Pedagogical practices of teachers in under resourced schools. a case study of two rural schools in Mqanduli district of the Eastern Cape Province

Simple item page
dc.contributor.authorZide, Lulama
dc.date.accessioned2016-09-05T12:07:22Z
dc.date.available2016-09-05T12:07:22Z
dc.date.issued2013
dc.description.abstractThe South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane (2005:5) deduces that despite rapid recent urbanization, half of South Africa’s learners still attend schools in theses rural under resourced areas. The Eastern Cape is one of the provinces that have saturated the media with a discrepancy of having a lot of under resourced schools especially in rural areas. This study, therefore, investigated pedagogical strategies used by teachers in under resourced schools - how teachers teach to ensure that teaching and learning occurs under such dire circumstances. The study followed a qualitative approach under an interpretive paradigm with a case study research design. Furthermore, the data collection techniques involved semi-structured interviews, focus group discussions and documentary analysis. This study revealed that all the respondents from both schools seemed to have a common understanding of what a school resource means though put in different statements. The findings also revealed that all the respondents were silent in mentioning parents as school resources. From the documents analysed, it however, came to view that it is expected of the teachers to use a learner centred approach kind of teaching, where learners are mostly used. Responding on parents the teachers alleged a lack of involvement of parents in their children’s learning and other activities run in their school. The study recommends that the Department of Education officials need to make regular visits on schools for the betterment of teaching and learning standard, regular improvement on school facilities and handling of finances.en_ZA
dc.identifier.urihttp://hdl.handle.net/20.500.11837/429
dc.language.isoenen_ZA
dc.publisherUniversity of Fort Hareen_ZA
dc.subjectEducation and state -- South Africa -- Eastern Cape
dc.subjectRural schools -- South Africa -- Eastern Cape -- Evaluation
dc.subjectSchool management and organization -- South Africa -- Eastern Cape
dc.subjectRural children -- Education -- South Africa -- Eastern Cape
dc.subjectSchool improvement programs -- South Africa -- Eastern Cape
dc.subjectTeachers -- South Africa -- Eastern Cape -- Attitudes
dc.subjectTeaching -- South Africa -- Eastern Cape
dc.titlePedagogical practices of teachers in under resourced schools. a case study of two rural schools in Mqanduli district of the Eastern Cape Provinceen_ZA
dc.typeThesisen_ZA

Files

Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Lulama zide's final dissertation 2013.pdf
Size:
1.25 MB
Format:
Adobe Portable Document Format
Description:
Lulama zide's final dissertation 2013
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

Theses and Dissertations