Faces of mathematics teachers in policy and practice

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dc.contributor.author Basbozkurt, Hakan
dc.date.accessioned 2009-09-30T05:42:42Z
dc.date.available 2009-09-30T05:42:42Z
dc.date.issued 2009-09-30T05:42:42Z
dc.identifier.uri http://hdl.handle.net/10539/7328
dc.description.abstract This paper will report on the findings of the research that was conducted in a private school in Johannesburg about mathematics teachers’ identities described in policy and how these are demonstrated in practice. The central questions that guided the study were: ‘How are identities of mathematics teachers described in the new mathematics curriculum policy?’ and ‘How are these identities demonstrated in practice?’ I anticipated comparing teacher’s personal pedagogic and official pedagogic identities in classroom practice for Further Education and Training (FET) band from learners’ perspective since learners are at the center of the Outcome-Based-Education (OBE). This study was informed by theoretical concepts of ‘identity’ from Gee (2001), Boaler and Greeno (2000), and Jansen (2001). Naidoo and Parker’s (2005), Jita and Vandeyar (2006) and Parker (2006) analyzed tension between personal pedagogic and official pedagogic subject identities of South African teachers provided me a contextualized framework for this study. My analysis confirms that although the two teachers’ identities still have tension, reconstruction of the ‘new face’ of the teachers is on progress that has relation with ‘the kind of teacher’ is referred by the NCS. en_US
dc.language.iso en en_US
dc.subject Mathematics Teacher en_US
dc.subject South Africa en_US
dc.subject Outcomes-Based Education en_US
dc.subject National Curriculum Statement en_US
dc.subject Institutional Identity en_US
dc.subject Positional Identity en_US
dc.subject Traditional Pedagogic Identity en_US
dc.subject Official Pedagogic Identity en_US
dc.title Faces of mathematics teachers in policy and practice en_US
dc.type Thesis en_US


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