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KREFTING, L. 1991. Rigor and qualitative research: the assessment of trustworthiness. American Journal of Occupational Therapy, 45(3):214-222 KRISHNAMURTI, J. 2005 [2006]. Inward revolution: Bring about radical change in the world. Boston: Shambhala. KRUGER, N. & ADAMS, H. eds. 1998. Psychology for teaching and learning: What teachers need to know. Sandton: Heinemann. KVALE, S. 1983. The qualitative research interview: a phenomenological and a hermeneutical mode of understanding. Journal of Phenomenological Psychology, 14:171-196. LABUSCHAGNE, F.J. & EKSTEEN, L.C. red. 2007. Verklarende Afrikaanse woordeboek. 8ste uitg. Kaapstad: Pharos. LE ROUX, J. 1997. Multikulturele onderwys Wat elke onderwyser moet weet. Pretoria: Kagiso. LOUW, D.A. 1990 [1991]. Menslike ontwikkeling. 2de uitg. Kaapstad: HAUM. LUNDI, S. 2006. Accredited assessors coarse. Potchefstroom. [PowerPoint presentation] LUNDI, S. 2007. Training course: accredited assessor course. Potchefstroom: NWU. (Learning support material for assessors.) MARSHALL, M.N. 1996. Sampling for qualitative research. Family Practice,13:522-525 MARTIN, M.M., WEBER, K. & BURENT, P.A. 1997. Student’s perception of a teacher’s use of slang and verbal aggressiveness in a lecture: an experiment. Available from ERIC database: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1 4/ec/9a.pdf. 20 September 2007. - 130 -
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SEKONDÊRE SKOOLLEERDERS SE BELEWEN
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DANKBETUIGING Met dankbaarheid aan
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individuele-fenomenologiese onderho
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ABSTRACT It is clear to me that the
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During the investigation it became
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HOOFSTUK 2: NAVORSINGSONTWERP EN -M
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3.4.3.4 Die belewenis van onbetrokk
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HOOFSTUK 1: OORSIG EN RASIONAAL 1.1
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Keyser (1980:xxxxii) stel dit dan d
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Harmse vermoed dat n sameloop van s
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(1995) omvat word. Dit beskryf die
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tegemoet tree en ingryp in die lewe
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met onderwyser is, is van uiterste
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context. In hierdie ondersoek sal e
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gedrag te beïnvloed. Kommunikasie
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van die getranskribeerde data van i
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1.8.3 Voordele vir deelnemers Deeln
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2.3.1 Kwalitatiewe ontwerp In hierd
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kommunikasie met hul onderwysers en
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ervaring wees. In hierdie navorsing
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sentrale vraag gebruik gemaak word.
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neutraliteit (neutrality). Vervolge
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navorsing sal idees en bevindings u
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herhaalbaarheid van die studie. In
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2.7 GEVOLGTREKKINGS EN AANBEVELINGS
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geskryf nie. Uit die res van die de
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3.4 BESPREKING VAN BEVINDINGS Hierd
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...if we are talking about a commun
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mening dat as ons ware oplossings v
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van die data-insameling. Op die vra
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“ Ek weet nie, die onderwysers wi
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gevoelens verklap nie. Hy is van me
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“ Toe begin x vloek en gaan op on
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“ Dan lag hulle vir jou voor die
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eenvoudig gestel, nie werk nie. In
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• Uitlokkende gedrag Wordnet elek
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Dit is duidelik dat hierdie aspekte
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egin bewe), by die leerder ontketen
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“ Ek wou met haar daaroor gaan pr
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“ Ek voel kwaad, maar ek kan niks
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lyk ook vanuit my veldnotas dat ek
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word in terme van liefde, geld, pre
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Baron et al. (1997:168-170) gebruik
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“ En sodra jy iets wil sê dan
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van die resultate van die ondersoek
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“ Ja, ja ons is altyd net soos, o
Page 93 and 94: duidelik geraak deur die belewenis
Page 95 and 96: word en weerbarstige houding by le
Page 97 and 98: 3.4.3.4 Die belewenis van onbetrokk
Page 99 and 100: self gewelddadig. Dit is dus kritie
Page 101 and 102: Figuur 3.2: “ Parallelle-monoloog
Page 103 and 104: 4.1 INLEIDING HOOFSTUK 4: RIGLYNE,
Page 105 and 106: 4.2 RIGLYNE VIR DIE FASILITERING VA
Page 107 and 108: eroep wat onder andere daaruit best
Page 109 and 110: van How to talk so teens will liste
Page 111 and 112: ) Empatie Erick Fromm (Encarta, 200
Page 113 and 114: c) Outentiekheid Volgens Johnson (2
Page 115 and 116: eerlike poging om die ander persoon
Page 117 and 118: verteenwoordig dus n verwerping van
Page 119 and 120: deur verantwoordelike ek-boodskappe
Page 121 and 122: onderwyser se kommunikasie styl. In
Page 123 and 124: primêr in opposisie nie, maar hull
Page 125 and 126: elke situasie en elke persoon uniek
Page 127 and 128: werk Emotional Intelligence Social
Page 129 and 130: Kachman en Mazer (1990:6) beskryf d
Page 131 and 132: tipe interaksie sal dan weerstand b
Page 133 and 134: 4.3 GEVOLGTREKKINGS Na afloop van d
Page 135 and 136: konteks se belewenis dus neer op di
Page 137 and 138: konteks het duidelik behoefte aan
Page 139 and 140: 5. BIBLIOGRAFIE ANON. 2002. The pur
Page 141 and 142: ELLINOR, L. & GERARD, G. 1998. Dial
Page 143: HENDRIX, H. & HUNT, H.L. 1997. Givi
Page 147 and 148: RAUBENHEIMER, C. 2006. Boelies op s
Page 149: VAN NIEKERK, L. & VAN DER SPUY, D.
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