekwa ithuluzi lokuhlola, futhi abafundi babike ukuthi i-loop yempendulo, ehlanganisa imigomo nemiphumela, kufanele idalwe ukuze kukhuthazwe ukubikwa kwedatha yokuhlola.Ngakho, imiphumela yalolu cwaningo isekela ukubaluleka kokuvala iluphu yokuxhumana nabafundi nokubazisa ngemiphumela yokuhlola.
Izinhlelo Zokubukeza Kokufundisa (PRT) zibaluleke kakhulu futhi seziqaliswe emfundweni ephakeme iminyaka eminingi.I-PRT ibandakanya inqubo yokuhlanganyela yokubuka ukufundisa kanye nokunikeza impendulo kobukele ukuze kuthuthukiswe impumelelo yokufundisa [63].Ukwengeza, izivivinyo zokuzicabangela, izingxoxo zokulandelela ezihlelekile, kanye nokwabela okuhlelekile kozakwethu abaqeqeshiwe kungasiza ukuthuthukisa ukusebenza kahle kwe-PRT nesiko lokufundisa lomnyango [64].Lezi zinhlelo kubikwa ukuthi zinezinzuzo eziningi njengoba zingasiza othisha bathole impendulo eyakhayo kothisha bontanga okungenzeka baye babhekana nobunzima obufanayo esikhathini esidlule futhi banganikeza ukusekela okukhulu ngokunikeza iziphakamiso eziwusizo zokuthuthukisa [63].Ngaphezu kwalokho, lapho kusetshenziswa ngendlela eyakhayo, ukubuyekezwa kontanga kungathuthukisa okuqukethwe kwezifundo nezindlela zokulethwa, futhi kusekele othisha bezokwelapha ekuthuthukiseni ikhwalithi yokufundisa kwabo [65, 66].
Ucwaningo lwakamuva olwenziwe nguCampbell et al.(2019) [67] inikeza ubufakazi bokuthi imodeli yokusekelwa kontanga emsebenzini iyindlela eyamukelekayo nephumelelayo yokuthuthukisa othisha kubafundisi bezempilo basemtholampilo.Kwesinye isifundo, uCaygill et al.[68] wenze ucwaningo lapho uhlu lwemibuzo oluklanywe ngokukhethekile lwathunyelwa kubafundisi bezempilo eNyuvesi yaseMelbourne ukuze babavumele ukuthi babelane ngolwazi lwabo lokusebenzisa i-PRT.Imiphumela ibonisa ukuthi kukhona isithakazelo esilindile ku-PRT phakathi kwabafundisi bezokwelapha nokuthi ifomethi yokuzithandela nenolwazi lokubuyekezwa kontanga ibhekwa njengethuba elibalulekile nelibalulekile lokuthuthuka kochwepheshe.
Kuyaphawuleka ukuthi izinhlelo ze-PRT kumele zenziwe ngokucophelela ukuze zigweme ukudala indawo “yokuphatha” evame ukuholela ekwandeni kokukhathazeka phakathi kothisha abaqaphile [69].Ngakho-ke, umgomo kufanele kube ukuthuthukisa ngokucophelela izinhlelo ze-PRT ezizohambisana futhi zisize ukwakhiwa kwendawo ephephile futhi zinikeze impendulo eyakhayo.Ngakho-ke, ukuqeqeshwa okukhethekile kuyadingeka ukuze kuqeqeshwe ababuyekezi, futhi izinhlelo ze-PRT kufanele zibandakanye othisha abanentshisekelo ngempela nabanolwazi.Lokhu kubaluleke kakhulu uma ulwazi olutholwe ku-PRT lusetshenziswa ezinqumweni zobuhlakani ezifana nokukhushulelwa emazingeni aphezulu, ukukhushulwa kwamaholo, nokukhushulelwa ezikhundleni ezibalulekile zokuphatha.Kufanele kuqashelwe ukuthi i-PRT idla isikhathi futhi, njengamaqembu okugxilwa kuwo, idinga ukubamba iqhaza kwenani elikhulu lamalungu obuhlakani anolwazi, okwenza le ndlela ibe nzima ukuyisebenzisa ezikoleni zezokwelapha ezingenazinsizakusebenza eziphansi.
Newman et al.(2019) [70] ichaza amasu asetshenziswe ngaphambi, ngesikhathi nangemva kokuqeqeshwa, ukuqaphela okugqamisa izinqubo ezingcono kakhulu nokuhlonza izixazululo zezinkinga zokufunda.Abacwaningi banikeze iziphakamiso eziyi-12 kubabuyekezi, okuhlanganisa: (1) khetha amagama akho ngokuhlakanipha;(2) ukuvumela umbukeli ukuba anqume isiqondiso sengxoxo;(3) gcina impendulo iyimfihlo futhi ifomathiwe;(4) gcina impendulo iyimfihlo futhi ifomathiwe;Impendulo igxile ekhonweni lokufundisa esikhundleni sikathisha ngamunye;(5) Yazi ozakwenu (6) Zicabangele wena nabanye (7) Khumbula ukuthi izabizwana zidlala indima ebalulekile ekunikezeni impendulo, (8) Sebenzisa imibuzo ukuze ukhanyisele umbono wokufundisa, (10) Misa izinqubo ukwethembana. kanye nempendulo ekubhekweni kontanga, (11) yenza ukuqaphela kokufunda kube impumelelo, (12) yenza uhlelo lokusebenza.Abacwaningi baphinde bahlole umthelela wokuchema ekuqapheliseni nokuthi inqubo yokufunda, ukubheka nokuxoxa ngempendulo inganikeza kanjani ulwazi lokufunda olubalulekile kuzo zombili izinhlangothi, okuholela ebudlelwaneni besikhathi eside kanye nekhwalithi yemfundo ethuthukisiwe.UGomaly et al.(2014) [71] ibike ukuthi ikhwalithi yempendulo ephumelelayo kufanele ihlanganise (1) ukucaciswa komsebenzi ngokunikeza izikhombisi-ndlela, (2) ugqozi olukhulayo lokukhuthaza umzamo omkhulu, kanye (3) nombono womamukeli ngawo njengenqubo ebalulekile.ihlinzekwe ngumthombo othembekile.
Nakuba ubuhlakani besikole sezokwelapha zithola impendulo nge-PRT, kubalulekile ukuqeqesha ubuhlakani bokuthi ungayihumusha kanjani impendulo (efana nesincomo sokuthola ukuqeqeshwa ekutolikeni kwe-SET) nokuvumela ubuhlakani isikhathi esanele sokuzindla ngendlela eyakhayo ngempendulo etholiwe.
Isikhathi sokuthumela: Nov-24-2023