Die artikel fokus op die vorming van ’n professionale identiteit by ses beginneronderwysers
(drie in vroeëkinderonderwys en drie in die grondslagfase) wat die onderrig van Wiskunde,
Wetenskap en Tegnologie (WWT) betref ‒ in die besonder die rol van professionele identiteit
in hul toepassing van innoverende onderrigmetodes soos ondersoekgebaseerde onderrig.
Dit is gebaseer op hul persoonlike narratiewe oor hul eie leerervarings wat WWT betref, die
impak van hul onderwysopleiding by ’n hoëronderwysinstansie, asook hul eerste ervarings
as WWT-onderwysers in die werkplek. ’n Kwalitatiewe navorsingsontwerp is gevolg en
data is verkry deur visuele (foto-collages) en geskrewe stories, observasie en onderhoude.
Terwyl al die beginneronderwysers ná hul skoolopleiding ’n negatiewe houding teenoor
Wiskunde gehuldig het, is hierdie situasie tydens hul onderwysopleiding omgekeer. Terwyl
die drie vroeëkinderonderwysers hul beroepstoetrede positief ervaar het, oorwegend vanweë
kollegiale ondersteuning vir hul implementering van innoverede onderrigmetodes, het twee
onderwysers in die grondslagfase die teenoorgestelde ervaar. Die bevindings beklemtoon die
komplekse proses waardeur die professionele identiteit van onderwysers gevorm word en
hoe hul onderrigpraktyk daardeur beïnvloed word.
This article focuses on the professional identity formation of six beginner teachers
(three in early childhood education and three in the foundation phase), involved in the
teaching of Mathematics, Science and Technology (MST). Attention is in particular being paid
to the role of professional identity in how they applied innovative teaching methods such
as enquiry-based teaching. The study is based on the personal narratives of the six teachers,
regarding their own learning experiences in MST, the impact of their professional training
at an institution of higher education, as well as their first experiences as MST teachers in
the workplace. A qualitative research design was applied and data was obtained through
visual (photo collages) and written stories, observation and interviews. Whilst all the teachers
held negative attitudes towards Mathematics, this situation was turned around during their
university training. The three teachers in early childhood education experienced their entrance
to the profession as positive, due mainly to the support of colleagues in their application of
innovative teaching methods. Two teachers in the foundation phase, however, experienced
the opposite. The findings emphasise the complex processes in the moulding of a professional
teacher identity and how teaching practices are influenced by these processes.
