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ID 49141
本文ファイル
著者
Hartell, Cycil G.
Steyn, Miemsie G.
抄録(英)
South Africa is one of the most unequal societies in the world (Breetske, 2018), which also is visible in the schooling system, ranging from private, inner-city, township and rural schools. The general perception is that there is an ongoing crisis in South African education, and that the current system is failing the majority of South African’s youth (Spaul, 2013). There is worldwide consensus that the quality of education should already be addressed in the foundation phase, spanning the first three years of formal education. This article explores the perceptions of 282 foundation phase teachers predominantly in rural and township schools on various aspects regarding the education system. Using the theoretical framework of Mockler (2011) to assess teacher professional identity, the first dimension of teacher identity, namely personal experience, was used as lens to conduct the empirical study. Four themes emerged, namely competence, relationships, school context and challenges. Findings indicate that foundation phase teachers in general have positive attitudes towards various education related matters, but their perceptions were associated with the types of schools where they were teaching. Lack of resources and overcrowded classrooms were highlighted as manifestations of inequality.
内容記述
Group C: Teacher Professional Development
掲載誌名
CICE叢書6 Africa-Asia University Dialogue for Educational Development : Final Report of Phase IV Research Results : Toward Achieving the SDG4 : Contributions of African and Asian Researchers
6巻
開始ページ
175
終了ページ
195
出版年月日
2019-06
出版者
広島大学教育開発国際協力研究センター
NCID
言語
英語
NII資源タイプ
紀要論文
広大資料タイプ
単行書の章
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
権利情報
Copyright (c) 2019 広島大学教育開発国際協力研究センター
関連情報URL
部局名
教育開発国際協力研究センター
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