Unveiling the South African official primary mathematics teacher pedagogic identity
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Date
2013
Authors
Pausigere, Peter
Graven, Mellony
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
This article is theoretically informed by Bernstein’s (2000) notion of pedagogic
identity, supplemented by Tyler’s (1999) elaboration of Bernstein’s theory into
an analytical framework that describes four possible identity positions relating to
classification and framing properties. The article analyses key primary mathematics
curriculum policy documents to investigate the official primary mathematics teacher
identity as constructed by both previous and current South African education
curricula. The article reveals that the first post-apartheid curriculum, Curriculum
2005 (C2005), projected a ‘therapeutic’ primary mathematics teacher identity with
symbolic pedagogical intentions. The recent South African curriculum policy changes
to a common curriculum framework (Curriculum and Assessment Policy, CAPS) and
universal primary learner tests (Annual National Assessments, ANA) construct and
promote a ‘market’ (Bernstein 2000) primary mathematics teacher identity.
Description
Keywords
South African primary maths teacher identity, Bernstein, Pedagogic identity
Citation
Pausigere, P., & Graven, M. (2013). Unveiling the South African official primary mathematics teacher pedagogic identity. Perspectives in Education: Primary mathematics: addressing the crisis, 31(3), 19-33.