Die aard en omvang van kommunikasievrees van HOD–studente

Skripsie (MEd (Didaktiese Opvoedkunde))--PU vir CHO, 1996The study aimed at providing scientific answers to two questions namely what the nature and extent of communication apprehension are among HED-students and whether the students’ level of communication apprehension changes during the course of their professional training. In order to answer these questions, communication, as typically human behavior, was studied and contextualised to the school classroom situation. Relationships between communication, classroom communication and teaching were indicated. The conclusion was reached that a very close relationship exists between communication and teaching. In fact, teaching was found to be a particular kind of communication which is qualified by the aim of enabling the learner(s) to perform certain learning tasks. Communication apprehension not only influences communication, but also teaching negatively. This negative relationship was researched further by studying the causes and effects of communication apprehension. The detrimental effects that high levels of communication apprehension (of both learners and teachers) have on the teaching learning situation were given particular attention and suggestions were offered for preventing and/or surmounting communication apprehension in the classroom. The empirical investigation entailed the completion of the PRCA (Personal Report on Communication Apprehension) by all fourth year HED-students studying at the PU for CHE between 1990 and 1994. This investigation led to the following findings: • 15,4% of the students experienced high levels of communication apprehension; • during the first measurements students from HED (Secondary)-diploma course manifested the highest level of communication apprehension (54,1%) and students from the post-graduate HED course who specialised in the Human Sciences the lowest (49,7%); • during the course of the professional training a reduction in the level of general communication apprehension was noticeable but of no practical significance: when placed in a teaching situation, students initially experienced relatively high levels of communication apprehension, which, however, decreased to such an extent during their training, that the decrease was of practical significance. The role of micro- and practical teaching played in decreasing communication apprehension should not be underestimated. Research dealing with communication apprehension should be broadened to include students training to become primary school teachers. Communication apprehension should also be investigated within a multicultural context. The causes of high levels of communication apprehension should be examined further and programmes which should be developed.Master