Onderwysersgids as ondersteuningsinstrument binne die handboekgedrewe KABV-kurrikulum
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Date
Authors
Engelbrecht, Alta
Journal Title
Journal ISSN
Volume Title
Publisher
South African Association for Language Teaching
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.
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.
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.
Description
Keywords
KABV-onderwysersgids, Afrikaans huistaal, Pedagogiese geletterdheid, Inhoudsanalise, CAPS teacher guides, Afrikaans home language, Pedagogic literacy, Content analysis
Sustainable Development Goals
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.