Onderwysersgids as ondersteuningsinstrument binne die handboekgedrewe KABV-kurrikulum

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dc.contributor.author Engelbrecht, Alta
dc.date.accessioned 2015-11-11T06:09:14Z
dc.date.available 2015-11-11T06:09:14Z
dc.date.issued 2014
dc.description.abstract Die rol van die onderwysersgids binne verskillende Suid-Afrikaanse taal-kurrikula word in hierdie artikel ondersoek. Die konseptuele raamwerk waarvan in hierdie artikel uitgegaan word, is Pedagogiese Geletterdheid (Sale 2006) wat ‘n empiriese raamwerk daarstel wat op eklektiese wyse elemente van verskillende leerteorieë effektief saam gebruik. Die navorsingsmetode is ‘n inhoudsanalise van een KABV-onderwysersgids (Afrikaans Huistaal) om vas te stel hoe die kernbeginsels van goeie onderrigpraktyk in die onderwysersgids manifesteer, al dan nie. Die studie bevind dat, ten spyte van ‘n voorskriftelike kurrikulum, die on-derwyser wel weens die bemiddeling van die onderwysersgids op eklektiese wyse sy/haar eie stem kan vind (en tog aan die kurrikulumvereistes voldoen). ‘n Leerdergerigte, sukses-georiënteerde inslag is deurgaans teenwoordig terwyl die organisatoriese en administratiewe strukture in die onderwysersgids die druk op die onderwyser verlig en hom/haar in staat stel om te kan konsentreer op kommunikatiewe onderrig in die klaskamer. en_ZA
dc.description.abstract The role of the teacher’s guide within different South African curricula is investigated in this article. The conceptual framework for this article is Pedagogic Literacy (Sale 2006) through which an empirical framework is developed that effectively combines different elements of a number of learning theories. Research aims to trace ways in which teachers in the textbook-driven CAPS-curriculum are supported by a teacher’s guide. The research implements a content analysis of one of the CAPS teacher guides (Afrikaans home language) to determine whether the core aspects of good teaching are evident in the sample. The findings suggest that, in spite of the prescriptive curriculum, teachers are supported through the agency of the teacher’s guide to find their own voice (and yet abide to curriculum requirements). A learner and success orientated approach was evident whilst the organisational and administrative structures in the teacher’s guide also enable teachers to focus on communicative teaching and learning in the class room. en_ZA
dc.description.librarian am2015 en_ZA
dc.description.uri http://www.ajol.info/index.php/jlt en_ZA
dc.identifier.citation Engelbrecht, A 2014, 'Onderwysersgids as ondersteuningsinstrument binne die handboekgedrewe KABV-kurrikulum', Journal for Language Teaching / Tydskrif vir Taalonderrig, vol. 48, no. 2, pp. 81-103. en_ZA
dc.identifier.issn 0259-9570
dc.identifier.other 10.4314/jlt.v48i2.4
dc.identifier.uri http://hdl.handle.net/2263/50397
dc.language.iso Afrikaans en_ZA
dc.publisher South African Association for Language Teaching en_ZA
dc.rights South African Association for Language Teaching (SAALT) en_ZA
dc.subject KABV-onderwysersgids en_ZA
dc.subject Afrikaans huistaal en_ZA
dc.subject Pedagogiese geletterdheid en_ZA
dc.subject Inhoudsanalise en_ZA
dc.subject CAPS teacher guides en_ZA
dc.subject Afrikaans home language en_ZA
dc.subject Pedagogic literacy en_ZA
dc.subject Content analysis en_ZA
dc.title Onderwysersgids as ondersteuningsinstrument binne die handboekgedrewe KABV-kurrikulum en_ZA
dc.type Article en_ZA


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