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dc.contributor.authorSosibo, Lungi
dc.contributor.authorNomlomo, Vuyokazi
dc.date.accessioned2016-07-21T07:43:55Z
dc.date.available2016-07-21T07:43:55Z
dc.date.issued2014
dc.identifier.citationSosibo, L., & Nomlomo, V. (2014). Teachers' conceptions of standards in South African Basic Education and Training: a case study. Perspectives in Education: Standards in education and training: the challenge, 32(1), 77-91.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://hdl.handle.net/11660/3621
dc.description.abstractIn South Africa, the Department of Basic Education and Training (DBE) is responsible for primary and secondary education (Grades R-12). In an effort to improve educational standards in literacy, numeracy and mathematics, especially in the Foundation Phase (FP) levels of education, the DBE has developed several initiatives and campaigns. To monitor the standards and set targets, the department administers high-stakes standardised tests similar to those conducted in the United States of America (USA) at elementary and secondary schools. In spite of these efforts, the national low performance levels of Grades R-12 remain a grave social concern. This study investigated the conceptions of standards from a purposive sample of twenty elementary school teachers selected from three Cape Town schools, with the objective of establishing how their understandings of standards influenced their classroom pedagogical practices. Activity theory informed this research. Data were collected through focus group semi-structured interviews. Results showed that teachers perceived the disadvantaged contexts in which they function as limiting their pedagogical practices and availability of socio-cultural artefacts that they need, thus preventing them from achieving their objectives of maintaining good educational standards. Evidently, the lack of a clear definition of standards, and teachers’ exclusion from participation in the standards-setting processes appear to restrict their understanding of standards and, by implication, their classroom practices and activities aimed at promoting standards. We conclude that a lack of clarity on the definition of standards for FP teachers has detrimental effects on their classroom practices as they function in diverse educational environments.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectContexten_ZA
dc.subjectEducational standardsen_ZA
dc.subjectArtifactsen_ZA
dc.subjectImprovementen_ZA
dc.subjectPracticesen_ZA
dc.subjectDepartment of Basic Education and Trainingen_ZA
dc.titleTeachers’ conceptions of standards in South African Basic Education and Training: a case studyen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Law, University of the Free Stateen_ZA


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