Teachers’ conceptions of standards in South African Basic Education and Training: a case study
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Date
2014
Authors
Sosibo, Lungi
Nomlomo, Vuyokazi
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
In 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.
Description
Keywords
Context, Educational standards, Artifacts, Improvement, Practices, Department of Basic Education and Training
Citation
Sosibo, 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.