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dc.contributor.advisorEbrahim, H. B.
dc.contributor.authorDaries, Glynnis Elizabeth Sarah
dc.date.accessioned2017-08-08T09:28:24Z
dc.date.available2017-08-08T09:28:24Z
dc.date.issued2017-02
dc.identifier.urihttp://hdl.handle.net/11660/6527
dc.description.abstractEnglish: This study explored the under-researched field of Early Childhood Development teachers’ Funds of Knowledge and their daily practice in a disadvantaged context in urban Free State, South Africa. A paradigmatic mix of interpretivist (social constructivism) and critical theory enabled a deeper understanding of teachers’ Funds of Knowledge as contextually relevant practices in early-childhood centres for three-to-four year old children. A qualitative multi-case study approach with eight teachers in four early-childhood centres was used. Data was produced through semi-structured interviews and classroom observations. The findings of the study show that the teachers were resourceful agents. They drew on a complex mix of capitals to make sense of their work and to shape appropriate practice for children in a disadvantaged context. The analysis of practice revealed that teachers’ Funds of Knowledge was directed towards two key aims: namely, development of the Christian faith and school readiness. This led to prescriptions, high teacher control and low child engagement. The children, however, were not passive recipients of teachers’ priorities. The findings show that the children were using their own Funds of Knowledge, mobilised through influential strategies, to assert their agency. This study amplifies the call for engagement with complexity of practice and the use of asset-based framings of teachers and children in professional development activities.en_ZA
dc.description.abstractAfrikaans: Die studie fokus op die veld van Vroeë Kinderontwikkeling en ondersoek spesifiek onderwysers se Funds of knowledge (Fondse van Kennis) en hulle daaglikse praktyk in ’n benadeelde konteks in stedelike Vrystaat, Suid-Afrika. Daar is nog weinig navorsing op hierdie gebied gedoen. ’n Paradigmatiese kombinasie van interpretivistiese (sosiale konstruktivisme) en kritiese teorie is aangewend om ’n dieper begrip te verkry van onderwysers se Funds of knowledge (Fondse van Kennis) as kontekstueel-relevante praktyk in voorskoolse sentra vir drie- tot vierjariges. ’n Kwalitatiewe multi-gevallestudie-benadering met agt onderwysers in vier voorskoolse sentra is gevolg. Data is deur middel van semigestruktureerde onderhoude en klaskamerwaarnemings gegenereer. Die bevindinge het getoon dat die onderwysers vindingryke agente is. Hulle put uit ’n komplekse mengsel van kapitaal ten einde betekenis aan hulle werk te heg en geskikte praktyk vir kinders in ’n benadeelde konteks te skep. Die ontleding van praktyk het onthul dat die onderwysers se Funds of knowledge (Fondse van Kennis) twee sleuteloogmerke het, naamlik die ontwikkeling van die Christelike geloof en skoolgereedheid. Dit het hier gelei tot voorskriftelikheid, ’n hoë vlak van onderwyserbeheer en ’n lae vlak van betrokkenheid onder die kinders. Die kinders was egter nie passiewe ontvangers van die onderwysers se prioriteite nie. Die bevindinge het getoon dat die kinders hulle eie Funds of knowledge (Fondse van Kennis) gebruik wat in invloedryke strategieë tot uiting kom om sodoende hulle agentskap te laat geld. Hierdie studie beklemtoon die oproep tot betrokkenheid met die kompleksiteit van praktyk, asook tot die beskouing van onderwysers en kinders binne bate-gebaseerde raamwerke in professionele ontwikkelingsaktiwiteite.af
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectFunds of Knowledgeen_ZA
dc.subjectDisadvantaged contexten_ZA
dc.subjectEarly-childhood teachersen_ZA
dc.subjectAgencyen_ZA
dc.subjectFaith developmenten_ZA
dc.subjectSchool readinessen_ZA
dc.subjectChild developmenten_ZA
dc.subjectEarly childhood educationen_ZA
dc.subjectChildren with social disabilities -- Educationen_ZA
dc.subjectThesis (Ph.D. (Curriculum Studies))--University of the Free State, 2017en_ZA
dc.titleFunds of knowledge and practice of early-childhood teachers in a disadvantaged contexten_ZA
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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