The conceptual framework (see figure 1.1), within which this study was conducted, emanated from the literature review undertaken by the researcher during a previous study (Mouton 1997). The conceptual framework comprises a Curriculum Focus, the six conceptual continuums contained in the Bevis and Watson Curriculum Paradigm and a Training- Education Continuum. The researcher views the conceptual framework as a suitable foundation for this study (see section 2.2).
1.4.1 Description of the conceptual framework
Each concept comprising the conceptual framework is discussed in the following section. A more detailed description is provided in sections 2.4 and 2.5.
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1.4.1.1 Curriculum Focus
The Curriculum Focus emphasises stimulus-response principles and interactions and learning. An example of a stimulus-response item from the Learner Maturity Continuum is “I like to please the nurse educator in order to obtain good grades” and an item from interactions and learning is “I like to take full responsibility for my own learning” (Mouton 1997:223, 228). The first example indicates a more behaviourist orientation and the second example a more humanistic, educative, caring orientation.
1.4.1.2 The Bevis and Watson six conceptual continuums
The six conceptual continuums consist of the Learner Maturity Continuum, Teacher-student relationship, Teacher-student structure, Typology of Learning, Criteria for Teacher-Student Interactions and the Criteria for Selecting and Devising Learning Experiences.
The Learner Maturity Continuum
The Learner Maturity Continuum consists of three immature positions, namely, charming, anticipatory-compliant and resonating and also two mature positions, namely, reciprocating and generating. The immature positions also have flip sides namely hostile, passive-aggressive and critical positions.
Teacher-student relationship and Teacher-student structure
The positions on the Learner Maturity Continuum also represent the relationship between the student and the teacher. The immature positions represent oppressed and the mature positions, a liberated relationship (Bevis & Watson 1989:81, 83; see figure 1.1). Further, in the immature positions, the Teacher structure is high and the Student self-structure is low. In the mature positions the opposite situation occurs namely, the Teacher structure is low and the Student self-structure is high. Teacher-student relationship, Teacher structure and Student self-structure refer to the extent of the domineering versus cooperative involvement of the teacher and the student in the learning process. The latter aspects are discussed in sections 2.5.1.3 and 2.5.1.4.
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* Equals six conceptual continuums. Teacher structure and Student self-structure are combined to form the Teacher-student structure. (Adapted from Bevis & Watson 1989:83, 88, 97, 206)
FIGURE 1.1: CONCEPTUAL FRAMEWORK: TRAINING-EDUCATION CONTINUUM
NB: See folder insert appendix E, for your convenience and easy reference throughout reading this report. HUMANISTIC-EDUCATIVE-CARING CURRICULUM PARADIGM
CURRICULUM FOCUS
STIMULUS-RESPONSE PRINCIPLES INTERACTIONS AND LEARNING
* LEARNER MATURITY CONTINUUM
Position of student
Immature Position Mature Position
Resonating Anticipatory-
Compliant
Charming Reciprocating Generating
* Teacher-Student Relationship
Oppressed * Teacher Structure Liberated
High * Student Self-Structure Low
Low High
*TYPOLOGY OF LEARNING
Item Directive Rationale Contextual Syntactical Inquiry * CRITERIA FOR TEACHER-STUDENT INTERACTIONS
* CRITERIA FOR SELECTING AND DEVISING LEARNING EXPERIENCES
TRAINING-EDUCATION CONTINUUM
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The Typology of Learning
The Typology of Learning is described according to six types of learning namely item, directive, rationale, contextual, syntactical and inquiry.
Criteria for Teacher-Student Interactions
The Criteria for Teacher-Student Interactions comprise the categories educative teacher- student interactions and stimulus-response teacher-student interactions (see figure 1.2).
Criteria for Selecting and Devising Learning Experiences
Criteria for Selecting and Devising Learning Experiences comprise the categories educative learning experiences and stimulus-response learning experiences (see figure 1.2).
The word educative and the category stimulus-response were added by the researcher during the 1997 research study to the conceptual continuums: Criteria for Teacher-
Student Interactions and Criteria for Selecting and Devising Learning Experiences to
differentiate between the concepts training and education contained in the Training- Education Continuum. This differentiation was necessary as in the conceptual continuums: Learner Maturity Continuum and the Typology of Learning, Bevis and Watson clearly distinguish between a behaviouristic (stimulus-response) and a humanistic-educative-caring curriculum paradigm. However, in the conceptual continuums: Criteria for Teacher-Student Interactions and the Criteria for Selecting and Devising Learning Experiences only educative criteria are stated by Bevis and Watson (1989:79, 102-103).
1.4.1.3 Training-Education Continuum The Training-Education Continuum ranged from: • a training position to
• a transitional position to • an educational position.
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(Adapted from Bevis & Watson 1989:83, 88, 97, 206)
FIGURE 1.2: CRITERIA FOR CONCEPTUAL CONTINUUMS: TEACHER- STUDENT INTERACTIONS AND LEARNING EXPERIENCES
During a previous study by Mouton (1997), the Training-Education Continuum was used in conjunction with criteria formulated for the six conceptual continuums, to ascertain the educational focus of the personnel employed at a nursing college. During a literature review, criteria were obtained from the work by Bevis and Watson (1989:83-94; 379-382), the Tyler rationale, other literature sources and data analysed during interviews. Additionally, during the literature review, alternative terms emerged for the two main concepts in this study namely behaviourism and educative-caring. Behaviourism may be equated with pedagogy, directive learning, instruction and training. Andragogy, humanistic education, confluent education (Francke & Erkens 1994:354, 360) and affective education are more akin to an educative-caring paradigm.
During the present study, an in-depth literature review, incorporating all the concepts contained in the conceptual framework and recent, relevant research studies, was undertaken. The literature review is reported on in detail in chapters 3, 4 and 5.
CRITERIA FOR TEACHER-STUDENT INTERACTIONS
STIMULUS-RESPONSE TEACHER- STUDENT INTERACTIONS
EDUCATIVE TEACHER- STUDENT INTERACTIONS
CRITERIA FOR SELECTING AND DEVISING LEARNING EXPERIENCE
STIMULUS-RESPONSE LEARNING EXPERIENCES
EDUCATIVE LEARNING EXPERIENCES
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